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Effects of Teaching in the International Baccalaureate

Effects of Teaching in the International Baccalaureate Program on Cosmopolitanism Beliefs and Behavior. Caitlin P. Fuentes Interdisciplinary Educational Studies Program LIU Post September , 2013. Presentation Agenda. 1. Introduction: Statement of the Problem

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Effects of Teaching in the International Baccalaureate

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  1. Effects of Teaching in the International Baccalaureate Program on Cosmopolitanism Beliefs and Behavior Caitlin P. Fuentes Interdisciplinary Educational Studies Program LIU Post September, 2013

  2. Presentation Agenda 1. Introduction: Statement of the Problem 2. Review of Literature 3. Research Methods 4. Possible Findings 5. Conclusion 6. Questions / Discussion

  3. Introduction: Statement of the Problem • The concept of cosmopolitanism has emerged from the beginnings of civilization (Appiah, 2006). • Hansen (2010) has defined this concept as “reflective loyalty to the known with reflective openness to the new” (Hansen, 2010).

  4. Introduction: Statement of the Problem The unique set of global circumstances of interdependence and connection beginning in the 1990’s leading into the turn of the century has led to an interest for researchers and scholars to ask questions and study the interconnectedness of people around the world (Sanderson, 2008).

  5. Multiculturalism and Globalization vs. Cosmopolitanism • When discussing the concept of cosmopolitanism, it is critical to establish its distinctiveness from both multiculturalism and globalization. • This discrepancy essentially supports the delineation of what cosmopolitanism is at its core. • Some have viewed cosmopolitanism as an adjective that describes something or someone who is “worldly, well-traveled, sophisticated, or urbane” (Sanderson, 2008, p. 290). • For many researchers dedicated to capturing what cosmopolitanism is, the concept encompasses much more than that.

  6. Multiculturalism and Globalization vs. Cosmopolitanism • According to Hanson (2010), • Cosmopolitanism provides an appreciative lens on the moral impulses behind multiculturalism in particular and pluralism in general. The idea takes seriously cultural integrity and preservation in a changing world. Cosmopolitanism presupposes rather than replaces cultural diversity. Moreover, it recognizes the historic injustices of imperialism and colonialism that gave rise in the first place to the multicultural idea. (p.156) • Strand (2009) distinguished between the outlooks produced between cosmopolitanism and globalization. Cosmopolitanism involves new habits of thought and global awareness, and could be characterized as a “globalization from within” (Strand, 2009, p. 234).

  7. A Shift from Positivism • The positivist approach, started by Auguste Comte in the nineteenth century emphasizes a deterministic and pragmatist viewpoint, where causes determine effects. This approach engages in direct observation, quantitative measurement, and objective prediction (Lather, 2006). • According to Appiah (2006), the positivist approach “gets in the way” of discovering cosmopolitanism (p. 18). • Positivism can lead people to overemphasizing some complications to cosmopolitan understanding while underemphasizing others (Appiah, 2006). • In Appiah’s (2006) argument, he suggested that the positivist approach simplifies too hurriedly from one kind of belief (p. 23). • For Appiah (2006), the greatest issue with positivism is not in its conclusions, but its starting point, a single person acting on his or her own beliefs (p. 27). When studying and exploring the concept of cosmopolitanism, Appiah suggested shift away from this approach and looking at cosmopolitanism through other lenses.

  8. Interdisciplinary Perspectives • The most prevalent disciplines of cosmopolitanism • have included: • 1. political cosmopolitanism • 2. moral cosmopolitanism • 3. cultural cosmopolitanism • 4. economic cosmopolitanism • (Hansen, 2010, Kleingeld & Brown, 2006).

  9. Statement of the Problem • There is an essential need to find the cosmopolitan nature that exists in field of education in the world. • Literature suggests that a cosmopolitan-minded education involves a shift within the teacher towards a more cosmopolitan way of thinking and living. • There is a need to hear the stories of the individuals teaching in the International Baccalaureate program to assess their levels of cosmopolitanism.

  10. Purpose of the Study • The purpose of this qualitative narrative multi-case study is to understand if teaching in the IB program creates a shift to cosmopolitanism within the teacher. • These revelations can help stimulate a movement to better understand the overall shift towards cosmopolitanism in education.

  11. IB Program • The International Baccalaureate consists of four programs for students from pre-school to high school to help cultivate the academic, personal, emotional and social skills to live, learn and work in a globalizing world (About the International Baccalaureate, 2013). • Currently, there are over 1,115,000 IB students at 3,619 schools in 145 countries (About the International Baccalaureate, 2013).

  12. IB Program • The IB curriculum embodies the concepts from many different countries rather than the transferred national system of any one encouraging international-mindedness in IB students; furthermore, the International Baccalaureate believes that pupils must first comprehend and appreciate their own cultural and national identity (About the International Baccalaureate, 2013).

  13. IB Learner Profile inquirers knowledgeable thinkers communicators principled open-minded caring risk-takers balanced reflective

  14. Research Questions • The central research question of this study: • How is the level of cosmopolitanism within a teacher affected by teaching in the International Baccalaureate (IB) program? • Other research questions: • How does a teacher's upbringing affect their level of cosmopolitanism? • How does the length of time teaching in the IB program affect a teacher's level of cosmopolitanism? • Do certain personality traits relating to cosmopolitanism draw one to become a teacher in the IB program?

  15. Variables and Hypothesis • The key independent variable for this study is teaching in an International Baccalaureate (IB) program. • The key dependent variable is the level of cosmopolitanism within the teacher. • There will be other moderating variables, which this study will address as they are revealed.

  16. Hypotheses Hypothesis 1 (H1): An individual teaching in the International Baccalaureate (IB) program experiences a greater level of cosmopolitanism than before teaching in the program. Hypothesis 2 (H2): A teacher's upbringing will affect the level of cosmopolitanism within the teacher. Hypothesis 3 (H3): A positive correlation will exist between length of time teaching in the IB program and level of cosmopolitanism. Hypothesis 4 (H4): Various personality traits related to cosmopolitanism drew individuals to teach in the IB program.

  17. Review of Literature Cosmopolitanism and Education • A cosmopolitan-minded education has the capability of causing persons to form an awareness of these commonalities creating a reintroduced foundation for shared understanding and collaboration (Hansen, 2011). • For Hansen (2011), a cosmopolitan education cannot be rushed or forced (p. 12). The push to educate rapidly in order to compete with others leads to short-lived outcomes (Hansen, 2011).

  18. Cosmopolitanism and Education • Nussbaum (1994) suggested that through a cosmopolitan-minded education one can learn about and examine their preferences, to eventually lead to less irrationality and false sense of higher morality than other groups(p.4). • Although Nussbaum ignites debate and discussion regarding patriotism and cosmopolitanism, her shortcomings involve dealing with a paradigm within the context of a reaction to 19th century nationalism.

  19. Cosmopolitanism and Education • A cosmopolitan-minded education does not necessitate a major overhaul of the curriculum taught in schools from kindergarten through even college. • A cosmopolitan education develops within and in conjunction with the distinctive curriculum (Hansen, 2011).

  20. Cosmopolitanism and Education • Working with the curriculum, cosmopolitan-minded education can create a shift on the emphasis of certain aspects or concepts, and may call of an introduction of new curricular elements (Hansen, 2011). • Through this shift in education, there is an invitation for the teacher to extract the ways in which curriculum content articulates the human pursuit for meaning (Hansen, 2011).

  21. Cosmopolitanism and Education • The International Commission on Education for the Twenty-First Century (1996) stated that humanity’s survival is dependent upon overcoming the following tensions: • the tension between the global and the local, the tension between the universal and the individual, • the tension between tradition and modernity, the tension between long-term and short-term considerations, the tension between the spiritual and the material, the tension between the need for competition and the concern for equality of opportunity, • and the tension between the extraordinary expansion of knowledge and peoples’ capacity to assimilate it. (p. 17-18)

  22. Cosmopolitanism and Education • Gould (1996) discussed the need for an objective measure to rank individuals. However, he questioned if ranking customized scientific inquiry to justify something already established (p. 63). • A cosmopolitan-minded education supports a shift from standardized testing methods that currently permeate our schools to an assessment approach that allows students to develop their inner humanness and risk-taking ability to gain a “reflective openness to the new while maintaining a reflective loyalty to the known” (Hansen, 2011).

  23. Cosmopolitanism and Education • The current assessment practices encourage students to identify with the “ego.” The ego is an illusion of the human mind, as the outer role human beings play to relate to the external world (Tolle, 2008). • A shift to a cosmopolitan-minded education would create student self-awareness and purpose beyond that of identifies their ego has being “good” or “bad” at a particular skill.

  24. Cosmopolitanism and the Teacher Hansen (2011) recommended that teachers should experience a reflection of their own presence in the world (p. 46).

  25. Cosmopolitanism and the Teacher • According to Hansen (2011), “The term asks the teacher: • How are you inhabiting the word? • How are you in habiting your school or classroom? • How do you carry or conduct yourself? • How do you encourage your students to engage in ethical work – to carry themselves in ways that draw out their aesthetic, moral and intellectual capability?” (p. 46). • These essential questions create a cosmopolitan awareness and reveal how cosmopolitan-minded education broadens the significance of an education.

  26. Cosmopolitanism and Education • Curriculum serves more of a purpose than just socialization, knowledge attainment, and preparation for financial life (Hansen, 2011). • In addition, it establishes a world of “meaning-making bequeathed to all human beings” (Hansen, 2011, p. 92).

  27. Research Methods • A multi-case study explores various cases to discover something new about a focused phenomenon (Creswell, 2013; Stake, 2006). This study will be a qualitative narrative multi-case study inquiry into the levels of cosmopolitanism among teachers of the IB program. • In case study research, the intent if the study is of utmost importance (Creswell, 2013, p.98). This this study, the intent is to explore an intrinsic case, where the concept of cosmopolitanism within teachers of the IB program needs to be described and detailed.

  28. Participants • The participants will be five selected individuals who have taught in the International Baccalaureate program throughout various countries around the world. • The participants will include males and females aging in range from 29 to 55. Participants will range in their years of teaching in the IB program, as well of the grade level of teaching in the program.

  29. Data Collection The experiment will utilize confidential: 1. Structured and semi-structured interviews 2. Open-ended surveys 3. Background and historical context data gathering

  30. Validity • This study has ethical validation because the researcher will question her moral assumptions, and political and ethical implications. • This study has substantive validation because the researcher understands her own thoughts on cosmopolitanism that are derived from other sources and will discuss them in this study.

  31. Credibility, Authenticity, & Criticality and Integrity • The participants all work as IB teachers, and they have nothing to gain or lose from participating in this study (credibility). • The interviews and surveys will be confidential (authenticity). • Different voices will be heard, and the results will be an accurate interpretation of the participants’ meaning because the researcher will be able to clarify answers with the participants (criticality and integrity).

  32. Reliability This study will be reliable because of the standardized questioning. All participants in this multi-case study will be asked the same open-ended questions.

  33. Limitations The limitations of this study involve a lack of randomized sampling. The participants will be chosen by the researcher.

  34. Possible Findings • Link between IB program teaching and level of cosmopolitanism of teacher • Upbringing and past experiences affecting cosmopolitanism of teacher • Certain personal traits lead one to become a teacher of the IB; thus affecting cosmopolitanism • Length of teaching in IB program affects level of cosmopolitanism

  35. Conclusion • The concept of cosmopolitanism will perhaps be consistently contested and critiqued (Gallie, 1956). • The concept is often misunderstood and the lack of a uniform and agreed upon definition creates a platform for criticism and questioning. • Hansen (2010) stated, “To me the unsettled quality of the concept cosmopolitanism feels invitational and true to life. It proves the non-ideological precision that Aristotle long ago advocated with respect to concepts and their relation to the objects of inquiry” (p. 152). • There is a need to hear the stories of the teachers of the IB program to gain an understanding of the cosmopolitan shift in education.

  36. References About the International Baccalaureate (2013). Retrieved May 29, 2013 from the International Baccalaureate website: http://www.ibo.org/general/who.cfm Appiah, K.A. (2006). Cosmopolitanism: Ethics in a world of strangers. New York, Ny: Norton & Co. Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Sage Publications: Los Angeles, CA. Gallie, W.B. (1956). Essentially contested concepts. Proceedings of the Aristotelian Society, 56, 167-198. Gould, S. J. (1996). Themismeasureofman. New York: W.W. Norton & Company. Hansen, D. (2010). Chasing butterflies without a net: Interpreting cosmopolitanism. Studies in Philosophy and Education: 29, 151–166. doi:10.1007/s11217-009-9166-y Hansen, D. (2011). The teacher and the world: A study of cosmopolitanism as education. New York, NY: Routledge. International Commission on Education for the Twenty-First Century. (1996). Learning: The treasure within—report to UNESCO of the International Commission on Education for the Twenty-First Century. Paris: UNESCO. Kleingeld, P. & Brown, E. (2006). Cosmopolitanism. Retrieved March 5, 2013, from http://plato.standford.edu/entries/cosmopolitanism/ Nussbaum, M. C. (1994). Patriotism and cosmopolitanism. Boston Review,19(5). Sanderson, G. (2008). A Foundation for the Internationalization of the Academic Self. Journal of Studies in International Education. 12, 276-307. Stake, R.E. (2006). Multiple case study analysis. New York, NY: The Guilford Press. Strand, T. (2010). The making of a new cosmopolitanism. Studies in Philosophy and Education, 29(2), 229-242. doi:http://dx.doi.org/10.1007/s11217-009-9161-3 Tolle, E. (2008). A new earth: Awakening your life’s purpose. Penquin Group, New York, NY.

  37. Thank You I welcome any questions or discussions at this time.

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