I was talking with my friend Yolaine some time ago and she explained culture-shock theory (or at least the pseudo-science pop version) to me. It turns out that the various stages of culture shock are fairly well documented and that my experiences living abroad, both in France and in Lebanon, were fairly universal ones. Culture shock has four stages. First, you love the place, or more accurately, you only see what is wonderful about a place. For France it's the architecture, the fashion and the trains; for Lebanon, the food, the beaches and the nightlife. Second, you hate the place, you only see the bad, in France, the bureaucracy and unpragmatism, in Lebanon, the fatalism and the litter. The third stage is the amused observer stage, the Mark Twain stage. You see the madness of the foreign culture but it is no longer distressing, you come to accept it as one of the inevitable absurdities of life. By the end of my time in France I was able suffer no emotion more violent than vague amusement that I apparently needed my passport to withdraw my last 11 Euros from my bank account, even though they had a scan of my passport in their system. Finally, a country feels like home. The good is taken for granted and the bad as inevitable, you become nearly as blind to the good and bad of the foreign culture as in your own.
I went through a similar process in my relationship with the French education system. Actually, I skipped phase 1, I never thought French education was amazing. My first reaction was that the system was absurd. The French approach to education is somewhat akin to the men's dress code at a formal ball: tuxedos only. A three hour lecture is just that, three hours of lecturing. No questions, no discussion, no exchange of ideas. The professor has the knowledge, it is their profession to impart it, if they are graceful, they might even deign to acknowledge there are students listening to them. French Professors don't have office hours. Except for administrative tasks, they don't have offices either. The assumption is that students do not have the base or the tools to think, only professors, or possibly doctoral candidates, do. It is essentially an elementary school approach to university. Just as Canadian third graders aren't asked for their opinions on 6 X 8 - they must simply learn that the answer is 48 - French university students are not asked for their opinions on politics, or philosophy.
I initially concluded that the end of France was imminent. But as I entered stage three of my education culture shock it occurred to me that the proper time to allow for critical thought in education is fairly arbitrary. I suspect that in Canada we begin to put critical thought in the curriculum in high school because teenagers are naturally suspicious of authority anyways. But the French teenager has had a long and rigorous acclimatization to absolute power being wielded with total arbitrariness. In a country where the gardens are drawn like industrial blueprints a joyous anarchy of opinions would be a bit much.
So it's not that critical thought is not valued. It is just that the French consider that a much larger base of knowledge is required before anyone should be allowed to think, or at least think in public. In order to be a contributing member of French intellectual life it is necessary to know the history of the republic; to understand the insights of Rousseau, Marx, and Sartre; to see why Yves St. Laurent and Picasso's innovations were important; and on and on and on. In North-America undergrad is where you have youth's last fling and learn to be an independent individual who can be 'a productive member of society'. The French equivalent, "la Fac", is elementary philosophy school. The paradigmatic American is the self-made businessman. France personified is an intellectual, and there is no such thing as a self-made intellectual in France.
French students are excellent in two areas. They have an enormous amount of knowledge, and they are superb writers. Both of these are the result of an education system that stresses repetition and high formal achievement. It is also these characteristics that make the French system so difficult to outsiders, whether immigrants or exchange students (who all pass, but only because they are exchange students). A newcomer to the system has neither the database of facts nor the refined formal writing of his classmates. Like so much in France, education is a walled garden; excellent for those on the inside, nearly impossible for the rest.