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Read and Share: Conceptualizing and assessing international mindedness: An exploratory study 

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Read and Share: Conceptualizing and assessing international mindedness: An exploratory study 

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•Read your part: Q, Castro; P, Lundgren; U and Woodin; J. 2013. Conceptualizing and assessing international mindedness: An exploratory study (IBO)

•Tell: Share how your own written curriculum in your group currently embodies international-mindedness as “explained” through the exploratory study.

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Paloma Castro, Ulla Lundgren and Jane Woodin

This exploratory study aims to document and reflect on a range of articulations of international-mindedness (IM), related constructs and the conceptualizations of these constructs through a document analysis and literature review. The study addresses three principal questions: 1) how is IM conceptualized in the IB curricular context? 2) how are constructs related to IM defined and theorized in the research fields of international and intercultural education? and 3) how are IM and related constructs assessed within and outside the IB context? The study aims to increase understanding of international-mindedness as it is currently used both by the IB and others and to provide recommendations for future developments in thinking around IM.
Summary (PDF, 104 KB) Literature review (PDF, 1.71 MB)

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Conceptualizing and assessing international-mindedness (IM): An exploratory study (2013)

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Paloma Castro, Ulla Lundgren and Jane Woodin

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Students as lifelong learner

Approaches to assessment

Approaches to teaching

Coherent curriculum

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Where are we now and where are we going? 

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Where are we now and where are we going? 

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•Read the 5 practices under Approaches to teaching in your workbook.

•On a sticky note, list the following:

•a practice that your school does well

•a practice that you do well

•a practice that your school can improve

•a practice that you can improve.

•Share your list with your team.

•Evaluate your own practices on the Emerging through Leading chart.

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“IB programmes aim to develop internationally minded people, and MYP learning environments value the world as the broadest context for learning. Educators use a variety of models and a range of vocabulary to prepare students to live in the highly globalized societies of the 21st century. In broad terms, teaching and learning in global contexts requires MYP schools to develop:

•the capacity and the inclination to place people, objects, situations with which [they] come into contact ... within the broader matrix of our contemporary world ... [to be] attuned to daily encounters with world cultures, landscapes and products; [to] place such encounters in a broader narrative or explanatory framework of contemporary global processes; and [to] perceive [themselves] as an actor in such a global context. “

(Boix-Mansilla and Gardner 2007,Fpip pg.18)

Tie the quote to your own teaching. What connection do you see and what would be our next logical steps to make the connection stronger?

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Where are we now and where are we going? 

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Where are we now and where are we going? 

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https://resources.ibo.org/publishing/tsm.xql?doc=m_3_human_tsm_1406_2_e&part=2&chapter=2

Part 1: Using an example TSM unit

•Download/view the TSM unit.

•With your table group colleagues, quickly identify the content/topics covered in the unit and which MYP objective(s) are currently used for assessment purposes.

•Are there other MYP objectives that could be used to assess this content/topic. Why or why not?

•Tell: With a partner, share how the example TSM unit embodies international-mindedness as “explained” through the exploratory study.

Part 2: Identifying key and related concepts

•Create four boxes labeled with each objective letter and name from Individual and Society guide.

•Look at your own unit.

•Think of all topics/skills you teach and assess in this unit.

•Write each skill and topic under the objective you believe is the best objective in terms of how you would assess that topic/skill. (Don’t be deterred by what objectives are already identified in your own unit)

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Part 3: Developing a conceptual understanding

•Concepts represent the vehicle for students’ inquiry into the issues and ideas of personal, local and global significance, providing the means by which they can explore the essence of a subject. FPIP pg.14

○  Concepts require students to demonstrate levels of thinking that reach beyond facts or topics. Concepts are used to formulate the understandings that students should retain in the future; they become principles and generalizations that students can use to understand the world and to succeed in further study and in life beyond school.

○  The concept-driven curriculum frameworks of the MYP help learners to co-construct meaning as they become increasingly competent critical and creative thinkers, able to transfer knowledge and take responsibility for their own learning.

○  Teaching through concepts encourages teachers to work across national and cultural boundaries.

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•Learn: The aims of all MYP subject groups state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

•Think: Look at subject group aims in I&S guide. Decide with which aim/s your unit aligns?

•Write:

○  How will you ensure that all aims will be met in I&S over the course of your programme (not each year)?

○  How will you ensure that international-mindedness will be embodied in every unit in I&S over the course of your programme?

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Using your electronic device, go to the website:

www.globalonenessproject.org

•

Read the case study, “River at the Heart of the World"

•

What global issues can be identified in this case study?

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A forested river gorge in the hidden land of Pemakö, which exists deep within the heart of the Tibetan Buddhist belief system, is now threatened by the grind of industry.

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-identities and relationships

-orientation in space and time

-personal and cultural expression

-scientific and technical innovation

-globalization and sustainability

-fairness and development

See section Inquiry: Establishing the purpose of the unit - Fpip

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In your table groups:

•Step 1: Discuss possible global context explorations in the specific global context that aligns with the case study global issue.

•Step 2: Choose the global context exploration bullet point from that larger global context category.

•Step 3: Choose only ONE of the explorations that you feel best puts the global issue into context.

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Making your unit relevant and internationally minded!

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Making your unit relevant and internationally minded!

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Step 1: Write your revised/new conceptual understanding from session 2 on a piece of paper.

Step 2: Hold your paper up to each global context on the wall with the corresponding explorations with goal of “6” by the end.

Step 3: Choose an exploration that would contextualize your unit and make it relevant to your students.

Step 4: Drop the exploration into your conceptual understanding and create a statement of inquiry.

Step 5: Repeat until you have SIX different statements of inquiry – one for every global context.

Step 6: Go back to your seat and now choose your favorite!

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Don’t use proper nouns or pronouns.

Don’t use the verb “to be”.
 
Use the present tense. 

Make it transferable.

Use a qualifier (often, may, can) if it is not true in all situations.

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Global Oneness Connections?

In your own unit:

What concepts and/or global context exploration have the potential to bring your subject group and another together in order to create the possibility of an interdisciplinary unit?

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•What does it feel like emotionally to try something new or different in terms of assessment?

•What is the risk?

•What could be the reward?

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On the programme resource centre, go to the “Eassessment:History"

•What makes this eAssessment authentic?

•What skills do the students need to have in order to accomplish this eAssessment?

•How does the choice of topics taught throughout the year in your discipline prepare students for the eAssessment?

•How do summative assessment tasks in Years 1-4 in your discipline prepare students for eAssessments?

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•Which summative assessment task would you prefer to complete and why?

•Consider and:

•Think about which summative assessment task gives more flexibility for students to show their understanding of the SOI?

•Think about how many times students encounter each type of summative assessment (traditional vs. authentic).

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Evaluating unit plans (p. 11-12)

Use the ‘sharing’ column from Evaluating MYP unit plans to complete the prior-to- teaching section of your unit planner.

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“All IB World Schools are learning communities that encourage school leaders, teachers, students, parents and local community members to value learning as an essential and integral part of their everyday lives...Communities are bound together by a common sense of purpose and identity. The IB community shares a common purpose: making a better world through education... The learner profile informs the IB’s educational philosophy and stands as a clear and concise statement of the values that inform a community that encourages the development of international-mindedness”. FPIP p. 10

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As the IB’s mission in action, the learner profile concisely describes the aspirations of a global community that shares the values underlying the IB’s educational philosophy. The IB learner profile describes the attributes and outcomes of education for international-mindedness.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Informed by these values, an IB education:

•centres on learners

•develops effective approaches to teaching and learning

•works within global contexts

•explores significant content.

Working together, these four characteristics define an IB education. (What is an IB Education? pg.1)

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"An International Baccalaureate for All”

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"An International Baccalaureate for All”

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Discuss:

•What you identified in terms of the 4 values of an IB education.

•How the story contributes to the growth of the learner profile attributes.

•Why the story reflects international- mindedness.

Then In your turn:How does your new or revised unit:

-centre on learners?

-develop effective approaches to teaching and learning?

-work within global contexts?

-explore significant content?

Create four sticky notes for your wall unit justifying how your unit represents the four values of an IB education

Place on your wall unit!

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Learning stories An IB education for all

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•What do you value about this particular IB education learning experience? (caring)

•What do you feel needs further clarification in order to truly implement an IB education in your own classroom/school? (thinker)

•What would you suggest to your own colleagues about an IB education? (reflective)

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•Choose one of your ATL skills in order to create an explicit learning experience (outside of the content/topic of the unit) for students to be able to understand and practice that very skill without adding the complexity of the topic/content of the discipline.

•

•Example: In order for students to (C iv) communicate complete, coherent and concise mathematical lines of reasoning, students must (skill) organize and depict information logically.

•

•Example: The teacher gives students a cartoon or other visual that exemplifies a series, with the sequence cut into pieces. Students place the cartoon or story in the order they think is most logical.

•

•Write the explicit learning experience in the action section of the unit planner in the learning experiences column.

•

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•Next, create an implicit learning experience that will allow students to practice the same skill (organize and depict information logically) using the content/topic of the unit.

•Example:

Part 1: After completing a mathematical problem as a class,   the teacher will guide students in listing the steps, in order, that they took to complete the problem. Then, the teacher will   model how to communicate these steps in a paragraph, with a   logical sequence.

Part 2: After reviewing a peer’s workings on a mathematical   problem, students will write, in logical order, how they believe   their partner worked through the problem.

•Write the implicit learning experience in the action section of the unit planner in the learning experiences column.

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Share your skill building experiences with a partner at your table using the following protocol:

•

Peer feedback:

•I really VALUE (open-minded) …..

•I still need some CLARIFICATION about (inquirer)…

•I might SUGGEST (communicator)…..

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On a sticky note:

Write a skill you can use to communicate and improve the teaching of ATL skills back at your school.

In order for me/my colleagues to better implement ATL skills (objective), I must……. (skill).

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Turn to page 63 in MYP: from principles into practice.

What is the first thing that you see in the inquiry questions section?

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What is the first thing that you see in the inquiry questions section on that page?

•Is “this” question open-ended or closed?

•Does “this” question allow for further questions to be asked?

•What is the product when “this” type of question is asked?

•Which column of the chart on page 63 (factual/ conceptual/debatable) would “this” question fall into? Why?

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There are three specific areas for questions on the MYP unit planner.

1.Inquiry: Establishing the Purpose section

2.Action: Teaching and learning through inquiry section  While these both specifically include and are dependent upon questions from teachers and students,

3.Reflection: Considering the planning, process and impact of the inquiry may also include questions that teachers would like to consider next time or during the course of teaching/learning.

However, this session will focus on the first two sections of the unit planner using MYP: from principles into practice page 63 for reference.

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Inquiry: Establishing the purpose of YOUR unit!

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Inquiry: Establishing the purpose of YOUR unit!

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•Work with a partner and re-read the inquiry questions section, including the chart on page 63 of FPIP.

•Discuss one new thing that you now know or understand better as a result of your close reading investigation, specifically reference something from that section on page 63 FPIP.

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•Read your scenario and suggest another way to both “include” and “differentiate.”

•Each table group shares their scenario and suggestions.

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Scenario #1: Individuals and Societies: Student who has been formally diagnosed with dyslexia and whose learning plan specifies that they are to have a reader who reads the information to them orally, either through a recording or live.

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Scenario #2: Math: Student that is a language acquisition learner (low – intermediate level)

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Scenario #3: Language and Literature: Student with attention deficit disorder (ADD)

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Scenario #4: Physical Health Education: Student on crutches

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Reflection: Building Quality Curriculum Check-up

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Reflection: Building Quality Curriculum Check-up

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•Individually, using the document Evaluating MYP unit planners (December 2016), reflect on the completed sections of your developing unit in terms of which category your work best matches:

•Beginning/developing

•Using

•Sharing

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•Changing some wording to match the task. (Part 1)

•An oral discussion of expectations (command terms). (Part 2)

•A task sheet that explains expectations. (Part 3)

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•Choose one MYP criterion from the objectives section of your unit planner.

•Make sure you have chosen the right MYP year for that criterion.

•Copy and paste the subject group guide descriptors for your criterion into a blank two-column table and add a third column.

•In the third column, write task specific clarifications for each strand of the objective that you have already chosen.

•Bolded words remain bold.

•Don’t forget to delete the middle column prior to giving this to students.

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•Include a checklist that clarifies what students might need to include in their summative task, definitions of command terms, range of pages for the report/essay, word count range, assistance steps for accomplishing the summative task, etc.

•These suggestions/clarifications are not aligned with achievement levels.

•These sit apart from the rubric itself and are reference/clarification points.

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On a sticky note:

Write one thing that is surprising to you in terms of recording and/or reporting?

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Include the three verbs below and finish this sentence as a table group...

At the end of their MYP journey (Year 3 or Year 5), an IB learner should…

•Know…

•Think….

•Do...

•

Table groups share out their sentences

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Looking at your own unit:

•Think of opportunities for your students to take action, based on the service learning outcomes.

•

•Create a list of these opportunities in the prior-to-teaching reflection section of your unit based on the service learning outcomes.

•

•Share some of your opportunities with a partner at your table.

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Represent your understanding with:

•a color and explanation of the color you chose as a group

•a symbol and explanation of the symbol you chose as a group

•an image and explanation of the image you chose as a group.

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I save some IB resources in Onedrive. Including: Course structure, I&S planners, Appendix and activity

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Examine a famous 17th-century conspiracy trial involving Japanese mercenaries, Dutch officials and English merchants. Designed for teachers and students interested in European empire, the place of Japan in global history, and the politics of torture and waterboarding.
Visit the Site

Explore the history of children and youth through primary sources, website reviews, teaching modules, and case studies.
Visit the Site

This site offers a lively introduction to the French Revolution with an extraordinary archive of documentary evidence.
Visit the Site

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World History Matters " A Portal to World History Sites from the Center for History and New Media

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Examine a famous 17th-century conspiracy trial involving Japanese mercenaries, Dutch officials and English merchants. Designed for teachers and students interested in European empire, the place of Japan in global history, and the politics of torture and waterboarding. Visit the Site Explore the history of children and youth through primary sources, website reviews, teaching modules, and case studies.

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HISTORY Classroom offers resources for educators, including education guides, learning tools, and links to educational content.

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Act now! For Giving Tuesday, your gift to the National Geographic Society will be matched dollar-for-dollar. Make your tax-deductible contribution today and make TRIPLE the impact for Explorers working to preserve threatened species around the world.

Donate today!

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Education Resources | National Geographic Society

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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Teachinghistory.org is designed to help K-12 history teachers access resources and materials to improve U.S. history education in the classroom. With funding from the U.S. Department of Education, the Center for History and New Media (CHNM) has created Teachinghistory.org with the goal of making history content, teaching strategies, resources, and research accessible.

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Ancient History section of the BBC History website

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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"History has remembered the kings and warriors, because they destroyed; art has remembered the people, because they created," wrote William Morris. To learn how 7 notorious leaders are remembered by history, watch the TED-Ed Lessons below:

The president of the United States of America is often said to be one of the most powerful positions in the world. But of all the US presidents accused of abusing that power, only one has left office as a result. Does Richard Nixon deserve to be remembered for more than the scandal that ended his presidency? Alex Gendler puts this disgraced president's legacy on trial. Watch this TED-Ed Lesson below.

Vladimir Lenin overthrew Russian Czar Nicholas II and founded the Soviet Union, forever changing the course of Russian politics. But was he a hero who toppled an oppressive tyranny or a villain who replaced it with another? Alex Gendler puts this controversial figure on trial, exploring both sides of a nearly century-long debate. Watch this TED-Ed Lesson below.

He was one of the most fearsome warlords who ever lived, waging an unstoppable conquest across the Eurasian continent. But was Genghis Khan a vicious barbarian or a unifier who paved the way for the modern world? Alex Gendler puts this controversial figure on trial in History vs Genghis Khan. Watch this TED-Ed Lesson below.

Andrew Jackson was both beloved and loathed during his presidency. In this imaginary courtroom, you get to be the jury, considering and weighing Jackson's part in the spoils system, economic depression, and the Indian Removal Act, as well as his patriotism and the pressures of the presidency. James Fester explores how time shapes our relationship to controversial historical figures. Watch this TED-Ed Lesson below.

After the French Revolution erupted in 1789, Europe was thrown into chaos. Neighboring countries' monarchs feared they would share the fate of Louis XVI and attacked the new Republic, while at home, extremism and mistrust between factions led to bloodshed. In the midst of all this conflict, Napoleon emerged. But did he save the revolution, or destroy it? Alex Gendler puts Napoleon on trial. Watch this TED-Ed Lesson below.

Many people in the United States and Latin America have grown up celebrating the anniversary of Christopher Columbus's voyage. But was he an intrepid explorer who brought two worlds together or a ruthless exploiter who brought colonialism and slavery? And did he even discover America at all? Alex Gendler puts Columbus on the stand in History vs. Christopher Columbus. Watch this TED-Ed Lesson below.

She was the most notorious woman in ancient history, a queen who enraptured not one but two of Rome's greatest generals. But was she just a skilled seductress - or a great ruler in her own right? Alex Gendler puts this controversial figure on trial in History vs. Cleopatra. Watch this TED-Ed Lesson below.
Art credit: Brett Underhill/TED-Ed To get brand new TED-Ed Lessons delivered to your inbox each week, sign up for the free TED-Ed Newsletter here >>
Tags: Andrew Jackson, Christopher Columbus, Cleopatra, Genghis Khan, History, History vs., Napoleon Bonaparte, Nixon, Presidents Day, Russia, Vladimir Lenin

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"History has remembered the kings and warriors, because they destroyed; art has remembered the people, because they created," wrote William Morris. To learn how 7 notorious leaders are remembered b...

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Why was China overshot by the West in science and technology? Needham’s Grand Question engenders other questions, such as: What happened in the history of China that made developing science and technology less important? What happened in Europe that made developing science and technology more important? What are the cultural, religious, economic, political and historical factors that caused China to be overshot?

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Needham's Grand Question probes why China, once a cradle of innovation, was overtaken by Europe in scientific and industrial advancements. This enigma, posed by historian Joseph Needham, challenges us to explore the complex interplay of culture, politics, and economics shaping human progress. What factors do you think influenced this pivotal shift in global dynamics? Join us as we delve deeper into this historical conundrum.

Tricia Christensen

Tricia Christensen

If you look at the history of China, especially pre- Renaissance, you see an amazing amount of scientific and technological developments that far exceeded similar developments in the European West. During the Renaissance and into modern times, the reverse occurred, with Europe, and then America, taking a leading role in scientific discovery and invention, while China stagnated. There have been numerous scholars that have attempted to answer why this occurred, and how Europe went from little in the way of scientific progress to eventually leading the charge of scientific development. No one is better known for asking why this occurred than Joseph Needham, who evolved what is now known as Needham's Grand Question.

Needham's Grand Question is the following: Why was China overshot by the West in science and technology? Needham's Grand Question engenders other questions, such as: What happened in the history of China that made developing science and technology less important? What happened in Europe that made developing science and technology more important? What are the cultural, religious, economic, political and historical factors that caused China to be overshot?

A map of China.

There are numerous attempts at answering Needham's Grand Question. For Joseph Needham, who devoted half of his life to trying to answer this question and understand the history of Chinese science, the answer had to do most with the way Confucianism and Taoism promoted a way of life incompatible with huge scientific advances. Emphasis on wholeness in community thinking and respect to elders meant that children and even college students could not question teachers. A desire to maintain strong cultural identity discouraged new developments in favor of keeping a traditional way of doing things. To Needham, China's culture and its philosophy and religion just was not interested in the high paced dramatic age of discovery in the West.

Needham's Grand Question examines why regions like Europe surpassed China in the realms of science and technology.

Moreover, Needham's Grand Question is often cited when people discuss the birth of individuality and the self that occurred during the European Renaissance. Few scientific developments are the result of a collective mindset, but instead, are progressions that were anti-status quo. Early scientific thought from Renaissance thinkers often railed against the establishment, resulting in punishment from authorities (particularly church authorities) who wanted to make certain that only church teaching was acceptable. Had the church been successful in completely squelching these individuals, we might have remained in a collective mindset, but gradually, the church lost the power to do this, especially as thought on the individual and the individual's importance became more prominent.

China was much more effective in maintaining a society that preferenced the community over the individual, making it much less possible for individuals to reach forth and establish new scientific discoveries and technology. Though China has caught up in great degree due to Communist desire to compete with the Western world, there are still pockets of China in especially rural areas where the old ways prevail. A simple example in modern day is the way that modern medicine is practiced in China. It is considered extremely disrespectful to offer second opinions that differ from the primary physician in charge of a case. So while new solutions might be found, they may not be offered, and those who live in the rural areas of China are unlikely to question the opinion of a medical expert.

There are alternate theories to answer Needham's Grand Question. One interesting one is the idea of how learning an alphabet, called the alphabet theory, may promote higher ordered thinking in young children. Others say it is impossible to answer Needham's Grand Question without a full analysis of the history of both the west and China, which includes consideration of religion, culture, and geography. Needham's Grand Question certainly prompted Needham to try to produce this kind of historical background, and he published numerous works on the history of science in China, in addition to working collaboratively with Chinese scientists to understand how and why the science and technology boom of the modern era belonged to the West.

Tricia Christensen

Tricia has a Literature degree from Sonoma State University and has been a frequent LanguageHumanities contributor for many years. She is especially passionate about reading and writing, although her other interests include medicine, art, film, history, politics, ethics, and religion. Tricia lives in Northern California and is currently working on her first novel.

Tricia Christensen

Tricia has a Literature degree from Sonoma State University and has been a frequent LanguageHumanities contributor for many years. She is especially passionate about reading and writing, although her other interests include medicine, art, film, history, politics, ethics, and religion. Tricia lives in Northern California and is currently working on her first novel.

Related Articles

anon1003072

@anon959555: If you don't understand Chinese characters, please don't comment on our writing system! In front of Chinese characters, you will know how backward the Latin alphabet is!

anon959555

China had been in decline for 300 years until the 1980s. The Ottoman Empire was called the "sick man of Europe" and China was called the "sick man of Asia."

Kemel, or "father of Turks," modernized Turkey to be the Republic of Turkey. Turks write with ABC/Latin writing. All you need is science/technology.

They have modern research universities, science labs and science development parks.

The Republic of Turkey Parliament (Congress) has the motto: "Sovereignty belongs to the nations and citizens."

China needs to follow the example of the "sick man of Europe " with free votes, a Parliament, free research in science/technology, free market and free trade with all nations.

Replace the ugly, ugly, ugly characters with Pinyin (Latin) writing system.

No other civilized nation uses such writing. Move from third world to first world.

China had an income in the 1980s of $200. Two hundred dollars. What nation has an annual income of $200?

asd123

What are you talking about, anon85923? China did invent guns. Go search hand cannon.

anon356653

Truth. You just want the truth.

Most of Europe never had (native):

1. The scientific revolution (only Britain did)

2. An industrial revolution (only Britain did)

3. Rational-legal regimes (look at fascist and authoritarian states of nineteenth and twentieth century Europe)

No free elections, no free speech.

Hangul, Arabic, Chinese, and hieroglyphic scripts.

Truth. You want the truth.

anon85923

So China invented gunpowder and yet failed to make the mind leap that this invention could be the basis of a superior killing weapon - viz "the gun".

Don't tell me they didn't make the connection for humanitarian reasons (just look at their history and fondness of public executions with pistols to the back of the head). Every martial arts shop around the world has unique and inventive medieval weapons on display or pictured in magazines or DVD covers. How those warlords of the "warring states" would have loved a gun.

Yeah but... But me no buts, I've seen all the HK kung fu movies long ago 1960s and 70s. What about these for inventiveness:

Master of the Flying Guillotine; Iron Chain Fighter; 8-Diagram Pole Fighter, etc.

Back to Needham's grand question: I think I lost the plot (somewhere)!

anon49794

You do not know many things about ancient China and today's China'experiment-based sciences.

More than 2000 years ago, China began at-the-time advanced agricultural, early industry (hand-made industry), civilized, rations-included, legal regimes (The undeniable, competent rations are enough there in China's long history as well as in today's China, well explaining why China is the world's only longest never-broken living civilization). at the time Europeans lived as barbarians in a very primitive, very uncultivated, very uncivilized situation, and even just hundreds of years ago Europeans lived in the thousand-year Dark Ages.

Most language experts and culture scholars agree Chinese characters are much, much, much (in fact 3 much are not enough to stress it here) more advanced and superior than western alphabets.

There are several industry revolutions in Chinese history. One major example is that more than 1000 years ago, in China's Song Dynasty, China had an industrial revolution --the influences are still being affecting the world today.

Cars, airplanes, computers, cell phones, Internet and many other products are actually based on the influences and interactions of world cultures and experiences, especially the computer's invention is mainly based on China's great unique numerical 2-add-2 method. Many Chinese experts and engineers made, and are making, contributions to the know-how, development and progress of cars, airplanes, computers, cell phones, Internet and many other products.

Again, as in the thousands of years of China's history, China will bring the world, this time the utmost the whole world, to a new prosperous, peaceful level in the 21st century.

The core of China's culture is morality, while the core of western culture is jungle-rule that fails to make the world peaceful, moral and good, after all.

anon26611

truth. i just want the truth.

china never had (native):

1. experiment-based sciences. (native)

2. industry-revolution (cars, airplanes, computers, cell phones. internet (native)

3. rational-legal regime. boy-emperor in 1911. red-emperor in 1949.

no free elections, no free speech,

4. alphabet- based reading and writing. abcdefghijklmnopqrstuvwxyz.

Truth

Truth

Truth. i just want the Truth.

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