Evolution of education for international mindedness Ian Hill Former Deputy Director General

1. Evolution of education for international mindedness Ian Hill Former Deputy Director General International Baccalaureate

2. Please note • Assumption: the product of a successful international educationis international mindedness (IM) • The concept of IM goes back a long way • The term « international mindedness » is more recent • The selectedstarting point when international educationwasconceivedis 17thC Europe. • A perspective of IM antecedentsfrom the Middle East, Africa, or Asiamightlead to a differentdiscourse.

3. Overview • Selected antecedents: 17th – 19th century • Early 20th century: international school movement • Influence of « progressive » educationpedagogy by the 1960s • Earlydefinitions of the concept of international mindedness • Knowledge, skills, attitudes + pedagogy • Changing nature of international mindedness over time.

4. Antecedents: 17th - 19th C

5. Globalisation in the 17thC In 1642, after first scouting van Diemenland – today’s Tasmania – the Dutch explorer Abel Tasman was blown off course by erratic winds which directed him and his men back East occasioning them to run into New Zealand, more specifically into what is now known as South Island. Tasman was cautious when he circled the new discoveries, a caution which proved prescient. The first time he tried to land a sloop it ran aground, taking Dutch colonial diplomacy with it. Four Dutch sailors were killed.

6. Globalisation in the 17thC One body was hijacked by the indigenous authorities and - so historic speculation has it - processed according to the best of local country-cooking traditions. Thus it is said that that the first meat ever imported into New Zealand was a dead Dutch sailor. Globalization in action!

7. Education in 17th C Europe • No compulsoryschooling • No organisedsystems of education • Schoolingonly for the rich and rarely for girls • Whereschoolingtook place itwas - drilling of facts for memorisation and regurgitation - littleunderstanding of whatwasdrilled.

8. Travel and communication 17thC • By the end of the 17th Century: - discovery of the “New World” - first encounters with the natives of foreign lands • Commercial travel around the globe was not possible. Passenger travel across Europe by land occurred in various forms of horse-led carriages, for the rich classes. • Trade routes had existed for centuries such as the “Silk Road” (trade with China): a network of interlinking paths which spanned the land mass connecting Asia, North and East Africa, and the Mediterranean and European world.

9. Travel and communication 17thC • Land routes were later supplemented by sea routes which included the slave trade across the Atlantic and Indian oceans. • The fastest method of communication was by horse and shipping postal services. • Knowledge about other ways of life was very limited.

10. John Comenius (1592-1670) • Proceed by stages (paced and/or sequential learning). • Examine everything oneself, without submitting to authority (now called “critical thinking”). • Act on one’s own impulsion: ‘autopraxy’ - the pupils shall themselves seek, discover, discuss, do and repeat by their own efforts; the teachers being left merely with the task of seeing whether what is to be done is done, and done as it should be (“constructivism”, “child-centred education”, and the “teacher as facilitator”).

11. Comenius - continued • Proposed a global ministry of education prescribing common textbooks and a common language (Latin) was an attempt at uniformity in content and approach • Childrenwould move from country to country everyyear or twoundertaking a like-mindededucation • Comenius worked in a number of European countries, including an invitation to reform Sweden’s educational system, eventually dying in Amsterdam without having been able to convince others of his educational vision.

12. Jean-Jacques Rousseau (1712-1778) • “Not only is it always pleasant to have a correspondent in foreign lands, it is also an excellent antidote against the sway of national prejudices.” • “Nothing is better calculated to lessen the hold of such prejudices than a friendly interchange of opinions.” (Émile)

13. Victor Hugo (1802-1885) • “One day, we hope, the world will be civilised. All points of this human abode will be enlightened and then the magnificent dream of intelligence will have been achieved: to have as one’s homeland the World, and as one’s nation, Humanity.” Hugo considered all civilisations as his homeland; a homeland “which has no other border except the sombre and fatal line where barbarity begins.”

14. Charles Dickens (1812–1870) • a citizen of the world at large • international schools ‘would not denationalise the young English mind’ • tolerance that comes of near acquaintance with different ways of thought.

15. Early 20th century: international school movement

16. International Schools 1900-1959 • 1919 – International Labour Office • 1920 – League of Nations • 1924 – Écolint (International School of Geneva) • 1924 - International School of Yokohama • 1945 – United Nations Organisation / UNESCO • 1947- United Nations International School (New York) • 1951 – UN Nursery School (Paris)

17. International Curriculum • 1950 Écolint Course for teachers interested in international education • 1951 International Schools Association • 1962 ISA Conference of teachers of social studies in international schools • 1964 International Schools Examination Syndicate • 1968 International Baccalaureate Organization • 1970 First IB Diplomas.

18. Influence of « progressive » educationpedagogy by the 1960s

19. Progressive education by the 1960s • John Dewey laboratory school, University of Chicago (1896): natural curiosity of students under ideal conditions. • A.S. Neill Summerhill (1921), England: allow students to develop naturally without constraints. • Jean Piaget, developmental psychologist, Geneva (1936): cognitive evolution of children; Director of the UNESCO International Bureau of Education (1929–67). • Jerome Bruner The Process of Education (1960): students as problem solvers; generally regarded as one of the founders of constructivism whose antecedents were pronounced by Comenius.

20. Education trends … by the 1960s Traditional Progressive • criticalanalysis • studentchoice • transdisciplinarity • range of skillstesting • constructivism • child-centred • wholechild • criterion-referenced • « project » method • AV & AL (languages) • open plan rooms • multiple perspectives. • memorisation • same content for all • hermeticsubjects • IQ tests • didactic • teachercentred • academic intelligence • norm-referenced • machine-scored tests • translation (languages) • closedclassrooms • national perspective

21. Criterion referenced assessment (Glaser 1963) • Emphasises how each student performs in relation to criteria rather than in a hierarchy which is norm-referenced • Education for international-mindedness benefits from criterion-based testing with carefully worded standards and descriptors of levels of achievement in knowledge, skills and values.

22. Assessing values: IBMYP Personal Project Assessing values through reflective writing or discussion. Life in an orphanage (by a16 year old girl) “Before I did my Personal Project, I had always thought of orphans as children who were ‘inferior’ to us. I was completely wrong; they are all truly the same as everyone else. I realized how living in an orphanage can have an impact on a child’s physical and mental health. I have learnt to think about the impact of my actions, and I have also learnt to care for others and cherish myself more as I realize now that I am indeed a very lucky person.”

23. Earlydefinitions of the concept of international mindedness

24. Course for Teachers Interested in International Education, Geneva 1950 • “[International education] should give the child an understanding of his past as a common heritage to which all men irrespective of nation, race or creed have contributed and which all men should share; it should give him an understanding of his present world as a world in which peoples are interdependent and in which cooperation is a necessity. • In such an education emphasis should be laid on a basic attitude of respect for all human beings as persons, understanding of those things which unite us and an appreciation ofthe positive valuesof those things which may seem to divide us, with the objective of thinking free from fear or prejudice.”

25. International mindedness  - first used? UNESCO: Conference of Principals of International Schools 1949 (15 schools: Kurt Hahn, ...) UNESCO: Conference ofInternationally Minded Schools 1951 Amalgamation with the International Schools Association 1969

26. Conference of internationallymindededschools 1951 This association was open to schools which – "consciously aim at furtheringworld peaceand international understanding through education.”

27. Recommendation on education for international understanding (UNESCO 1974) “International education is teaching about peace, democracy, and human rights.” The following elements were identified: • valueseducation for peace • conflictresolutionskillsat an international level • respect for cultural heritage and the environment • interculturalunderstanding (within and between nations) • global issues and attitudes of solidarityat national and international levels. • awareness of global interdependence .

28. Recommendation on education for international understanding (UNESCO 1974) -continued Teachersshouldtap the creative imagination of children, developtheirskills of criticalanalysis, and teachforeign languagesand civilisations «as a means of promoting international and interculturalunderstanding. » The document alsorecommended «aninterdisciplinary, problem-orientedapproach … in itselfillustrating the ideas of reciprocal influence, mutualsupportandsolidarity. »

29. European Council of International Schools (ECIS) 1965 (ECIS schools) are committed to the promotion of an international outlook… Theirfaculties and students are characterized by a knowledge of, and respect for, thebeliefs and valuesof theirown and other culturesand by the willingness to acknowledge the existence and necessity of a range of perspectives.

30. IB mission statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect… These programmes encourage students across the world to become active, compassionate and lifelong learnerswho understand that other people, with their differences, can also be right.

31. Alliance for International Education … «advancinginternational and interculturalunderstandingthrougheducation. » … enhances « the learning of relevant concepts, skills and values. »

32. Knowledge, skills and values of international mindedness

33. KNOWLEDGE (concepts) SKILLS VALUES EDUCATION pedagogy

34. Knowledge (concepts) • View of the world: global issues, languages, multiple perspectives, « objective » history, national culture as a reference point, interculturalunderstanding • world peace: views free fromprejudices and misinformation • humanrights: conscious of sharedhumanity • democracy: politicallyaware, informed participants • environment: awareness of the dangers of environmentaldegradation • interdependence: reciprocal influences • rights and duties.

35. Skills • criticalanalysis • problem-solving • how to cooperate • languagelearning • creativity • lifelonglearning • conflictresolution

36. Values • respect for cultural diversity • commitment to peace and justice • compassion • responsiblecitizenship • sharing the commonheritage • values education • respect for others • friendship • solidarity • thinking free from • fear or prejudice

37. Pedagogicalapproach • Interdisciplinary • Problem-oriented • Tap the creativepotential of students • Promotecriticalreflection

38. Whatis an IB education? • MULTILINGUALISM • INTERCULTURAL UNDERSTANDING • GLOBAL ENGAGEMENT

39. MULTILINGUALISM Learning anotherlanguagegives insights into how people thinkdifferently: • « lostproperty » French • « I » Japanese Language and culture are inextricablylinked.

40. INTERCULTURAL UNDERSTANDING « Culture is the secret conditioning of ourorigins. » (Gordimer 2001, p. 38) Gordimer, N. (2001). The Pickup. New York: Farrar, Straus & Giroux.

41. Global engagement at the level of the nation state “International” means “between nations”. Nations are political entities. Solutions to world problems are highly political, and rely on an enlightened view of interdependence whereby the notions of territoriality, national supremacy, and economic advantage are replaced with complementarity, collaboration and compromise.

42. Changing nature of international mindedness over time

43. What has changed over time? • Emergence and interdependence of global issues • Democratisation of international education • International school = education for international mindedness? • Access for speakers of languages other than English • Not just for students, but for the whole community • Adaptability

44. Emergence and interdependence of global issues Prior to 20th C: interactions around the world for most of the populations were very restricted or non-existent; the global issues of today were mostly unknown, unidentified or undiscovered: deforestation, fisheries depletion, fresh water shortage, preserving natural energy, the ozone layer, international terrorism, world economy and world commerce, international crime (particularly the drug trade), famine, human rights abuses, protection of intellectual property and the internet, women’s rights, and so on.

45. Democratisation - types of schools • Until the 1980s access to an international education was restricted mostly to private, international, fee-paying schools. • In 2012, 57% of all IB schools are state (public). • “...public schools in many [US] states and countries are taking a keen interest in nurturing globally minded students.” (Carber, 2009)

46. Democratisation – types of programmes Introduction of the IB MYP (1994) and PYP (1997) opened up international education for all abilities. The IB Career-related Certificate (IBCC), offered from 2012, provides an alternative internationally-minded track for students at the end of secondary schooling. It comprises: - two IB diploma subjects - approaches to learning (life-long learning, thinking critically and ethically) - language development (in addition to first language) - community service - reflective project (analyse and critically discuss an issue based on their vocational studies).

47. International school = education for international mindedness? Defining international education has moved from associating it with the nature of the institutions which teach it to the process of education taking place inside those institutions, whatever the type. The IB, for example, has changed from being a programme for international schools to an international programme for all types of schools.

48. Access for speakers of languages other than English • The majority of international schools teach in English; • IB is currently providing all international education programmes in English, French, Spanish, and some MYP/PYP programmes in Chinese, Russian, Turkish, Arabic, Indonesian, with a strategic plan to increase these languages of instruction over time. • The evolution of the concept of international-mindedness benefits, of course, from different linguistic perspectives.

49. Not just for students, but for the whole community • IB Learner Profile applies to teachers, school administrators, parents and others. IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, reflective • Importance of ‘interstitial learning’ - intercultural understanding also takes place in curriculum gaps. (Thompson, 1998)

50. Adaptability In comparison with earlier times when innovation was much slower (but significant), “ the once reliable constants have now become galloping variables”( Ellis Johnson, quoted in Bennis 1970) and require rapid adaptation. • Bennis, W. (1970) “Beyond Bureaucracy” in W. Bennis (ed) American Bureaucracy Transaction Publishers, Piscataway, NJ