Permissions: Dirk van Stralen Promoting Global Citizenship Educating the Political Mind for Civic Responsibility

TASK 1: Using the ‘TOK Treatment’ to Address Global Concerns

Tools  Politics as an area of knowledge  The Democratic Path - principles and values  Theory of Knowledge as an approach to thinking critically about politics  The Millennial Learner - new learning opportunities  The Learner Profile as a guide to defining and ‘claiming’ Global Citizenship Tools  Politics as an area of knowledge  The Democratic Path - principles and values  Theory of Knowledge as an approach to thinking critically about politics  The Millennial Learner - new learning opportunities  The Learner Profile as a guide to defining and ‘claiming’ Global Citizenship Premise Knowledge, skills and values are the key to transforming the thinking of the past for effective solution-finding to global concerns

TASK 2: How do we approach political awareness and identity?  What do your students know about global concerns and debates? At what stage? PYP, MYP, DP? How do you approach this?  What understanding do your students have of the term Global Citizen and how is it used in your school community?  What are some of the tensions and challenges that have arisen, or could arise out of this concept, or the use of it in your school?  What do your students know about global concerns and debates? At what stage? PYP, MYP, DP? How do you approach this?  What understanding do your students have of the term Global Citizen and how is it used in your school community?  What are some of the tensions and challenges that have arisen, or could arise out of this concept, or the use of it in your school?

The Dilemmas of Global Citizenship  Indoctrination of a ‘Globalist’ or liberal agenda?  What about national/state identity? A civic education clash?  Not all governments want active global citizens!   The opportunities and challenges of political information  Are there core universal values?  ‘Hijacking’ of Global Citizenship for other ends  Lack of role-models; the need to see politics ‘work’?  Cynicism  Indoctrination of a ‘Globalist’ or liberal agenda?  What about national/state identity? A civic education clash?  Not all governments want active global citizens!   The opportunities and challenges of political information  Are there core universal values?  ‘Hijacking’ of Global Citizenship for other ends  Lack of role-models; the need to see politics ‘work’?  Cynicism

The Millennial Learner and Global Citizenship in Action - using the opportunities of 21st century learning to promote political awareness, inspiration and action The IB Curriculum - subject-specific connections or a thematic/skills-based approach, TOK CAS - NGOs and community service A whole-School Approach - theme days connecting students to local, regional and global concerns - using the opportunities of 21st century learning to promote political awareness, inspiration and action The IB Curriculum - subject-specific connections or a thematic/skills-based approach, TOK CAS - NGOs and community service A whole-School Approach - theme days connecting students to local, regional and global concerns

TASK 3: Using The IB Learner Profile To Claim and Define ‘Global Citizenship’ What should our learning Outcomes look like? How can we Link the LP to Global Citizenship? What should our learning Outcomes look like? How can we Link the LP to Global Citizenship?

Inquirers : foster an interest in the affairs and running of the school, local and global communities Knowledgeable: gain insight into concepts, ideas and issues that relate to the local and global polis and be cognizant of the connections between them Thinkers: identify ethical issues, challenges for the Polis, think critically about information using reasoned judgments Communicators: express ideas accurately and with diplomacy using appropriate language and means of communication Principled: act with integrity and honesty, show fairness, concern for justice and respect toward others using the Human Rights Declaration as a benchmark for core universal values Open-minded: appreciate and understand their own national and cultural identity and respect the identity of others Caring: show empathy towards others, identify the connections between self and the local and global community. Service to the community, use voting rights Risk-takers : show courage in new situations and creativity in solution-finding. Brave in articulating and defending their beliefs Balanced: nurtures mind, body and soul for the well-being of self and others. Self-interest is balanced against the greater good Reflective: gives thoughtful consideration to what they learn and are cognizant of their own strengths and limitations Inquirers : foster an interest in the affairs and running of the school, local and global communities Knowledgeable: gain insight into concepts, ideas and issues that relate to the local and global polis and be cognizant of the connections between them Thinkers: identify ethical issues, challenges for the Polis, think critically about information using reasoned judgments Communicators: express ideas accurately and with diplomacy using appropriate language and means of communication Principled: act with integrity and honesty, show fairness, concern for justice and respect toward others using the Human Rights Declaration as a benchmark for core universal values Open-minded: appreciate and understand their own national and cultural identity and respect the identity of others Caring: show empathy towards others, identify the connections between self and the local and global community. Service to the community, use voting rights Risk-takers : show courage in new situations and creativity in solution-finding. Brave in articulating and defending their beliefs Balanced: nurtures mind, body and soul for the well-being of self and others. Self-interest is balanced against the greater good Reflective: gives thoughtful consideration to what they learn and are cognizant of their own strengths and limitations