Education
is a process through which a child learns to relate the world of meaning
to the world of expression. Thus enlightenment becomes the major goal
of education. Through this process one becomes an enlightened human being.
Only through a world of enlightened human beings can come restoration
of peace upon our planet.
Global education is
a simultaneous process of teaching and learning. It is not a method. Through
this global process we are acquiring an understanding and appreciation
of our identification with the planet Earth: its cultures, environment,
interdependencies, conflicts, and continual changes.
The World Core Curriculum is designed to assist students in developing a consciousness or awareness of the ebb and flow of the vibrating life within every atom from the microcosm to the macrocosm. An educator's role in this process is to:
• Discover a student's inner
rhythm and balance in order to help him or her blend with the forces of
individual and group life, as a planetary citizen.
• Help students develop a
positive self-awareness to be a harmonizing force within their environment.
• Share with students the
beauty and grandeur of the universe and humanity's place and purpose as
part of the planet Earth.
• Make available challenging
learning experiences which provide needed knowledge, information and skill
in action, so that students can view life from a global perspective.
• Draw forth the child's best qualities of love, compassion, understanding, courage, and appreciation of the life process as part of the planetary scheme.
Eventually, what teachers accomplish
within the classrooms will influence the kind of world we will become.
This will include realistic views of human life on a planetary scale,
as well as cause and effect connections to past human behavior. In a classroom,
students learn a measure of being human. Thus the teacher-student interaction
bears great responsibility in shaping the future of the world. Kahlil
Gibran, in speaking of teaching, says:
"No man can reveal to you aught but that which already lies half
asleep in the dawning of your knowledge.
"The teacher who walks in the shadow of the temple, among his followers, gives not of his wisdom but rather of his faith and his lovingness.
"If he is indeed wise he does
not bid you enter the house of his wisdom but rather leads you to the
threshold of your own mind."
The Prophet, p.62
Global education brings a wider dimension to the educational process through
a greater awareness of the total planetary scheme. It allows student and
teacher to work more closely in harmony and understanding. It develops
positive behavioral patterns of responsibility, concern for others, creativity,
and cooperation. This greater dimension is built through experiences of
doing, observing, and evaluating from a planetary view. As students see
results from this type of thinking and doing, they become a valuable asset
to the group process. As students mature, they become increasingly adept
in working with ideas, plans, and group interchange; thus gaining new
insights necessary to work with international concerns and problems.
The World Core Curriculum being
developed at the Robert Muller School for the past eleven years is based
upon the Word Core Curriculum, vision of world education given by Dr.
Robert Muller, former Assistant Secretary General of the United Nations.
In his Address to the 1981 United States Convention of Catholic Educators
and Librarians, he said:
"My curriculum aims at providing a simple synthesis of all the complex knowledge acquired in the last few centuries, especially during the last three decades. One of the main objectives is to put sense and order into things and to give the children a correct view of the planet and of the circumstances in which they will live."
Dr. Muller organizes his concept of educational goals around the following four categories or harmonies:
• Our Planetary Home and Place in the Universe
• The Human Family
• Our Place in Time
• The Miracle of Individual Human Life
In the development of these four strands or harmonies within the curriculum,
we have found the spiral to be an effective way of maintaining direction
and expansion in the teaching and learning process. Each of the spiral's
four threads or harmonies are interwoven into the base of the curriculum.
These four threads or harmonies are revealing a higher turn of the spiral
through the physical, emotional, mental, and spiritual aspects of the
student's unfolding awareness or consciousness. For instance, on the physical
level, students learn ordered activity and group interplay; on the emotional
level, they learn patience and forgiveness; on the mental level, understanding
and reason; and on the spiritual level, they begin to experience love,
based on a sense of true responsibility and freedom from prejudice.
Our
Planetary Home and Place in the Universe
The first harmony deals with our
planet Earth, and its relation to the universe. Its scope reaches from
the infinitely large to the infinitely small, fitting each strand into
a dear pattern of interrelationships-the universe, the stars, and outer
space to microbiology, genetics, chemistry, and nuclear physics. This
body of planetary and universal knowledge can be of value to students
of all nations; for out of this understanding can come a knowledge of
true world citizenship, based upon a responsibility toward care and restoration
of our planet.
The presentation of this body of
knowledge or universal concept requires first, a teacher, who embraces
and reflects a global perspective toward the learning process. Secondly,
an environment, which sparks a students mind, feelings, and imagination.
Thirdly, challenging resources that range from periodicals, news media,
texts, and audio visuals to the latest information, technology and equipment.
Lastly, a plan, which brings together the student, teacher, and resources
into an expanding awareness and acceptance of the interconnectedness of
our planet with all the kingdoms in nature and all of its varied peoples.
Each individual harmony is used
as a base upon which a unit of study is built. A synthesis of the four
harmonies or strands can be used to build a total global curriculum through
which
basic concepts, skills, and the content of various disciplines can flow.
In the process of flowing from a macrocosmic view to a microcosmic view
of planetary life, students discern the interconnectedness of the various
aspects of life. The student also begins to understand the rhythms of
the universe through this same process of flowing, from the universal
to the particular and vice versa.
The following example of a unit of work can be used to introduce the topic "Our Planetary Home and Place in the Universe". This unit could be expanded to include elements of the other harmonies.
Sample
Lesson Plan
Unit of study:
Our Planetary Home and Place in the Universe
Topic: Man's Relation to the Universe
Level: Primary
Children of today live in a world of global change. It is necessary, therefore,
to present the basic concepts of global education at an early age. Usually
a young child's awareness of where he or she is, in time and space, is
limited to the immediate environment The first step is to broaden the
student's limited concept of the world. We begin this process by sparking
the students' curiosity and imagination. Open with a simple discussion
of the following question: "Where Are We?". This kindles an
interest in acquiring further information; which involves research, listing
of resources, recording information, gathering materials, and sharing
of ideas and information.
Where Are We?
Universe __________________________________________________________
Galaxy ___________________________________________________________
System ___________________________________________________________
Planet ____________________________________________________________
Hemisphere ________________________________________________________
Continent __________________________________________________________
Country____________________________________________________________
State_______________________________________________________________
City _______________________________________________________________
Street _____________________________________________________________
Name______________________________________________________________
These topics can be
expanded to meet the needs of students on the primary or intermediate
level. On higher levels, the units of study include greater understanding
of astronomy, geography, ecology, climate, human life, etc. Types of activities
for this unit might include drawing, listening to music and writing lyrics,
writing stones, poems, and plays, giving oral reports, and making a video
presentation of the completed activities and related work
The
Human Family
The second harmony reveals interrelationships of various human groups. It deals with both quantitative and qualitative characteristics of these groupings. As students learn about their human family, they begin to see the beauty of its diversity. They are led to discover the pervading thread of sameness that unites all. Thus is laid a foundation for an understanding that can lead to peace and right human relations among all peoples on our planet. Typical units of work which could be developed from this harmony are:
• Human Settlements
• Economic
Standards
• Levels of
Nutrition
• World Children
and Youth
• Human Geography
and Migration
• Multinational
Business
• World Organizations
• Professions
• Levels of
Education Worldwide
• Our Moral
Levels
• Our Ideals
and Spirituality
• Art and Music
of the World
• World Cultural
Development
• World Technology and Science
Our
Place in Time
The third harmony flows through
the other strands of the spiral, giving form to the whole. As humanity
sees its relationship to the universe, and its place within that universe,
it then must recognize its place in time. The evolving universe is constantly
revealing to man the necessity of responding to the present with the knowledge
of the past, while at the same time, maintaining a vision of the future.
Students learn through experience that the past is the seed of the present
and the future is the flower of possibilities unseen. They learn that
action follows thought. They begin to understand how their own actions
condition their future. This leads to an understanding of how the interrelationship
of national and international events are shaping the future on a larger
scale.
A sense of time flows through the curriculum, showing a need to preserve natural resources inherited from the past; to wisely use and pass on to next generations the natural elements necessary for life on the planet; to preserve the world's cultural heritage, and to learn from the landmarks of human development and history.
"Taken together, our present
knowledge and responsibilities on our miraculous little planet are of
awesome complexity and magnitude. It will take great vision and honesty
to achieve the harmony and fulfillment of our journey in the universe
of time. The time has come to look again at the totality and to be what
we were always meant to be: universal, total, spiritual beings. The hour
for synthesis, for a new encyclopedia of all our knowledge and the formulation
of the agenda for our cosmic future has struck. Like the human eye which
receives millions of bits of information at every glance, we must see
the total picture and beauty of our planet, of the universe and of our
lives."
Robert Muller, 1981 U. S. Convention of Catholic Educators and Librarians.
The
Miracle of Individual Human Life
The fourth harmony presents the four aspects of man: physical, emotional, mental and spiritual. Through the ages, man has sought for an understanding of the miracle of life. He has searched increasingly for that spark of life, which ignites the universe in all its multifarious forms. Science has probed and experimented; religions have sought answers from prophets and sages. From this has come the knowledge that the human kingdom is the most ingenious and creative of all the amazing kingdoms in nature. The knowledge of the human kingdom is the planetary brain, the steward of all the other kingdoms. Right human relationships entail a natural respect and goodwill among human beings as a basis; how can this be brought about in the rearing and education of the children of the world'?
Certain Truths must be at the core of the curriculum, and must be stressed continually from every possible level of approach:
1. The FACT that there are no two human beings on the planet who are alike.
2. The FACT that the differences exist in each category of human experience-- physical, emotional, mental and spiritual.
a. The physical body of each person is unique, with similarities to many other human beings, but nothing exactly alike. The obvious differences, for instance, in the size and shape of the skeleton, the color of the hair, the color of the eyes, the color of the skin, are produced by unseen differences in genetic make-up. Also, each human baby is born at a slightly different time and in a different place. Every physical body has specific potential, which varies from all others.
b. Each human being is uniquely subject to emotional stimulation. Some children will have a nervous system which reacts to conditions calmly. Others will be more sensitive to emotional energies and must learn to handle them with poise.
c. Each human being is uniquely capable of thinking and being creative. There are millions of creative thinkers among the human race, and every single human being is capable of bringing change in the world through his or her thought and action.
d. Each human being is unique in spiritual potential. Each has specific capabilities entirely unique to his or her own being along with contributions to be made to the entire Universe which no other human being can make.
When these facts are internalized
by children the world over, as part of their education, there will arise
an accurate respect and appreciation for every person on earth by each
child, with an accompanying self-esteem and anticipation of their individual
contributions as both necessary and unique.
As we implement the World Core
Curriculum it is essential that the uniqueness of each human being be
stressed. There must be an understanding that no one knows the secrets
of another's future contributions in life, and that each and every one
is to be cherished. Human life must be revered for the miracle it truly
is.
Along with the respect for one's
peers, the children must understand that all adults are mature "miracles"
also, and that they are only just learning to appreciate the total value
of every human being after a history of violence which has been used by
groups against each other in wars.
As adults, do we see the quiet
little child who is shyly making its presence felt? Do we see how the
heart of that child is beaming with his or her own uniqueness; nowhere
in the entire
universe is there another being just like that one! What is the secret
contribution he or she is making to the world by his or her presence here?
Can we know already? Or is it something which shall become dearly apparent
only when he or she is an
adult?
It is not only difficult, but impossible
to know for sure! Some of the greatest persons who have ever lived were
mysterious as children. For one of many in-stances, Thomas Edison was
considered to be a very slow learner as a child, even a "dunce,"
but he contributed something many of us now use every day in our lives,
the electric light! Of course, every human miracle does not become famous.
Everyone we know or see was once a tiny child with the secret of his or
her unique contribution hidden in his or her heart! All famous persons
ever heard of were once tiny children with the secret of their future
hidden in their hearts!
Can a person be stopped from making
the contribution planned? People certainly have been disallowed the expression
of full potential; very few of us truly have been loved enough! However,
just being here is a contribution. We must learn to appreciate that living,
loving and thinking is very important work which humanity is doing for
the Universe. Every thought each of us has is a contribution to the Universe.
Human beings are uniquely important to the planet as a species because
they are actually capable of enhancing the life of the planet through
loving, caring actions. They are also capable of altering and destroying
the forms which life has taken in all kingdoms in nature. In our totality,
we are being forced to learn at this time that each of us is implicated
in, and affected by, everything.
One person, thinking dearly, can
affect changes in the mental substance of the planet and add to the strength
of the "planetary immune system." Every person is contributing
or detracting in some way to the good health of our planet
In our learning to see the "miracle"
which every person represents, we are able to cherish human life and its
possibilities. Since we cannot know what is in each mind and heart unless
we are totally uncritical and loving, unless we are able to see and understand,
without judgment, the glory as well as the flaws, we must realize that
every person is to be respected and appreciated. The thought of doing
harm to another human being is absolutely abhorrent to one who understands
"the miracle of individual human life."
The world will be
especially blessed when every child will have this brought to the surface
of consciousness in countless ways. The World Core Curriculum provides
many opportunities to explore and learn to express the beauty of the life
force. A study of this topic, "The Miracle of Individual Human Life",
expands students' knowledge and understanding of the quality of life.
At the right is a typical unit of work.
The development of
these four harmonies provides learning opportunities that incorporate
concepts, experiences, and activities related to meaningful communication
and right human relations. Through these experiences, students develop
a global awareness or consciousness. Gradually, they accept the fact that
we are one humanity, living on the planet, within the Cosmos. They begin
to understand that whatever one individual, group, or nation does, eventually
affects the whole of humanity and the planet as well.
The
Human Body-Its Systems and Functions
Introduction
A study of the human body lends itself to a broader comprehension of the life force. As students gain a greater understanding of the human body and the relation and integration of its components- physical, mental and emotional, they become aware that the human being is capable of expressing spiritual qualities such as love, compassion, joy, responsibility or service. Through the mind, heart and soul comes knowledge and wisdom, along with the capability to dream~ to create, to express ideals, to have faith, to love and to be loved.
Objectives
• To guide students toward
a greater understanding and appreciation of the miracle of individual
human life, which, through its organs and systems imparts knowledge necessary
to make contact with the environment.
• To help students understand
the interrelations of the organs and systems. Thus, they begin to see
what a marvel the human body is.
• To introduce the concept
that health and well being of the body begins with an understanding of
its parts and their harmonious function within the body.
• To develop an appreciation of the importance of a healthful attitude toward the proper care of one's own body.
Questions
Introduction could begin with a discussion of the following:
• If you could have a perfect body, how would it look and how would
it serve you?
• What is the relationship
of the brain to the five senses?
• Sometimes the senses can
fool us. Can you list some ways this could happen?
• How do you think the mind and heart help us to become a more balanced person?
Activities could include:
• In-depth studies of body systems: physiology, psychology, health
and disease, medical research, mind and brain research, thinking processes,
qualities and values, etc.
• Experiments, making models,
charts, graphs, reports, music, the arts, fitness programs, etc
• Discussion of the following
types of statements give students greater insight into their inner feelings
and self-image and can lead them toward further research on feeling and
thought and
the relation between the two:
I am learning to.............................
People respect me when I.............................
I want to be able to...............................
l am striving when I...............................
I believe..........................................
I think I am...............................................
I need................................................
I love to....................................................
A question I have about life is................................................
Who am I?............................................................
