1. 1 Three Examples of Multicultural Education <><><><><> Successful efforts towards Global Integrative Education Producing “World Citizens” Multicultural Education – expands “worldview,” but maybe not enough. Let’s see….

2. 2 Representing the stage of Appreciation H.O.P.E. Helping Overcome Prejudice Everywhere A four year traditional high school in Spokane, Washington, enthusiastically embraces its own diversity. In the photos that follow the students themselves have captured what it has meant for them. An example of highly successful multicultural education in the U.S.

3. 3 7 Hmong boys (from Laos as refugees after the Vietnam War) 1 Cambodian boy 1 Thai/Anglo-Canadian girl 6 African-American kids (mixed with white, native and Latino) 1 Mexican girl 1 Ukrainian girl 1 Samoan girl 4 Native-Americans (Each from different tribe) 1 Japanese/Anglo girl 8 Caucasian students 11 of the kids are bilingual. 10 are actually born abroad. Thirty-one (31) H.O.P.E. students (ages 15-18):

4. 4 H.O.P.E. is an elective course – (Students ARE graded and get academic credit.) It is an applied sociology/ leadership class. What students study: human rights issues civil rights history multicultural and diversity issues. What students do: Research Visual arts displays for schools Community service Prepare / teach lessons in classrooms Put on school assemblies for other students who are not exposed to this class. It’s not yet a curriculum, per se... T eacher: David Simmons

5. 5 Global visitors come to the class to teach about other countries and their Culture. (Student PowerPoint presentation)

6. 6 Guest dancer from India

7. 7 Learning Chinese Calligraphy with Ling Ma from Nanjing, China, February 2002

8. 8 Chinese Calligraphy–

9. 9 Everyone is getting into Chinese Calligraphy Integrated into an Art Class

10. 10... teaches us about Guyana and Chinese “Skippin” Guest speaker:

11. 11 Presentation of Hmong Culture by Hmong students

12. 12 Native-American Stick Games

13. 13 Making Montana-style Indian fry bread Native American Culture

14. 14 Learning Native-American Stick Games

15. 15 English Second Language class on Irish Music

16. 16 African (Maasai tribe) artist and Fulbright Scholar, from Kenya, May 2002

17. 17 African Drumming class for Black History Month

18. 18 Visiting Japanese college students from Mukogawa, April 2002

19. 19 Visitors from Mukogawa Women's University, Japan and a little origami

20. 20 Guest athlete from Turkey Mr. Eruc plans to kayak around the oceans of the world and to climb the highest peak on each of six continents. Mr. Eruc plans to kayak around the oceans of the world and to climb the highest peak on each of six continents.

21. 21 Educators visiting from South Africa

22. 22 Teachers from South Africa

23. 23 Educators from South Africa Visiting class

24. 24 Educators from South Africa Visiting class

25. 25 South Africa is creating a “Rainbow” Nation (all colors)

26. 26 The Russian Panel Students from Russia, Ukraine, Kazakhstan and Moldova spoke and answer questions about being a “Russian-speaking student” and about differences between the US and their homeland.

27. 27 The Russian Panel

28. 28 Learning Ukrainian Pysanky

29. 29 H.O.P.E. integrated into an Art Class

30. 30 Dressing the Part Learning about the Middle East

31. 31 Fulbright Exchange Teacher, Mohamed Mouaouine, from Morocco

32. 32 Carpets Backgammon Dombak Learning about the Middle East

33. 33 Projects on Racism and race unity

34. 34 Martin Luther King Jr. Day Convocation “I have a dream that one day this nation will rise up and live out the true meaning of its creed. We hold these truths to be self-evident that all men are created equal.”

35. 35 Martin Luther King Jr. Day Convocation

36. 36 Making a Display for Martin Luther King (MLK) forum

37. 37 We did it! The MLK 2004 Con!* *Convocation

38. 38 Making posters to educate ourselves and others

39. 39 Created a Display Case on Race Unity

40. 40 Making a history “Timeline” of desegregation in the U.S.

41. 41 Students teaching a lesson on Inter- Racial Relations

42. 42 HOPE students teaching lessons at another school Lesson: Speaking Without Words

43. 43 At another school – Lesson: Stereotypes

44. 44 70 Rogers students attended the Community Congress on Race Relations

45. 45 The Spring Convocation for ENTIRE school Students (31) taking this multicultural class impact the culture of the whole school

46. 46 Preparing for the Multicultural Convocation

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58. 58 Students have discovered but the consciousness is tacit, not discussed. Students not fully aware. Students MAY have discovered some “Unity in Diversity...” but the consciousness is tacit, not discussed. Students not fully aware. The is appreciation The focus is appreciation of the “other” – The method emphasizes differences rather than our commonalities.

59. 59 Next NEEDED stage of Multicultural Education: Perception of humanity’s Oneness State of Consciousness: Only “US” One human race One human family Consider: We may not be able to achieve “global integrative education” without this new perception.

60. 60 Curriculum framework for Peace Education in Bosnia-Herzegovina

61. 61 A clear example: A real possibility In 2001, six years after the Dayton Peace Accord that ended the Bosnian war, the BiH government recognized that “intellectual and psychological reconstruction” and educational reform should be at the center of the country's political agenda. Their choice came in wake of a disaster, can we make ours from wisdom?

62. 62 Exploiting the Hard Sciences for Peace Already a universal curriculum (taught the same pretty much everywhere around the world). Already a universal curriculum (taught the same pretty much everywhere around the world). Less subject to cultural bias and interpretation than social sciences (e.g. history). Less subject to cultural bias and interpretation than social sciences (e.g. history). Never marginalized in curricula of a school. (Never cut from budget like the arts and elective courses.) Never marginalized in curricula of a school. (Never cut from budget like the arts and elective courses.)

63. 63 Chemistry Class Demonstration: The atomic chart (right) shows that each level of complexity, built from the same components (hydrogen atoms or protons) is another level of unity, thus creating another category of diversity. Despite the extraordinary diversity in nature, everything is made of the same stuff: hydrogen atoms. Using the Sciences to teach “Unity in Diversity”

64. 64 Principles of Life in physical reality serve as metaphor for social reality Where do we all come from? (“star stuff”) Physics / Chemistry example: Combinations (unities) create diversity One Proton combined = Hydrogen Two Protons combined = Helium (This union of two atoms represents a “unity” creating a “diversity”) 3 Protons combined = Lithium 4 Protons combined = Beryllium 5 Protons combined = Boron 6 combined = Propane CONCLUSION: We are made of the same stuff. “Unity in diversity” is principle for the construction of matter and the creation of life.

65. 65 Principles of Life in physical reality serve as metaphor for social reality Where do we all come from? Biology example: Combinations (unities) create diversity Undifferentiated cells (all the same as they divide) Some cells assume a structure as muscle, nerve, bone, skin (any organ in the body) tissue. Every tissue is unity creating a diversity. Every organ is a unity creating a diversity. All the organs together create the body (a unity). Student’s CONCLUSION: “Unity in diversity” is principle for the construction of biological integrity. (1) Diversity is not enough. (2) Cancer is the loss of BOTH unity and diversity.

66. 66 This presentation aims to explore the dynamics of peace through chemistry. It demonstrates that a condition of unity is a fundamental reality in the chemical realm, and necessary for life to exist. Using the Sciences to teach “Unity in Diversity”

67. 67 This music lesson demonstrates the benefits of diversity in the context of unity for all complex systems and organizations. Through the “building-up” character of the performance itself, it distinguished unity-in- diversity as a higher, more complex and more elegant state of being than uniformity or individualistic disorder. Using Music to teach “Unity in Diversity”

68. 68 The powerful are indifferent to the suffering masses. But, disease, ecological disaster, and war equalize everyone. Youth take possession of Peace Education in Bosnia- Herzegovina through dramatic presentation

69. 69 BiH students say their Worldview is transformed by Education for Peace 1) power will no longer be separated from love 2) prejudice will be replaced by true understanding and friendship; 3) humanity’s oneness will become the basis of just leadership; 4) equality of women and men will be fully realized; 5) lasting unity and peace will finally be achieved. (Now part of belief system, when formerly were without hope Balkan War.)

70. 70 Lessons from Bosnia-Herzegovina “…the Bosnian model teaches us that diversity can co-exist with Unity…” Rusmir Mahmutćehajić, “The Denial of Bosnia” – 2000

71. 71 The Spirit of Humanity eventually triumphs over selfishness

72. 72 Human development of any sort is often thought of as going through stages. The following rubric (chart) relates the development of world-view to how we handle conflicts in our relationships. Premise: How we see ourselves in the world determines how we behave (i.e., worldview translates to behavior).

73. 73 Stages of develop- ment Perspective / Worldview Principles Nature of conflict resolution Mode of Conflict Resolution Infancy World is… Me – Perspective is still vague Self-interest – or as yet unformulated Survival – based, Need-based Self-centered Purpose is instinctual self- preservation Child- hood World is … dangerous – “you can get hurt” Might is Right (domination and submission) Force-based (exercised by the dominant) Authoritarian Purpose is conscious Self-/ group preservation Adoles- cence World is... “jungle” – You have to fight even if you are an ant. Survival of the fittest/ competition Power-based Rivalry – Struggle to “win” Power struggle Purpose is “to win” Maturity/ Adult- hood World is… One Each individual is part of something greater than himself wherein his self- interest lies. Truth and Justice UNITY-BASED Seeking truth, justice and unity. Building frameworks for those who are in the relationship; i.e., to continue working on mutual problems. Consultative Purpose is Unity

74. 74 Changing the Culture of Schools and surrounding communities Curriculum framework handed to teachers. With guidance, the teachers did the curriculum design of their courses themselves. “Bottom up” grants ownership. The teachers and students could say: “We did this ourselves!” (giving emotional investment and commitment. Program mandated for all teachers by the government, so these “UNITY” principles were “imbedded” in EVERY subject in the school, thus impacting the entire curricula of the school. Parents, administrators, and all support staff (janitors) had to study these principles also, thus impacting the home. Public peace events are impacting the wider community. The previous screen is a synthesis by Greg Kagira-Watson of two articles and a lecture by H. Danesh, Journal of Peace Education (2001)

75. 75 Taking it to the next level? Education for World Citizenship is “Peace education” Peace education implies transformation of “worldview”

76. 76 Peace Education in India UNESCO Prize for Peace Education (2002) given to the City Montessori School (CMS)www.cmseducation.org

77. 77 Peace Education in India City Montessori School (CMS) The World’s Largest School 29,000 students K-12

78. 78 CMS awarded the UNESCO Prize for Peace Education (2002) The Director-General of UNESCO awarded the 2002 UNESCO Prize for Peace Education to the founders of the City Montessori School (India) at UNESCO Headquarters.

79. 79 CMS awarded the UNESCO Prize for Peace Education (2002) In congratulating the founders of City Montessori School (CMS), Mr Matsuura stressed that “a school must act as a lighthouse for society, providing direction and guidance…”

80. Director-General of UNESCO continued by stating that “in India as well as in the rest of the world,, and hatreds are threatening to pull apart whole communities and are ; Director-General of UNESCO continued by stating that “in India as well as in the rest of the world, religious, sectarian and nationalistic hatreds are threatening to pull apart whole communities and are destabilizing many regions; CMS is to be congratulated for among children.” CMS is to be congratulated for promoting the values of peace, religious harmony, tolerance and coexistence among children.”

81. 81 Recognized for Holistic Education CMS has long advocated UNESCO’s work upholding a holistic view upholding a holistic view of science, and religion and. human values.

82. The 29,000 children will present an Appeal to World Judiciary to “Safeguard Their Future” (Dec. 2004) Text of earlier appeal to Kofi Annan – UN Your Lordship, Your Lordship, We, the children of the world, fear for our future and feel deeply perturbed that humankind might perish either in a nuclear holocaust or in an eco- catastrophe. Earlier in September 1999, on behalf of the children of the world, we had appealed to the Secretary General of the United Nations, Dr Kofi A. Annan, to safeguard our future by facilitating the formation of a ‘New World Order’ capable of eliminating the huge nuclear stockpile and also ensuring ecological and environmental conservation on a global scale. Dr Kofi Annan’s Reply In his reply Dr Annan wrote to CMS that “People all over the world look to the United Nations to protect them — from hunger, disease, violence, and natural disasters — whenever the task seems too big for nations, or regions, to handle alone. But we at the United Nations can do nothing alone, either. Our strength is the strength of our member states, when they agree to act together for the common good.”

83. 83 Recognized for Holistic Education The Ministers of Human Resource Development, Science and Technology of India, and attended the award ceremony. and President of the Indian National Commission attended the award ceremony. CMS has long advocated UNESCO’s work through a holistic view of science, through a holistic view of science, and religion and. human values.

84. 84 Focus of School: World Citizenship

86. 86 Summary / Conclusion:

87. 87 “In keeping with the requirements of the times, consideration should also be given to teaching the concept of world citizenship as part of the standard education of every child." (From a letter written by the Universal House of Justice October 1985 -- Lights of Guidance, p. 616)

88. 88 World Citizenship and World Peace Possibly only 2 things are required to achieve it: 1. Recognize our Oneness (= Justice) 2. Create “unity” within our “diversity” (unity = peace, Disunity = cancer) Can we think of new and uncommon ways to teach this in our schools?

89. 89 “Unity in Diversity...”...the “...the “desideratum” of our age. (the thing to be desired) of our age.

90. 90 Knowledge of the Oneness of Humanity is the “gift” of our time “The gift of God to this enlightened age is the knowledge of the oneness of mankind and of the fundamental oneness of religion. War shall cease between nations, and by the will of God the Most Great Peace shall come; the world will be seen as a new world, and all men will live as brothers.” (Abdu'l-Baha in London, 1911)

91. 91 Oneness means: Oneness means: That no one should exalt himself above another “O CHILDREN OF MEN! Know ye not why We created you all from the same dust? That no one should exalt himself over the other. Ponder at all times in your hearts how ye were created. Since We have created you all from one same substance it is incumbent on you to be even as one soul, to walk with the same feet, eat with the same mouth and dwell in the same land, that from your inmost being, by your deeds and, actions, the signs of oneness and the essence of detachment may be made manifest. Such is My counsel to you, O concourse of light!...” (Baha'u'llah – 1863)

92. 92 Teaching “World Citizenship” in Schools around the world The most critical issue of our time © Greg Kagira-Watson 2004

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95. 95 Produced by Greg Kagira-Watson For more information contact: Greg_Watson@post.harvard.edu © Copyright – all rights reserved