Richard Lou

correction Last Child in the Woods.  the author will be in Boston this fall presenting at the Learning and the Brain Conference.

Libbymac

please excuse my punctuation errors!

I also wanted to add another reading recommended to me

lost Child in the Woods: Saving our children from Nature-deficit Disorder by Richard Louv.

libbymac

Dear colleagues, being out in the southwest, close to a wildness area and in the middle of the second reading, I find issues around climate change /disruption the most compelling. My immediate response is we need to be proactive in our BB&N Eco system and understand the ways we change bring about change and then move forward into understanding of larger issues.  driving home this afternoon I listened to a journalist Robert Jensen, a professor of journalism. At the University of Texas. his talk was   "A Call to Action" as he talked about how to transcend the high energy extractive model.  Quote " glacial ice in the Peruvian Andes that took 1,600 years to form has melted in 25 years the latest indication in global temperatures has thrown the natural world out of balance."

his question below is one worth considering.

" how can we live our lives with integrity and contribute patiently to the slow work of making the world a better place."

 Realize this is not on our reading list, however consider Bob Samples "Coming  Home: Community, Creativity and Consciousness"

I would like to add  that the questions at the end of the first chapter of Education for Global Competence will be useful for our community.

Peace and blessings

Libby Maclaren

BB&N on global education

By: Ed Bourget

Fernando Reimers discusses the need for schools to prepare their students with the ability to be inventive and creative for the new global economy climate. He speaks about the concept of tri-dimensional nature of global competency and shows the three aspects needed to be successful. Reimers states, "I define global competency as the knowledge and skills to help people understand the flat world in which the live, integrate across disciplinary domains to comprehend global affairs and events, and create possibilities to address them. Global competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully, and productively with fellow human beings from diverse geographies" (Reimers, 2009, p. 184). He also believes that global education should be a focal point for schools. I stepped foot on the BB&N campus for the first time in 1994, and I immediately saw the difference in educational philosophy between my new school and my old school. BB&N offered a variety of languages, emphasized acceptance of different cultures, and offered student trips to countries for the purpose of learning.  While I did not attend any of those trips, some of my classmates attended trips to Russia, Coast Rica, and other venues to learn about history, language, and culture of other countries.  At the time, BB&N demonstrated that their educational philosophy was to incorporate the entire globe as their learning platform. Since 1994, I have had the privilege to work here and to see how the growth of the global educational process has helped our students grow as global leaders. There are so many examples across all three campuses that demonstrate BB&N's desire to become a part of the global educational system. We are our toughest critics, but I think that we should take a step back and look at all of the great things that are happening within our school. Reimers provides three dimensions for the definition of global competency and I feel that BB&N tries to achieve this goal in every aspect. The three dimensions are:

1) A positive attitude towards different cultures and the values to accept and engage in these differences

2) The ability to use other languages effectively other than the native one

3) A deep understanding of world history, geography, and to understand the concept of globalization

I feel that BB&N hits the mark in all three areas. While improvements can be made in this area, there are many examples of our administrators, faculty, parents, and students displaying competence in this arena.  For example, our administrators travel to different countries to visit other schools as we a part of a global schooling program that shares information in the hopes that we can provide better global programming for our students. Our faculty takes the time to make sure that students understand that there is a great big world out there with different moving parts, religions, economies, and ideologies that they must embrace and understand in order to be successful in the future. Two major instances come to mind. The first one is that Armen is taking a group of people to Russia this summer to celebrate a monumental anniversary of the relationship between our school and theirs. For many years the Russian exchange program has provided many students, not just BB&N, with the opportunity to become globally aware. The second instance was displayed this spring in Mr. Z's 6th grade class. His class was skyping with another school in Africa to learn about their differences, culture, and educational system. I walked by the room and was completely floored to see our 6th graders interacting in real time with African students. It was truly amazing. Mr. Z. demonstrated through the use of technology that educational globalization will become a regular function in the classroom. Our parents take part as well by opening their doors to exchange students from other countries so that they can learn English and the way that our culture operates. Lastly, the students participate in a number of ways, because of the willingness to get involved with the educational process. They are excited to learn new languages, learn about different cultures, and to take trips to far off lands in order to learn more about their fellow man.

BB&N is a great place to learn, and we are often too critical of ourselves in the area of self-reflection. If you are able to take a minute and walk down the hallways, you will see the creativity of your fellow peers in action.  So many people are doing so many different things and they are providing our students with an unbelievable education. We can get better in the area of educational globalization, and we will, but also give the school credit for establishing a solid foundation in this arena.

                                                                               References

Reimers, F. (2009). International Perspectives on the Goals of the Universal Basic and Secondary Education. [retrieved from]
             https://docs.google.com/a/bbns.org/viewer?a=v&pid=sites&srcid=YmJucy5vcmd8ZnNyfGd4OjdlNGQyODFiMjdkN2M4YWY.

Summer reading

While reading both of the articles, I tried to think about what we at the Upper School are doing well, and where we could do better.   I think that our language department, with the foreign travel and exchange programs, does an excellent job and building global connections on an interpersonal level. Educating our students to be moral citizens of the world is more of a challenge in an environment where our students and families seem to most want individual success in future careers. In spite of the obstacles, I'd like BB&N try to do more in this area. I think that the growth of the Model UN activity has been one step in the right direction. Both readings refer (minimally) to the importance of collaborating to creatively solve world problems. I think that we do a very good job and turning our good problem solvers, but I think we can do even more at getting our students to push themselves and be more comfortable solving new problems as opposed to blindly following algorithms given to them. Collaboration should be a big part of that.

Mark Fidler, Upper School teacher of Math and Computer Science

Combating Our Own Knowledge

     In reading Preparing Our Youth to Engage the World I thought about the structures that we are facing as we reshape education in this way.  We were taught in a certain way.  Knowledge was structured into finite subjects and acquired facts about these subjects was currency.  To collect these facts meant you were smart.  Having the most facts meant that you had knowledge.  While I completely disagree with this construct of knowledge, it is how we were taught, and largely it is how students in this country and beyond are assessed.  When we consider this global competency, I think we have to look closely at how knowledge and intelligence are constructed, assessed, and lauded within our school community.  What kind of learner is celebrated in our community?  We have to be willing to work against these notions that are ingrained in our understanding of what a "good student" looks like.  We have to question ourselves and our assumptions every day in order to even make a beginning.  

     I also think that this work calls into question to construct of teacher.  Again, I find myself in a situation of some contradiction.  I am aware of and work against these notions every day in my teaching, and yet they are there.  In our experience, to be a teacher is to know, to be in charge, to give information to students.  And yet that is not real teaching, not in the sense of global competency, and certainly not in the way that inspires critical thinking.  I find that I always have to be aware of that construct, to be aware of the "teacher" in my mind, the person who is supposed to know, to have the answers, to be in charge.  I have to willfully push that teacher identity away in favor of a teacher who has questions, who is part of a community, and who engages in a process of learning with her students.  

     As we do this work, I find that I always have to be conscious of the concepts I am rejecting, and to remind myself that those traditional ideas are alive and well.  It is only through confronting them every day that I am able to move forward and to change.

-Dana

Response to Fernando Reimers' Piece

In reading the Reimers piece, I was struck by the following quotation:

        

        Students have to live their human rights; their school have to provide authentic experiences

        in the practice of tolerance.  Students need to experience in schools respect for human dignity,

        equal rights, and appreciation for difference and tolerance.  In addition to helping develop knowledge

        about human rights it is necessary that students develop the intrapersonal and interpersonal

        competencies to resolve conflicts peacefully, to confront violence (Reimers, pg. 192).

I was most interested in this statement because of its focus on both the school environment in which global competency is born and enacted, as well as the nature of the experiences that are meaningful to learners.  First, I am wondering about the development of a school environment that embodies this kind of learning.  How can we create a space that meaningfully confronts issues such as human rights, dignity, and diversity?  What does that space look like?  Particularly in the lower school I think this is challenging because of the wide age range in our students. The embodiment of these practices does look quite different from early childhood to adolescence, and yet maybe that is an empowering space to inhabit.  To look to our students, in their wide range of ages, and to find a stance as a school that embodies these values in such a way that it speaks to the whole community would create a powerful connectedness amongst students and faculty.

I am also thinking about the importance of the words "authentic" and "practice."  Too often I find that, when we deal with issues such as social justice, violence, human rights etc. we tread so lightly and deal with them in such a sterile, academic manner that the children do not have the opportunity to confront these issues in meaningful ways.  I think that the process of engaging children in critical thinking and then action around these issues allows children to make meaning and to see themselves as agents of change.  It is a challenging space to explore because there is no set curriculum, and we do not know where exactly the children's responses will lead, but I think these are the "authentic" spaces in which children develop global competency.  

-Dana

Summer Readings

Both summer readings, the Reimers article and the excerpts from "Partnership for Global Learning," were thought provoking.  I am pleased that we will be focusing on global education at the start of school, and I agree with many who commented that such a focus in not new to BB&N.  One of the best examples from the LS is a science unit developed and taught by Maria Elena Derrien.  To complement the fourth grade environmental unit, she teaches a unit where the students learn about greenhouse gases and build lego cars with solar panels.  Not only to do the students learn about climate change, but also they must work together to construct the cars.  Each day the students evaluate how well they advanced their cars and how well they have worked as a group. 

At the LS (and perhaps at all the campuses), helping the students to work as a group and develop empathy is at least as important as teaching "the content" at hand.  I was struck by Howard Gardener's comment "That is why for almost two decades, my colleagues and I have been studying what makes good persons, good workers, and good citizens, and why in recent years we have sought to go beyond study and nurture these positive qualities in young people."

Carol

2013 summer reading

Note: Sorry for the repeat, but I forgot to sign my first entry. :-)

In reflecting upon Riemers's 3 dimensions of globalization and BB&N, I feel as if ours is, has been and hopefully will always be a work in progress as we adapt / adjust our approach and strategies to educate our children in the 21^st century. A critical and challenging first step is acknowledging that we will need to attend Riemers's "3 A's" concurrently.

 I'm glad to be a part of a community that is making the conscious and conscientious choice to address the issue surrounding "global competency" as we work to prepare our students to lead, engage and embrace the 21^st century. As a teacher and as a parent, I am well aware of this necessity, and the challenges inherent in this movement – in part because we can no longer blindly rely upon the models and experiences we were introduced to in our youth. While we have always known that change was and shall remain inevitable, what has changed is the rate and degree with which it is changing…and I see adults having a harder time adjusting to this than today's youth. As technology has made it easier for us to learn more about our responsibilities are and ought to be, it has also afforded us the choice to engage with more people in our flattening world, or not (which is something I hope people will not choose to do as our society can not afford to remain isolated from the rest of the world).

 I was also struck by his observation that "global competency is helpful not only from an economic standpoint but as a cornerstone of democratic leadership and citizenship." While economics shall remain a key component to successful societies, I also see moral development and character education as just-as-essential qualities in the future as the kinds of human beings we are educating-them-to-be (directly and indirectly) will have a more meaningful impact upon the future than how smart (as measured by "traditional" standards) they are. 

 While there is more that can be done and that needs to be done, I am encouraged when I see our students (at the upper school, in particular) venturing forth and engaging people beyond the BB&N community (locally as well as globally); they are actively engaging with and acting on behalf of others and putting them before themselves.

Ross

2013 Summer Reading

In reflecting upon Riemers's 3 dimensions of globalization and BB&N, I feel as if ours is, has been and hopefully will always be a work in progress as we adapt / adjust our approach and strategies to educate our children in the 21^st century. A critical and challenging first step is acknowledging that we will need to attend Riemers's "3 A's" concurrently.

 I'm glad to be a part of a community that is making the conscious and conscientious choice to address the issue surrounding "global competency" as we work to prepare our students to lead, engage and embrace the 21^st century. As a teacher and as a parent, I am well aware of this necessity, and the challenges inherent in this movement – in part because we can no longer blindly rely upon the models and experiences we were introduced to in our youth. While we have always known that change was and shall remain inevitable, what has changed is the rate and degree with which it is changing…and I see adults having a harder time adjusting to this than today's youth. As technology has made it easier for us to learn more about our responsibilities are and ought to be, it has also afforded us the choice to engage with more people in our flattening world, or not (which is something I hope people will not choose to do as our society can not afford to remain isolated from the rest of the world).

 I was also struck by his observation that "global competency is helpful not only from an economic standpoint but as a cornerstone of democratic leadership and citizenship." While economics shall remain a key component to successful societies, I also see moral development and character education as just-as-essential qualities in the future as the kinds of human beings we are educating-them-to-be (directly and indirectly) will have a more meaningful impact upon the future than how smart (as measured by "traditional" standards) they are. 

 While there is more that can be done and that needs to be done, I am encouraged when I see our students (at the upper school, in particular) venturing forth and engaging people beyond the BB&N community (locally as well as globally); they are actively engaging with and acting on behalf of others and putting them before themselves.

Global Perspective in the Early Years

The world is a small place, and getting smaller. I lived abroad for four years, and the flight to Boston from London was frequently referred to as a "quick hop across the pond." Meanwhile, my great-aunt would talk about how she also crossed the Atlantic as a girl, but she was on a massive boat, and it took the better part of a week. Change has come quickly, and I agree fully with the importance of global competence. I was certainly shaped by my many experiences abroad, and I am amazed how often in my teaching I share stories of my travels, and my times living in different parts of the world. At the same time, as a kindergarten teacher, I struggle with how to include that global perspective into my curriculum. Six year olds are by nature egocentric, and a significant amount of my time is spent getting them to even acknowledge the ideas of the child sitting next to them. I was pleased to see that in "Preparing Our Youth to Engage with the World," they talk of the importance of recognizing perspective and communicating ideas effectively. These are things that are practiced daily in kindergarten, and I feel what happens at this early age lays important groundwork for future years. 

The focus of these articles was about the importance of educating our youth, yet I was struck by how much we need to educate ourselves, and how we need to be active participants, not just teachers, in the many issues that are alive in the world today. I find myself paying more attention to the global economy, and understanding why the sale of a pork company to China can have severe consequences for the economy in the US. On the environmental front, I am more conscious of my choices, and hope to incorporate more environmental studies into my class this year. Howard Gardner's words certainly resonated with me: "As educators, we must model these positive virtues ourselves; we must explain the reasons why we do what we do and why we do not endorse other, perhaps tempting, alternatives." 

Christina DelloRusso 

Summer Reading

At the risk of patting ourselves in the back, I feel strongly that we do embrace the global perspective and the learning that is being promoted in the readings; I also think that we are able to instill that knowledge to our students, or at least the desire to learn about cultural differences and globalization.  

I always have a little fear that as we become more "global" we sometimes lose some of our differences - our local culture.  I remember moving to Boston in the 70s and finding out that "tonic" meant soda (pop) - I'm not sure who even uses that term anymore.  Is that the fate of local cultures under globalization?  Understanding, accepting, embracing differences is fantastic and enjoyable - sharing our own differences (I know many faculty members who are at least bi-cultural) is always fun and reassuring of the value of said differences.

On a separate note, I was struck with the comment about assessments - I am confident that we do not do much "multiple-choice" as an assessment, rather a variety of different types - both traditional and more technologically driven.

Gabe

our students do need a more global perspective

The point that this next generation will need to think of themselves as part of the world, as opposed to a more narrow view, is one I can easily embrace.  As I read I kept trying to think of ways that I can help my students understand others better and thereby be more tolerant.  I already do some of that naturally because of the courses that I teach.  However, I would like to find ways to overtly teach a more global perspective.  I think one way for me to proceed is through teaching more about the cultural perspectives of the people who speak the specific language I am teaching  rather than addressing it on a broader level.  Next year I will try to focus more on the cultural aspect of my courses with the hope of helping the students embrace a more global perspective.

       Margaret

--
Margaret Hardy

Buckingham Browne & Nichols

Middle School 

Language Department Head

We do languages and the world pretty well

I'm not comfortable with the notion in both readings that the Global is new.  And we therefore need a "big" plan

And a call for "tolerance toward cultural differences" will, I hope, stimulate lively debate. I'm grateful for more interesting food but certainly markedly less tolerant of cultural differences that lead to oppression of, inequality for women, religious minorities, homosexuals. 

 

But I'm stimulated by the prospect of BB&N embracing an educational model where "moral" reasoning skills are called for.  Reimers sees it as vital to his tri-dimensional global competency.  We do reasoning skills very well.  Moral, not so well.  Am I mistaken in seeing in each reading a call to turn out a "better" human being?  And is that institutionally possible at elite schools where "I want to get or increase my 'share'" is central to their very existence and unlikely to move from that pride of place? 

Mark Lindberg

Reimers/Asia

I will start by piggybacking on Margaret Hardy's musing about what we are doing to teach tolerance.   It is more than a four-part task: a) In the classroom--and I'll write here particularly about my English classroom--we want students listening to and understanding each other as well as the voices in the fiction and non-fiction we read in depth (not in ephemeral and distracting texts and tweets),  to create a small community of minds each day and throughout each year  b) In the shared spaces of the school we want understanding of, encouragement of good citizenship.  (If Upper School students can't keep The Commons clean, what does that predict about their global citizenship?  How do we get them to recognize that they must take more responsibility there, that the responsibility is symbolic of their global citizenship?)  c) In the local community we want active engagement--through field trips, community service, science and statistics projects, the Profile. etc.   d) In international arenas we want students confident in second (and third) languages, traveling/studying/contributing abroad, designing projects such as the irrigation system Ryan Simpson is working on for the Sahel, first as part of his Senior Spring Project and later as an investigation he will carry on in university.  

We are already doing a lot of what the two documents call for--the English Department, for instance, is always revising courses: to add even more variety of texts within an existing course, to juxtapose voices, to expand the range of course offerings.   We emphasize "multiple perspectives," comparison and synthesis, and effective, compelling communication. 

But what will take us further to create "good persons, good workers, and good citizens," in Gardner's words?

Do we have full administrative support for those assignments/activities that take the students out into the community (Petropolous Scholars, Profile, to name two) and for cross-disciplinary courses and positions? (The number of faculty members who teach in two departments has shrunk over the past few years.)  Will the Senior Spring Project Committee emphasize the importance of global competencies in that culminating experience for students? Might faculty meetings be used less for presenting information that could be summarized in an email and more for substantive and on-going conversations among faculty members on some of the subjects raised in these articles, getting past brainstorming into specific plans and collaborations?  Are administrative decisions about courses made in terms of numbers and popularity or with an eye to teachers' curricular designs that promote the competencies discussed in the faculty summer reading?    Can communications about field trips be less about how soon to sign up and what blocks will be missed and more about the substance of the trips?  Can we find more ways to share and promote students'  local/global projects in economics or statistics or science?  (Leah Cataldo's "Current Topics" presentations are an exemplar.) 

I look forward to conversations on these articles and matters.

Althea Cranston

Upper School English