Thoughts on International & Global Education
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Musings on Japanese and Ryukyu Budo
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International & Global Education
Jan. 16., A “Global” Education for All: Recognising Interdependence to Enhance Human Flourishing.1/16/2025 ![]() In an increasingly interconnected and interdependent world, the role of international education has never been more significant. Grounded in the pioneering work of researchers such as Jeff Thompson, Mary Hayden, and others at the University of Bath, the cornerstones of international education focus on equipping students with the skills, attitudes, and knowledge they need to navigate the complexities of the 21st century. These foundational elements prepare students for active participation in the global knowledge economy and enable them to lead purposeful and impactful lives. This blog explores these cornerstones and their broader relevance to national education systems. Defining a Truly Global EducationThis conceptualisation of a truly global education is grounded in my work within national and international schools and my research and collaboration with colleagues in these settings. It is essential to distinguish between traditional "international" education and a more expansive and inclusive idea of "global" education. While "international" education often centres on connections between nations, focusing on exchanges, partnerships, and competition, a truly global perspective moves beyond national interests. It acknowledges the interdependence of all nations and recognises that flourishing in one region cannot come at the expense of another. In a global world, nations temper their demands and prioritise sustainable practices that enable other nations to thrive. This vision of global education challenges the nation-centric paradigm by fostering a shared sense of responsibility and stewardship for the planet. It shifts the focus from competition to collaboration, ensuring that education addresses the well-being of humanity and the natural world. Skills: The Tools for a Global FutureInternational education prioritises the development of core skills that underpin global competence. Jeff Thompson and Mary Hayden extensively research the necessity of critical thinking, collaboration, communication, and adaptability in preparing students for a rapidly changing world. Building on this, the Global Mindedness and Intercultural Competencies (GM+IC) framework, which I develop through consulting and writing, provides a practical model for fostering these skills. Additionally, the work being done at Monash University's Intercultural Lab enriches this field by advancing intercultural understanding and global competence. For example:
Attitudes: Cultivating Empathy and Open-MindednessInternational education encourages attitudes of empathy, curiosity, and respect for diversity. These values sit at the heart of fostering global citizenship. Hayden and Thompson emphasise that students develop an appreciation for multiple perspectives and a commitment to ethical engagement with global challenges. This is achieved through:
Knowledge: Building a Foundation for UnderstandingWhile skills and attitudes form the scaffolding, knowledge is the foundation of international education. Hayden and Thompson advocate for curricula that integrate:
This approach calls for:
Concluding RemarksAchieving this vision of education requires a complete rethinking of its purpose and structure. It calls for a paradigm shift where education evolves from being a consumer good controlled by a few dominant states and worldviews into a genuine common good, informed by the diverse perspectives and contributions of all. This transformation ensures that education serves humanity, fostering a more equitable, inclusive, and sustainable future. As elucidated by Jeff Thompson, Mary Hayden, and others at the University of Bath, international education provides a robust framework for cultivating skills, attitudes, and knowledge that prepare students for meaningful and purposeful futures. The integration of these principles, further supported by the GM+IC framework I developed and the contributions of the Monash Intercultural Lab, demonstrates their universal applicability. The adoption of these principles by national schools enhances students' academic and professional prospects and enables them to lead fulfilling lives as empathetic and informed global citizens. In an era where connections transcend borders, this approach to education is not merely beneficial but essential for creating a better, more inclusive, and sustainable world. 国際教育の重要性は、ますます相互依存が進む現代社会で高まっています。バース大学のジェフ・トンプソンやメアリー・ヘイデンらの研究に基づき、国際教育は21世紀の複雑な課題に対処するために必要なスキル、態度、知識を学生に提供することを目指しています。この教育は、グローバル経済への積極的な参加を可能にし、有意義で影響力のある人生を送る基盤を築きます。 本ブログでは、「グローバル教育」の概念を私の研究と教育現場での経験から明確化し、伝統的な「国際教育」からの進化を提案します。グローバル教育は、国家間の競争やパートナーシップを超え、すべての国が互いの繁栄を支える持続可能な方法を優先する必要性を認識しています。この視点は、競争から協力へと焦点を移し、人類と自然界の福祉に貢献する教育を目指します。 グローバルな視点を育むため、批判的思考、協働、異文化間のコミュニケーション、柔軟性といったスキルが必要不可欠です。さらに、文化的リテラシーや自然との共存を重視したカリキュラムは、持続可能性や地球規模の課題解決に貢献します。この教育は、個人の成功だけでなく、全体の繁栄を目指す新しいパラダイムを提唱します。教育は、少数の国や視点に支配される消費財ではなく、多様な意見から構築される共通の財産であるべきです。 Image generated by OpenAI's DALL·E model, January 2025, based on user-provided descriptions of international education themes and global interconnectedness. Okinawan and Japanese Budo
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James M. HatchInternational Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan Archives
January 2025
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