1. INTERNATIONALISM in EDUCATION 1. What does it mean? 2. Why do we need it? 3. What kind of curriculum supports it? 4. What kind of teaching fosters it? 5. How can we recognize it in our school? Gautam Sen – November 2005

2. What does it mean? INTERNATIONALISM in EDUCATION

3. A CHANGE OF NAME? In our context, it may be better to refer to INTERNATIONAL MINDEDNESS rather than INTERNATIONALISM

4. NOT A CHANGE OF NAME But for the sake of brevity, I shall continue to use Internationalism and internationalist to refer to international mindedness

5. INTERNATIONALISM in education does NOT NECESSARILY concern differences that are interNATIONal (although it might). INTERNATIONALISM in education does NOT NECESSARILY exist only in international schools (although it might). WHAT DOES IT NOT MEAN?

6. In education, INTERNATIONALISM refers to (depending on the context):  A set of PRINCIPLES  A set of VALUES  A set of ATTITUDES  A set of ABILITIES  A set of PRACTICES that underlie or facilitate the bridging of cultural and other social differences WHAT DOES IT MEAN?

7. 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. Internationalist PRINCIPLES include the acknowledgment that…

8. 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. Internationalist PRINCIPLES include the acknowledgment that…

9.  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). Internationalist VALUES include…

10.  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. Internationalist ATTITUDES include…

11.  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. Internationalist ABILITIES include…

12. Internationalist 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.

13. Why do we need it? INTERNATIONALISM in EDUCATION

14. WHY DO WE NEED IT? WE ALREADY LIVE IN A WORLD THAT… Exhibits increasingly more complex and rapidly changing interdependence  between nature and human societies, and  between nations, institutions and communities.

15.  Demands greater skills of collaboration, resolving conflicts and building peaceful and just societies.  Has more urgent need for intercultural understanding as well as for cultural self- confidence. WHY DO WE NEED IT? WE ALREADY LIVE IN A WORLD THAT…

16. Therefore we AND our students need an education that prepares us for the challenges of: Change (and its rapidity) Complexity (number and diversity of changing factors, and the interplay between them) Recognizing universals underlying human diversity. Resolving conflict through collaboration and building peace. WHY DO WE NEED IT?

17. INTERNATIONALISM in education is relevant to national schools too, because … ALL of us – teachers and students - should strive to be internationalist in terms of values, attitudes, abilities and practices. WHY DO WE NEED IT?

18. What kind of curriculum supports internationalism? INTERNATIONALISM in EDUCATION

19. AN INTERNATIONALIST CURRICULUM NEEDS CAREFUL DESIGN Because its attributes do not emerge spontaneously Designing a curriculum is similar to creating a work of art or a musical composition. (Eisner, Elliot W. (2002) 'What can education learn from the arts about the practice of education?', the encyclopedia of informal education, www.infed.org/biblio/eisner_arts_and_the_practice_or_education.htm. Accessed November 4 2005) www.infed.org/biblio/eisner_arts_and_the_practice_or_education.htm WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM?

20. A curriculum that supports internationalism as defined so far will: Be based on PRINCIPLES Foster VALUES Inculcate ATTITUDES Develop ABILITIES Encourage PRACTICES identified earlier. WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM?

21. An internationalist curriculum should provide 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 WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM?

22. Such a curriculum 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

23. WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM? 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 student’s own inquiry. 3. In science, social sciences and mathematics

24. WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM? Provides opportunities for developing cultural self-confidence 1. By a study of the student’s own language and literature. 2. By a study of the student’s own history and society 3. By using the student’s own cultural knowledge 4. By studying the above in a global context.

25. WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM? 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.

26. WHAT KIND OF CURRICULUM SUPPORTS INTERNATIONALISM? Encourages the exploration of human universals 1. All disciplines afford opportunities for exploring the unity underlying human diversity. 2. An internationalist curriculum is built around a few of these opportunities.

27. What kind of teaching fosters internationalism? INTERNATIONALISM in EDUCATION

28. WHAT KIND OF TEACHING FOSTERS INTERNATIONALISM? 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)

29. TEACHING that draws from the real world to organize LEARNING around Significant themes and issues A balanced selection of local and global knowledge WHAT KIND OF TEACHING FOSTERS INTERNATIONALISM? With regard to knowledge

30. 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. WHAT KIND OF TEACHING FOSTERS INTERNATIONALISM? With regard to concepts and understanding

31. 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 INTERNATIONALISM?

32. Teaching that provides time for reflection on the learning process To evaluate one’s learning To discuss one’s learning with other learners To collaborate in build learning communities within the school WHAT KIND OF TEACHING FOSTERS INTERNATIONALISM?

33. A school-wide program of reflection about the nature of learning Community Service activities throughout the school Trans-disciplinary inquiry projects WHAT KIND OF TEACHING FOSTERS INTERNATIONALISM?

34. Passion Inquiry Insight Open-mindedness Judgement Creativity Integrity International mindedness WHAT KIND OF TEACHING FOSTERS INTERNATIONALISM? Adapted from Sörman and Laurinolli, Dresden, October 2003

35. How do we recognize it in our school? INTERNATIONALISM in EDUCATION

36. Friendly curiosity about foreigners: (“Memleketin neresi?”) Hospitality towards others seems to be an important value. The speed with which the people react to disasters both within and outside the country. Atatürk’s address to the mothers of Allied troops killed in the Gallipoli campaign. The film “Gelibolu” (2004). How do we recognize internationalism in our culture?

37. What we are already doing: Large elements of internationalism in Turkish, English program. IB School-based syllabus in Social Studies program. CAS, MUN, Science and Art projects afford opportunities for collaboration with other schools, in Turkey and abroad. How do we recognize internationalism in our school?

38. What more we can do: From tokenism to authenticity in community service programs. Academic exhibitions and portfolios demonstrating internationalist abilities and practices Academic performances in assemblies and elsewhere to celebrate internationalism

39. Internationalism in the school is like salt in the food: - It should be the seasoning, not the dish itself. - It is distinguished more by its absence than by its presence. There are many ways of being internationalist. Our academic program does not lack the salt of internationalism… But we want to add a little more of it… And more evenly throughout the school. How do we recognize internationalism in our school?

40. INTERNATIONAL MINDEDNESS IS “CAUGHT, NOT TAUGHT” (Jerry Lovett, personal communication 8.11.05)… BY BUILDING AN ETHOS THAT ENCOURAGES CERTAIN HABITS OF THE MIND AND THE HEART. How do we recognize internationalism in our school?