cultivating humanity in schools promoting global mindedness as good teaching practice

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CULTIVATING HUMANITY IN SCHOOLS Promoting global mindedness as good teaching practice Slide 2 GLOBAL MINDEDNESS A NEED OF OUR TIMES In todays 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) Slide 3 How can we recognize global mindedness? GLOBAL MINDEDNESS IS CAUGHT, NOT TAUGHT BY BUILDING AN ETHOS THAT ENCOURAGES CERTAIN HABITS OF THE MIND AND THE HEART, AND CERTAIN ACTIONS AND PRACTICES. Slide 4 Global mindedness in the school is like the flavours in food: - There are many flavours - It is distinguished more by its absence than by its presence. Academic programs may not entirely lack the flavours of globalism But there may be gaps between a school's public commitments and its actual practices. How can we recognize global mindedness? Slide 5 A curriculum that fosters global mindedness Is based on PRINCIPLES Fosters VALUES Inculcates ATTITUDES Develops ABILITIES Encourages PRACTICES that underlie or facilitate the bridging of social and cultural differences. Slide 6 Human culture and knowledge exhibit DIVERSITY that is valuable both intrinsically for its own sake, as well as instrumentally as a resource for the survival and flourishing of humanity. Global minded PRINCIPLES include the acknowledgment that Slide 7 Human individuals and groups share common characteristics that are concealed by the outer clothing of cultural diversity. This principle constitutes a basis for exploring human universals treating others as we ourselves would wish to be treated treating all human beings as equal in worth, dignity and potential. Global minded PRINCIPLES include the acknowledgment that Slide 8 HUMAN EQUALITY the recognition that ALL human beings are EQUALLY entitled to DIGNITY, FREEDOM and JUSTICE, even when their beliefs, actions and behaviours are not. COMPASSION for those in a more difficult situation than our own, as a motive for mitigating their suffering. RESPECT for people who are DIFFERENT from us (belong to an identifiably different social or cultural group). Global minded VALUES include Slide 9 Friendly and respectful curiosity about other human beings who are DIFFERENT from ourselves Empathy for people in other situations Commitment to social justice, non-violence and peace Willingness to collaborate with others. Global minded ATTITUDES include Slide 10 Seeking patterns, links and relationships across different perspectives. Exploring critically but sympathetically ideas that we do not share Comparing and contrasting across human differences, and seeking human universals Respecting and treating with dignity people who may be different from us in culture, beliefs and behaviour. Building understanding across cultural differences. Globalist ABILITIES include Slide 11 Globalist PRACTICES include: Communication and dialogue with others who are different Collaborating across human differences towards common goals Resolving conflicts and building reconciliation and peace Serving the community (adding to its long term social capital), whether local or global. Slide 12 Provides a BALANCE between local and global knowledge different ways of knowing, judging and understanding (scientific, mathematical, interpretative, ethical and aesthetic) Feeling, knowing, doing and being Action reflection evaluation further action A curriculum that fosters global mindedness Slide 13 Stimulates curiosity about the world Provides opportunities for developing cultural self-confidence Builds awareness and respect for human dignity and diversity Encourages the exploration of human universals A curriculum that fosters global mindedness Slide 14 Stimulates curiosity about the world 1. By organizing the curriculum around stimulating questions or themes about real-world issues and problems. 2. By encouraging the pursuit of students own inquiry. 3. In science, social sciences and mathematics, literature, language (as windows to culture). A curriculum that fosters global mindedness Slide 15 Provides opportunities for developing cultural self-confidence 1. By a study of the students own language and literature. 2. By a study of the students own history and society 3. By using the students own cultural knowledge 4. By studying the above in a global context. A curriculum that fosters global mindedness Slide 16 Builds awareness and respect for human dignity and diversity For instance: 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. A curriculum that fosters global mindedness Slide 17 Encourages the exploration of human universals 1. All disciplines afford opportunities for exploring the unity underlying human diversity. 2. An globally minded curriculum is built around a few of these opportunities. A curriculum that fosters global mindedness Slide 18 Will include throughout the school Opportunities to reflect about the nature of learning Activities of trans-disciplinary inquiry Community service activities that create opportunities for experiential learning A curriculum that fosters global mindedness Slide 19 This process is about planting seeds as in authentic educationand 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 Teachers Life 1998 What kind of teaching fosters global mindedness? Slide 20 KNOWLEDGE is not only Propositional (justified, true belief) Analytic (conceptual molecules) Discursive BUT ALSO* Constructed for human purposes Embodied in artifacts Embodied in performance TEACHING THAT RECOGNIZES THAT *Cf. Allen, Barry Knowledge and Civilization (Westview, Colorado, 2004) Slide 21 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) A curriculum that fosters global mindedness Slide 22 TEACHING that Draws on a balanced selection of local and global knowledge from the real world Organizes the knowledge around significant themes and issues With regard to knowledge What kind of teaching fosters global mindedness? Slide 23 TEACHING that helps students to Choose appropriate concepts, metaphors and theories to BUILD understanding APPLY and TEST understanding on a real problem CORRECT and IMPROVE ON current understanding through reflective evaluation of the results of testing FLEXIBLY apply RELEVANT knowledge and skills to make sense of new situations. DEMONSTRATE the understanding through performances and artifacts. With regard to concepts and understanding What kind of teaching fosters global mindedness? Slide 24 Teaching that creates a range of activities allowing learners scope for individual as well as collaborative inquiry that allows some scope for inquiry that is trans-disciplinary, to enable students to experience concurrency of learning and the different perspectives of each discipline. What kind of teaching fosters global mindedness? Slide 25 Teaching that provides opportunities for reflection on the learning process To evaluate ones learning To discuss ones learning with other learners To collaborate in build learning communities within the school What kind of teaching fosters global mindedness? Slide 26 Passion Inquiry Insight Open-mindedness Judgement Creativity Integrity Adapted from Srman and Laurinolli, Dresden, October 2003 What kind of teaching fosters global mindedness? Slide 27