1- Cognitive Dimension

Throughout this course, I have learned a lot about identity, bias, othering, empathy, equity, and oppression through readings, videos, and activities that encouraged me to think critically. One activity we often did at the start of class was sharing a single word that described how we felt that day. This simple exercise helped create a sense of connection and collective understanding among us.

Playing the six different games, including The Syrian Journey: Choose Your Escape Route, was also a strong learning experience. It was an eye-opener, showing how people think in very different ways, yet those differences can create something meaningful. I could also sense the personalities of the students who designed the games how they might have used the activity to express or release certain emotions that they were holding in. It made me realize that creativity often comes from personal experience and emotion.

Another activity that had a big impact on me was the blindfold game, where we had to build something using blocks without seeing. Surprisingly, the person who was visually impaired could describe every block perfectly and guided us successfully. This experience taught me not to underestimate anyone’s abilities. It showed me that people with disabilities have strengths that others may not have. We may not all be equal in the same ways, but our differences create balance and complement one another.

The reading “War in Translation: Giving Voice to the Women of Syria” by Lina Mounzer was very interesting. It revealed the painful truth about war, especially for women who carry endless grief while struggling to keep their families alive. One passage that stayed with me was when she described how her mother was forced to kneel at the feet of tribal leaders, begging for information about her kidnapped husband. This heartbreaking image made me feel deep empathy and pity, but it also made me aware of how powerful storytelling can be in making others understand suffering on a human level.

Finally, the Privilege Walk activity was eye-opening. We all started at the same line but ended up in completely different places, which clearly showed how privilege whether based on gender, class, or background creates inequality even when everyone begins from the same point.

The Soliya program  enriched my knowledge further by giving me real-life interactions with people from different nationalities, identities, and points of views. Some participants live in countries that are not where they were born, which allows us to discuss issues like migration, belonging, and stereotypes. For example, we might explore how a Pakistani participant feels when people assume all Pakistanis are not Muslims, and how such stereotypes affect identity. These conversations will help me apply what I have learned about bias, othering, and empathy in real intercultural settings.

2- Intrapersonal Dimension

Through this course, I have learned more about myself and the way I see the world. I became more open-minded and curious about other people’s perspectives. I learned to listen without judgment and to treat different opinions as opportunities for learning rather than disagreement. This course has also made me more aware of how my own background and identity shape the way I interpret others.I expect my identity to affect my Soliya experience by allowing me to share my culture honestly and confidently. I plan to interact with others while staying true to who I am, using my cultural background as a bridge for connection, not as a barrier.The Soliya experience will enrich my self-knowledge by giving me the chance to interact with people from diverse cultures and perspectives. It will help me understand not only others better but also myselfho w I respond, what I value, and how I communicate across cultural differences.

3- Intrapersonal Dimension

I have learned how important it is to communicate with empathy and understanding when interacting with people who are different from me. I realized that differences in culture, gender, or background should not create distance but can instead be a source of learning and growth. By listening actively and avoiding quick judgments, we can build mutual respect and meaningful connections.

I still ask myself how I can become a better global citizens, someone who not only understands other cultures but also works to bridge gaps between them. I hope that my Soliya experience will help me develop these skills further, especially where communication happens across online platforms. By engaging in respectful discussions and understanding others’ realities, I aim to strengthen my ability to collaborate, empathize, and respond thoughtfully in intercultural settings.

4- If the issue of Palestine came up in a Soliya discussion, I expect it could become a sensitive and emotional topic, as it involves strong political, historical, and human aspects. People from different countries may have very different opinions, shaped by their backgrounds and media exposure.

If I were able to direct the discussion, I would aim to create a safe and respectful space for everyone to express their views. I would encourage participants to focus on empathy and humanity rather than blame, and to listen to personal experiences rather than debating only politics. My goal would be to promote understanding rather than division.Finally, we might need support in moderating emotional or conflicting viewpoints, ensuring that the conversation stays constructive. Having guidance from the  facilitator on how to navigate sensitive intercultural discussions would help maintain balance and mutual respect throughout the conversation.

Link: https://lithub.com/war-in-translation-giving-voice-to-the-women-of-syria/