# data[].attributes.body
International mindedness to me means to be able to see issues from multiple perspectives. In order to be able to see things from many perspectives, one must study different cultures. Ideally, one would also study and learn multiple languages as language is a part of the culture and also enables for a greater ability to understand and study issues from others' perspectives. Understanding other cultures takes an inquiring open mind. It is important to be objective in your study and recognize your own biases and perspectives based on your own unique culture and experiences. International mindedness means understanding that no one culture is better than another and that the world is richer and fuller of possibilities when we celebrate diversity.

# data[].attributes.body
A global citizen in my opinion is someone that is able to critically think about world issues from multiple perspectives. It is important for countries to be able to collaborate especially during times of hardships and an understanding of each others cultures allows for positive and efficient communication and hopefully avoids unnecessary violence.

A global citizen is someone that is knowledgeable about the world around them and does their duty with the aim of creating a better world for all people not just himself.

# data[].attributes.body
From my experience and this is also a generalization, international schools and specifically IB schools emphasize global citizenship in their schools more and better than in more local school.

This may be due to the fact that global citizenship is intertwined within the IB curriculum. For instance, in the MYP Science, criteria D asks students to look at how science is used to solve a problem and relate it to a one world factor (this means relating the issue to economics, politics, ethics or other).

# data[].attributes.body
In Biology, I think of the study of what makes something living. Different cultures and especially religions continue to debate the ethics of stem cell research, cloning, and abortions for example. The scientific definition of what makes something living is also not as straight forward as one might think making this topic quite controversial.

In Chemistry, the creation of the periodic table is due to contributions from scientists across the globe.

# data[].attributes.body
Science is a social endeavor and it is important to highlight this to students and also give them the opportunity to experience this themselves. Our greatest scientific advances come from being able to collaborate and learn from each other.

The IB does an incredible job helping teachers integrate international understanding into their course by requiring collaborative work (which if the school is diverse means working with others with different backgrounds).

Another way I can help students is by organizing a partnership with students in different countries and inviting scientists from around the world to speak to students through Skype.

# data[].attributes.body
At my previous school, when I was asked to teach Marine Biology, I facilitated a discussion about animal welfare. Students’ chosen topic included animal captivity (specifically related to dolphins), the use of shark fins, whale hunting. The class consisted of a diverse mix including Japanese, Korean, Taiwanese, Chinese, and American students allowing for students to hear a range of perspectives and reflect on their own values and opinions.

We also watched the documentaries “BlackFish” and  “The Cove” (I highly recommend it although it is incredibly depressing). One thing we discussed at length in class was how “The Cove” specifically was very much anti-Japanese and portrayed Japanese people in a very negative light.

# data[].attributes.body
https://www.youtube.com/watch?v=4KRD8e20fBo

# data[].attributes.body
https://www.youtube.com/watch?v=fLOeH-Oq_1Y

# data[].attributes.attachment_link.readable_text
International schools are ideally placed to develop and encourage greater global consciousness. Dr. Chris Muller explores how best to exploit this opportunity.
A wonderful starting point

Students in today's international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community. Around the world, many educational systems are gearing themselves toward catering to a greater global consciousness.

International schools represent a phenomenon that is able to take the lead in setting an example to educate students toward international-mindedness, through an education that reduces ethnocentrism, increases knowledge of other cultures, and promotes a concern for global environmental issues.

Towards international mindedness

International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility to its members. It is an awareness of the inter-relatedness of all nations and peoples, and a recognition of the complexity of these relationships. Internationally-minded people appreciate and value the diversity of cultures in the world and make an effort to learn more about them.

They exhibit personal concern for people all around the world, and this manifests itself in a sense of moral responsibility to other people, and a commitment to the values of a community. They are aware of the long-term consequences of human behavior on the environment and on global society.

If parents, teachers and others involved in the educational process aim to educate students toward an internationally-minded approach to life, then we need to develop a more sophisticated view of what is going on in schools to support the process.

By exploring the various dimensions of schools that may contribute toward promoting international-mindedness, the concept of educating toward this purpose will be clearer for other schools aiming to achieve such a goal. It will highlight attitudes of students related to their sense of connection to, interest in, and responsibility for, the global community and the behaviors associated with this perspective, thus directing toward the affective change that might result from practices in the classroom and the broader school environment.

This, in turn, would empower schools to reconsider how they cater to and recognize international learning. In the words of Bill Gates, founder of Microsoft, "I do think the 21st century is about a more global view. Where you don't just think, yes my country is doing well, but you think about the world at large".

The role of schools

The following are selective aspects that require focus in a school striving to educate students towards international-mindedness and global citizenship.
1. Live the school's philosophy and values
An explicit and shared set of values, one that clarifies the context in which a school operates and subsequently sets out an appropriate vision, gives a framework from which all community members can receive guidance for their action. This is true for any school, but in international schools the desire to impart an ethic of an interconnected global society adds a unique element and must be reflected in practice. Missions and values are ethical statements, and if they are carried out in practice, the school is living up to the ethical standards that are essential to an education promoting international-mindedness.
2. Inform governance and management practices
A commitment by management and boards of international schools to the practical and philosophical demands of this particular type of education is critical to the success of its mission. This includes understanding of issues that transcend nationality, the priorities of other cultures, and the recognition of the reality of living in an interdependent world.
3. Infuse the curriculum
The process of encouraging international-mindedness requires a consciously constructed curriculum that guides teachers and students toward using the resources and diverse cultures at hand appropriately. The school philosophy must carry through into curriculum construction, assessment, standards, and benchmarks, to reflect international and multi-cultural perspectives.
4. Celebrate the school community
The cultural diversity of the school community needs to be explored, incorporated and celebrated at every opportunity. This means that students grow up in a setting where cultural diversity is the norm. Creating a school culture to reflect this norm is therefore critical. A school's involvement in the broader community has two dimensions. First, a school catering to a transient and diverse community needs to be a facility that gives opportunities and provides facilities for students and their families to interact on a level beyond the classroom. Second, the school needs to pave the way for students to discover and interact with the local host community, as well as share their personal cultural values.
5. Support families in transition
Schools need to recognize the significance of the phenomenon of families in transition. The issue of support and resources for transient students and their families, and an understanding of the concept of Third Culture Kids, is vital in the promotion of international-mindedness.
6. Enable linguistic fluency
Language learning is a tool to overcome cultural barriers. While languages offered in schools are usually market-driven, exposure to multiple languages can be incorporated into the program and curriculum in many creative ways.
7. Commit to service learning
A structured and diverse service learning program in schools develops empathy with the human condition and steers students away from a path of economic superiority and elitism. It leads to critical awareness and analytical discourse in all spheres of their academic pursuits.
8. Broaden teaching practice and professional development
Like in any educational institution, a successful program relies upon a strong backbone of professional development for its staff. Programs tailored to the philosophy of international education are becoming more readily available from organizations such as the IB, the Principals/Teachers/Counselors Training Center (PTC, TTC, CTC) and many others. Teaching practice in schools promoting international mindedness requires a solid understanding of multiculturalism, multilingualism, cultural characteristics, transition issues, and international curricula.
9. Enrich student Life
In fostering global awareness, schools need to create opportunities for students to explore their role and their understanding of global issues outside the classroom context. This can happen in the form of trips within the host city or country and internationally, as well as through targeted and relevant extra-curricular offerings that promote leadership and an international consciousness.
10. See education as the key
It is through educational experiences that students can develop a sense of international-mindedness, which gives them competences to exercise influence on problems facing the world.
Dr. G. Chris Muller
Dr. Chris Müller is an independent educational consultant specializing in international education in international schools, particularly the promotion of international mindedness in 21 st century students. He originally hails from Namibia, but now calls South Africa home.
Until recently, Dr. Müller was the Director of Bonn International School in Germany. Prior to Germany, he spent 5 years in Zambia as Director of the American International School of Lusaka. He has also served as Principal at the United Nations International School in New York, U.S.A., the American International School of Bucharest in Romania, and the International School of Tanganyika in Dar Es Salaam, Tanzania. He has served on many boards, including the Council of International Schools (CIS), the IB Heads Council, and the IB Regional Council.
Feature image: Gerd Altmann - Pixabay

# data[].attributes.attachment_link.title
10 ways to promote international mindedness

# data[].attributes.attachment_link.description
International schools are ideally placed to develop and encourage greater global consciousness. Dr. Chris Muller explores how best to exploit this opportunity. A wonderful starting point Students in today's international schools, growing up to be global leaders of the future, will require a remarkable insight into people and cultures across the world, and an unprecedented concern for the well-being of the world community.

# data[].attributes.attachment_link.readable_text
How do students, teachers, and leaders in IB World School communities view the concept of international-mindedness? Ten IB community members share their perspective on the concept and why it is central to the IB educational philosophy.

International-mindedness is central to the IB mission and a foundational principle to its educational philosophy; it is at the heart of the continuum of international education.

An IB education creates learning communities in which students can increase their understanding of language and culture, developing as successful communicators with the skills needed for intercultural dialogue and global engagement.

Students, teachers, and leaders in the IB school communities have a range of perspectives, values, and traditions. The concept of international-mindedness builds on these diverse perspectives to generate a sense of common humanity and shared guardianship of the planet.
What does international-mindedness mean to you? Post a comment below.

# data[].attributes.attachment_link.description
How do students, teachers, and leaders in IB World School communities view the concept of international-mindedness? Ten IB community members share their perspective on the concept and why it is central to the IB educational philosophy. International-mindedness is central to the IB mission and a foundational principle to its educational philosophy; it is at the heart of the continuum of international education.