Thoughts on International & Global Education
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Musings on Japanese and Ryukyu Budo
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Thoughts on International & Global Education
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In recent years, Ireland has embarked on a transformative journey, redefining its place on the global stage through strategic engagement and fostering intercultural competencies among its citizens. At the heart of this transformative journey is the ambitious Global Ireland Strategy 2018 – 2025, aimed at doubling Ireland's global footprint through an integrated approach encompassing diplomacy, culture, trade, and education. This strategy underscores a multifaceted commitment to not only enhancing Ireland's international presence but also to ensuring its future success through global engagement and intercultural understanding. Diplomatic Expansion and Cultural Diplomacy. Central to Ireland's global engagement efforts is the significant expansion of its diplomatic network, marked by the opening of new embassies and consulates around the world. This expansion not only facilitates greater diplomatic and economic ties but also serves as a vibrant platform for promoting Irish culture and values globally. The establishment of 22 new missions, including embassies and consulates, since the strategy's inception reflects Ireland's proactive approach to strengthening its international influence and enhancing its ability to engage in global dialogues on pressing issues. Complementing this diplomatic outreach is Ireland's focus on cultural diplomacy. Through initiatives such as the establishment of new Irish Arts Centers and the promotion of the Irish language and culture abroad, Ireland aims to deepen its cultural impact worldwide. These efforts are instrumental in fostering a greater understanding and appreciation of Irish heritage, reinforcing Ireland's commitment to sharing its rich cultural legacy with the global community. Educational Initiatives and Intercultural Competencies. Recognizing the importance of education in global engagement, Ireland has also prioritized the development of intercultural competencies among its citizens. Institutions like University College Dublin (UCD) have taken significant strides in integrating global experiences into their educational offerings. UCD's Global Engagement Strategy 2021-2024 exemplifies this focus, aiming to enrich the university community with a deep understanding of global issues through an inclusive, multicultural environment. By promoting global skills and competencies, these educational initiatives prepare Irish citizens to navigate and contribute effectively to an interconnected world. .Addressing Global Challenges. Ireland's global strategy extends beyond diplomacy and education, engaging proactively with global challenges such as climate change, peace, and security. The country's commitment to advancing its foreign policy objectives, including international development and peacekeeping, underscores its role as a responsible global actor. Ireland's increased involvement in international organizations, evidenced by its election to the UN Security Council and active participation in global climate initiatives, demonstrates its dedication to contributing positively to international dialogues and solutions. Leveraging the Global Diaspora. An essential component of Ireland's global strategy is its engagement with the Irish diaspora. With an estimated 70 million people of Irish descent worldwide, the diaspora represents a significant asset in Ireland's global outreach efforts. Through initiatives aimed at engaging with these communities, Ireland seeks to build stronger cultural and economic bridges, leveraging the global Irish network to enhance its international presence and foster mutual understanding. Future Directions and Challenges. As Ireland moves forward, the challenges posed by an ever-changing global landscape require continuous adaptation and innovation. The Global Ireland Strategy's ambitious objectives for the coming years, including the expansion of diplomatic missions, the promotion of Irish culture and education, and the engagement with global issues, set a clear path for Ireland's future international engagement. However, achieving these objectives will necessitate sustained commitment and collaboration across all sectors of Irish society. In conclusion, Ireland's future success on the global stage will be shaped by its ability to engage with global perspectives while ensuring its citizens develop the intercultural competencies necessary to navigate the complexities of the 21st century. Through strategic diplomacy, cultural diplomacy, educational initiatives, and a proactive approach to addressing global challenges, Ireland is positioning itself as a dynamic and influential global actor. The Global Ireland Strategy serves as a blueprint for this ambitious endeavor, aiming to enhance Ireland's international stature while equipping its citizens with the skills needed to thrive in a globalized world. As Ireland continues to expand its global footprint, the integration of global engagement and intercultural understanding into the fabric of Irish society will remain essential to the nation's prosperity and influence on the world stage.
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Mahatma Gandhi's perspective on education was profoundly holistic and forward-thinking. He championed an educational paradigm known as "Nai Talim" or "Basic Education", which promulgated the following tenets: 1. Practical Engagement: Gandhi posited that education ought to be pragmatic and applicable in everyday existence. He endorsed experiential learning, propelling students to partake in crafts, agriculture, and other productive pursuits that would impart skills beneficial to both individual sustenance and community prosperity. 2. Moral Fabric: For Gandhi, the essence of education lay in the cultivation of moral fibre. He emphasised character building and inculcating values such as ahimsa (non-violence), satya (truth), and self-restraint. 3. Cultural Fidelity: He argued that education should nurture a deep-seated appreciation of one's indigenous culture and heritage while fostering respect for diverse traditions. 4. Wholesome Education: Gandhi's vision was of an education system that nurtured the body, intellect, and spirit comprehensively. He envisaged a diverse curriculum encompassing physical training, cognitive development, and spiritual edification. 5. Civic Duty: He held that education should imbue a sense of societal obligation, encouraging pupils to contribute to the well-being of society and the nation at large. 6. Tailored Instruction: Gandhi was an advocate for customised education, which would consider the unique requirements and talents of each learner. 7. Financial Autonomy: According to Gandhi, the educational framework should endow students with the means to economic self-reliance, liberating them from total dependence on government or formal employment sectors. Gandhi's educational philosophy was inextricably linked to his broader vision for India's autonomy and development. He perceived education as an essential instrument for empowering the populace, advancing societal reforms, and realising a self-sufficient nation. Among Gandhi's notable thoughts on education, he remarked:
Gandhi’s emphasis was always on an education that was not merely academic, but one that prepared the individual for life, instilling a sense of responsibility and service to the community. Below is the response from one of the more famous online predictive text AI tools. For me, it confirms not only how unreliable said tools are but also their utter bias when it comes to giving accurate information regarding matters beyond the US border. If AI is to be a work worthy of our use, it must be decolonised and made a truly global platform, much unlike Google, X, or any other of the plethora of technology with a focus squarely on the US and its worldview.
I asked the AI to comment on the recent debacles regarding the use of the D Hotel in Drogheda and the referendum this past weekend - below is what was vomited forth: Enjoy, but have a sardonic laugh ready! FROM AI: (aka American Imperialism) A Complex Picture: Recent Decisions and Public Perception The recent decisions surrounding the D Hotel in Drogheda and the failed referendum on the Irish constitution have sparked discussions about the government's connection with the public outside Dublin. The D Hotel Controversy:
It's crucial to acknowledge the complexities:
As my time in Japan draws to a close, I have time to reflect and consider my 20+ years of training and how they were different or unique experiences to what I had experienced elsewhere. When I first returned to Canada after my first stay, I noticed that the notion of "empathy" or "compassion" was different within the Japanese dojo than it had been in Canada. Two concepts, "思いやり" (omoiyari) and "同情" (doujou), unfurled with exquisite subtlety, each contributing its distinct essence to the social milieu. As a practitioner deeply immersed in the world of Budo, these notions transcend linguistic confines, imbuing our interactions with fellow martial artists with profound significance and depth. Omoiyari, often elucidated as "consideration" or "empathy," embodies a profound sensitivity to the emotions and needs of others. Rooted in the Japanese ethos of harmonious coexistence, omoiyari necessitates a proactive engagement with the feelings and perspectives of those around us. Within both my Canadian and Irish context, where notions of politeness and courtesy are held in high regard, the integration of omoiyari into our interactions resonates seamlessly with the values of respect and consideration that form the bedrock of our societal fabric. Where it may become problematic is that when I train, I may train ferociously, and indeed, it may even come across as aggressive or bullying - but underneath is the genuine desire to push my partner to their stretching point and, in so doing, push myself to always remain in control. Understanding the nuances between pushing each other to a higher level only sometimes travels well outside of the cultural context of Japan Budo and has, from time to time, created animosity and misunderstanding with training partners. In my 30+ years in Budo, I only had one training partner with whom we reached this level of trust. To outsiders, it looked like we were fighting as we were and kicking each other with the apparent loss of control, but the reality was Jason was an excellent practitioner, level-headed and had incredible power. In all our years of training, only once did he land a kick square on the bridge of the nose, which indeed left a wee reminder for the rest of my life - but it had 100% been my fault as I zigged when I should have zagged - trying a new technique in the middle of a full-on training session was on me - not him. The laughter and blood flowed, but there was no animosity, only respect and gratitude - I learned a valuable lesson!!! In Japan, it is an accepted norm to 'have a go' in training and afterwards be best mates. The only place I have seen similar camaraderie is on the rugby pitch. Going hard and playing within the rules differs from going hard and cheating with unacceptable or "illegal' techniques. Conversely, doujou, typically translated as "sympathy," conveys a sense of shared emotions or feelings. It signifies an emotional resonance, acknowledging and understanding the joys and sorrows experienced by others. While doujou shares common ground with omoiyari, its emphasis lies more on forging an emotional connection rather than the proactive consideration inherent in omoiyari. In essence, this is built upon trust and camaraderie. That is why budo friendships can last a lifetime but also be so volatile. Such relationships can be on a knife edge and usually need constant adherence, for breaking trust is fatal and most likely irreparable. In my experience, 'forgiving and forgetting' does not travel well. The interplay of these concepts weaves into the very fabric of Budo; they are markers of the more profound 'way' of martial arts. Engaging in this discipline demands physical skill, a profound understanding of one's training partners, and a commitment to mutual growth. In Budo, Omoiyari transcends mere technical proficiency; it involves anticipating the needs and limitations of fellow practitioners, fostering an environment conducive to collective flourishing. Within the non-Japanese Budo community, the embodiment of omoiyari should manifest itself in the profound respect accorded to one another's journey and the recognition that each martial artist brings a unique perspective to the dojo. It entails cultivating a supportive atmosphere wherein individuals can learn and evolve at their own pace, cultivating a camaraderie that extends beyond the confines of the dojo. Conversely, doujou in Budo entails acknowledging the shared odyssey of martial arts and understanding the trials and triumphs experienced by fellow practitioners. This shared emotional connection fosters a sense of unity, engendering bonds that transcend mere physical training. In essence, the nuances between omoiyari and doujou enrich the tapestry of Japanese culture, offering a lens through which we can deepen our comprehension of human connections. As practitioners within Budo, integrating these concepts into our training enriches our martial prowess. It fortifies the bonds that bind us in this shared journey of self-discovery and growth. Through omoiyari and doujou, we discern the quintessence of Japanese culture and the universal threads that unite us as martial artists and individuals. Shout out to my friend Mike C for inspiring the thoughts in this post. Introduction: Friedrich Nietzsche’s quote, "Whoever fights monsters should see to it that in the process he does not become a monster. And if you gaze long enough into an abyss, the abyss will gaze back into you," encapsulates a profound warning about the potential dangers and opportunities inherent in engaging with contentious and intricate subjects. In the realm of education, where instructors often grapple with complex and controversial topics, this statement holds particular relevance. This post considers how Nietzsche's insight can inform effective teaching strategies, safeguarding educators and learners alike from the pitfalls of moral and intellectual entanglement. Maintaining Ethical Integrity: Nietzsche's admonition serves as a reminder to educators to uphold ethical integrity when navigating contentious issues. Of course, knowing whose ethics, whose morals and the social normative culture around which said ethics are presented as "neutral' is essentially if a teacher truly wishes to master their pedagogical craft. Such knowing will only come through informed, reflexive praxis - it cannot be assumed to 'just happen'. In teaching so-called 'controversial topics' such as climate change or ethical dilemmas in technology, instructors must strive to maintain objectivity and fairness. In an aged of domination both in terms of social and academic press by the US and to a lesser extent the Anglo-speaking world the work required to dig beyond the 'given truth' has never been more difficult or possible. For instance, when discussing opposing viewpoints on climate change, educators should ensure that they present a balanced portrayal of scientific evidence without succumbing to personal biases or ideological agendas. Too often such topics are approached form an emotionally grounded presentism which, while being one means of considering the issue, is by no means the only. Sadly, governments globally appear to be following such an agenda as we see the rise of populism both it is hard and soft version - the sad truth is we know where such policies lead us and the abyss into which they pushed us on multiple other occasions (Rawanda, Cambodia, Germany, Maoist China or Stalinist USSR are all examples from the 20th century while the Atlantic slave trade, the late policies of the Ching Dynasty and even the Bakumatsu period in Japan are reminders of the 19th century. Thankfully, there have been moments when street level populism lead to improved well-being for many but this process is by no means a linear one. By embodying Nietzsche's caution against becoming "monsters," educators can foster an environment of critical thinking and open dialogue, free from indoctrination or manipulation. First we must know who we are and what possible monsters may lie within. Only by facing such possibilities of self can teacher truly liberate themselves and their pedagogy. Preventing Moral Entanglement: Teaching complex topics often involves delving into moral and ethical dimensions that may challenge deeply held beliefs or values. Nietzsche's warning about staring into the abyss underscores the importance of being mindful against moral myopia. For example, when teaching contentious issues such as abortion or capital punishment, educators must tread with respecy to avoid imposing their moral values onto students. Instead, they should encourage students to critically evaluate diverse perspectives and develop their own ethical and moral frameworks based on reasoned analysis and empathy - too often I see students parroting their instructors ideals without actually ever having delved into the abyss of wrestled with the monster that such ethical issues demand. Afterall can you truly say you understand and know, if you have not walked in the shadows of that which you now claim to have a moral standing on? Of course, that is not to say we must DO, but rather we can CONCEPTUALISE this darkness Surely, through such mental exercises we can come close enough to the monster and the abyss without falling into its trap of becoming either? By heeding Nietzsche's caution and calling, educators can guide students through moral ambiguity without succumbing to moral absolutism or moral relativism or worse still moral laziness. Fostering Intellectual Empathy: One of the central themes in Nietzsche's quote is the notion of reciprocal engagement with the subject matter. In the context of education, this translates into fostering intellectual empathy – the ability to understand and empathise with diverse viewpoints, even those that may be diametrically opposed to one's own beliefs. For example, when teaching controversial topics such as immigration or religious fundamentalism, educators should create opportunities for students to engage in respectful and purposeful dialogue with peers holding contrasting perspectives: agreeing to disagree is an option, we seem to have forgotten. Likewise, I can respect your 'right' to an opinion, without accepting the 'opinion'. By encouraging students to "gaze into the abyss" of differing viewpoints, educators can cultivate critical thinking skills and promote mutual understanding in the face of complexity and ambiguity - surely this is the cornerstone of a democratic process of learning? Mitigating Emotional Distress: Engaging with complex and controversial topics can evoke strong emotional responses, ranging from anger and frustration to fear and anxiety. Nietzsche's warning about the abyss serves as a cautionary tale against allowing emotional distress to cloud one's judgement. In the realm of education, instructors must be mindful of the emotional well-being of their students, particularly when discussing sensitive issues such as racism or gender identity. By creating a supportive and inclusive learning environment, educators can help students navigate emotional challenges and foster resilience in the face of adversity. However, we can only create 'safish'places for any place which is absolutely 'safe' will always run the real risk of exclusion of discussion and growth pains. After, the most smooth lakes are also the most stagnant. Growth, by its very defintion is both painful and rewarding, often in equal measure. Conclusion: In conclusion, Nietzsche's statement offers invaluable insights for educators grappling with the complexities of teaching controversial topics. By maintaining ethical integrity, navigating moral entanglement, fostering intellectual experiential learning and some mitigating of distress, educators can navigate the abyss of contentious issues with wisdom and compassion. Ultimately, by heeding Nietzsche's cautionary tale, educators can empower students to confront complexity with courage and insight, ensuring that the pursuit of knowledge remains a transformative and enlightening journey for all involved. We should not fear the abyss but rather we should fear being told not to look into it. |
James M. HatchInternational Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan Archives
April 2024
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