PROMOTING INTERNATIONAL MINDEDNESS IN SCHOOL.
In today’s highly interdependent world, individuals and nations can no longer resolve many of their problems by themselves. We need one another. We must therefore develop a sense of universal responsibility… It is our collective and individual responsibility to protect and nurture the global family, to support its weaker members, and to tend to the environment in which we all live.
(The Dalai Lama)
- There are many flavours
- It is distinguished more by its absence than by its presence.
that underlie or facilitate the bridging of social and cultural differences.
Provides a BALANCE between
Stimulates curiosity about the world
By organizing the curriculum around stimulating questions or themes about real-world issues and problems.
By encouraging the pursuit of student’s own inquiry.
In science, social sciences and mathematics, literature, language (as windows to culture).
Provides opportunities for developing cultural self-confidence
By a study of the student’s own language and literature.
By a study of the student’s own history and society
By using the student’s own cultural knowledge
By studying the above in a global context.
I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any of them.
(M. K. Gandhi)
Builds awareness and respect for human dignity and diversity
By studying different ways in which humans have expressed themselves in different situations.
By exploring ways in which humans have accepted or transcended the limitations imposed by their own history, geography, biology or culture.
Encourages the exploration of human universals
All disciplines afford opportunities for exploring the unity underlying human diversity.
An internationally minded curriculum is built around a few of these opportunities.
Will include throughout the school
This process is about planting seeds —as in authentic education—and there is no way of knowing when, where or how those seeds will flower.
Palmer, Parker The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life 1998
KNOWLEDGE is not only
Propositional (justified, true belief)
Analytic (“conceptual molecules”)
Constructed for human purposes
Embodied in artifacts
Embodied in performance
TEACHING THAT RECOGNIZES THAT
*Cf. Allen, Barry Knowledge and Civilization (Westview, Colorado, 2004)
With regard to knowledge
TEACHING that helps students to
With regard to concepts and understanding
Teaching that provides opportunities for reflection on the learning process
Adapted from Sörman and Laurinolli, Dresden, October 2003
“The teacher is not a machine for giving lectures, but is a resource to the students - one who inspires them to investigate and question, one who guides them and one who is able to sustain their enthusiasm for study and research. The real teacher is himself a life-long student."
(Reşit Galip, Minister of Education, 1933, in address at Istanbul University)