11

Teaching “World Citizenship” in Teaching “World Citizenship” in Schools around the worldSchools around the world

The most critical issue of our timeThe most critical issue of our time(manual operation -- press left/right cursor (manual operation -- press left/right cursor

keys to continue)keys to continue)© Greg Kagira-Watson 2004© Greg Kagira-Watson 2004

22

Teaching “World Citizenship” in Teaching “World Citizenship” in Schools around the worldSchools around the world

在全世界教导世界公民在全世界教导世界公民

The most critical issue of our timeThe most critical issue of our time当代最紧要的问题当代最紧要的问题

By Greg Kagira-WatsonBy Greg Kagira-Watson© © 20042004

33

Is education training people to become responsible “world citizens”?

Are today’s young people ready to face the challenges of today's world?

44

Are the people today following the Are the people today following the wisdom of the sages of the ages?wisdom of the sages of the ages?

55

Is the ancient wisdom sufficient Is the ancient wisdom sufficient to tackle today’s global to tackle today’s global

problems?problems?

66

Signs of Disunity: The walls of yesterday

分裂的象征 :昨日的长城

屯

77

Signs of Disunity: The walls of today (West Bank)

88

Without Unity we cannot have World Citizenship

99

Why World Citizenship?Why World Citizenship?

“The purpose of great learning is to “The purpose of great learning is to manifest and illustrate virtues, to manifest and illustrate virtues, to renew the people, and to stop only renew the people, and to stop only

when one reaches perfection.”when one reaches perfection.”

大学之道在明明德大学之道在明明德 ,, 在亲民在亲民 ,, 在止於至善在止於至善 ..

--- --- 孔子 孔子 <<<< 大学大学 >>>>

  Confucius—Confucius—The Book of Great LearningThe Book of Great Learning  

1010

《易经》第十一卦 泰 天地泰 坤上乾下 　　泰：小往大来，吉亨

彖曰：泰，小往大来，吉亨。则是天地交，而万物通也；上下交，而其志 同也。内阳而外阴，内健而外顺，内君子而外小人，君子道长，小 人道消也

象曰：天地交泰，后以财 ( 裁 ) 成天地之道，辅相天地之宜，以左右民。

初九：拔茅茹，以其夤，征吉 　　象曰：拔茅征吉，志在外也

九二：包荒，用冯河，不遐遗，朋亡，得尚于中行象曰：包荒，得尚于中行，以光大也

T’ai / Peace

Trigram above = The Receptive, Earth

Trigram below = The Creative, Heaven

The Chinese hexagram T’ai from the Classic Book of Changes (I-Ching / Yi Jing). 

1111

The role of a scholar is “to bring a heart to heaven and earth, to bring

livelihood to the general population, to continue the lost teachings of past

sages, and to bring about peace to ten thousand generations.”

为天地立心，为生民立命，为为天地立心，为生民立命，为往圣继绝学，为万世开太平往圣继绝学，为万世开太平

— — Sung dynasty scholarSung dynasty scholar

1212

  The hexagram is the symbol for the “unity of earth and heaven”

The Judgment: Peace: The small departs, the great approaches.Good fortune. Success.

彖曰：泰，小往大来，吉亨。The Image: Heaven and earth unite: the image of Peace.

Thus the ruler divides and completes the course of heaven and earth.象曰：天地交泰，后以财 ( 裁 ) 成天地之道，辅相天地之宜，以左右民。

“Now that ye have refused the Most Great Peace, hold ye fast unto

this, the Lesser Peace, that haply ye may in some degree better your own condition and that of your dependents.” (Baha'u'llah, 1863)

T’ai / Peace

Trigram above = The Receptive, Earth

Trigram below = The Creative, Heaven

1313

World Citizenship as “consciousness”World Citizenship as “consciousness”“The supreme aim of education is to develop men

and women who can carry on effectively and nobly the work of the world.”

“... The phenomenal growth of a world consciousness is the distinctive feature of

the twentieth century; and contributing to this development is the whole category of human

activity. In the advancement of industry, education, religion, science, literature, art,

philanthropy and government, the inhabitants of the world, regardless of national boundaries, have intermingled their interests in the

pursuit of great achievements.” F.F. Andrews (1908)

1414

World Citizenship as “consciousness”World Citizenship as “consciousness”In 1908, F.F. Andrews continued….In 1908, F.F. Andrews continued….

““The teacher of the twentieth century is an international The teacher of the twentieth century is an international figure, and he can never perform his highest function until figure, and he can never perform his highest function until he is imbued with this he is imbued with this international consciousnessinternational consciousness. He . He should stand shoulder to shoulder with his fellow teachers should stand shoulder to shoulder with his fellow teachers in the world for the achievement of a higher civilization. in the world for the achievement of a higher civilization.

One generationOne generation of teaching the principles of of teaching the principles of justice, peace and justice, peace and international unityinternational unity would would

revolutionize the worldrevolutionize the world; these sentiments can be ; these sentiments can be taught in literature, geography, history, and, in taught in literature, geography, history, and, in

fact, in every exercise connected with the schoolfact, in every exercise connected with the school... ... To what nobler work can the teacher consecrate himself To what nobler work can the teacher consecrate himself

than to build up a new people than to build up a new people whose country is the world, whose country is the world, whose countrymen are all mankindwhose countrymen are all mankind!”!”

1515

World CitizenshipWorld Citizenship

Listen again to those key words and concepts ringing through her vision:

“international consciousness,” she said. “Teaching peace and unity,”

(in all subjects)could “revolutionize the world”

within “one generation.”  

1616

Reverse-Engineering PeaceReverse-Engineering Peace

Peace depends upon unity (a more evolved worldview).

Unity depends upon a perception of Oneness.

Elimination of prejudice depends on new emotion and the experience of interconnection

Perception of profound interconnection of all Life

People feel differently when perceive the truth (science can enhance this perception & emotion)

Consciousness of Oneness depends on understanding realities of what a human being is.

1717

Let’s look at the current efforts to Let’s look at the current efforts to build unity through schools –build unity through schools –

through “Multicultural” Educationthrough “Multicultural” Education

ToleranceTolerance Appreciation of DiversityAppreciation of Diversity Recognition of OnenessRecognition of Oneness

Stages of its evolution and purpose:

1818

Early stage Early stage of Multicultural Educationof Multicultural Education

Tolerance Tolerance (agreement to “peacefully co-exist” without real love as the basis for this false

peace. Tensions can still reside just beneath the surface of behavior.)

State of ConsciousnessState of Consciousness: : Putting up with someone who is different (but Putting up with someone who is different (but

often the tolerant person does this “toleration” often the tolerant person does this “toleration” with a with a subconscious sense of superiority). of superiority).

This This sense is the cause of cultural prejudice. is the cause of cultural prejudice.

1919

Present stage Present stage of Multicultural Educationof Multicultural Education

Appreciation of DiversityAppreciation of Diversity

State of ConsciousnessState of Consciousness::Greater equality, but still Greater equality, but still “US and THEM”“US and THEM”

2020

Next NEEDED stage Next NEEDED stage of Multicultural Education:of Multicultural Education:

Perception of humanity’s OnenessPerception of humanity’s Oneness

State of ConsciousnessState of Consciousness::Only “US”Only “US”

One human raceOne human familyOne human family

Consider: We may not be able to achieve “global integrative Consider: We may not be able to achieve “global integrative education” without this new perception.education” without this new perception.

2121

How does How does the “recognition of oneness” the “recognition of oneness” create World Citizenship ?create World Citizenship ?

Sometimes the only way to Sometimes the only way to see something is see something is

to look at its opposite.to look at its opposite.

Darkness is a proof of light

2323

Chinese yin-yang: The universe is run by a single principle,

the Tao, or Great Ultimate.

Light / Darkness

Birth /Death

Inner / Outer

Stillness / Motion

Being /non-being

High /Low

Good/Evil

Beginning / End

Male/ Female

Opposites are one reality,

defining each other

Out of nothing, everything has been created.

These galaxies are moving at great speeds, but because of our limited perception the

distance freezes them in stillness.

This giant galaxy is so

far away that it looks small.

Large motion appears not to

be moving.

We can’t see this motion

without stillness

2525

Out of Stillness, Motion has been created

“Behold how, in this Day, the Beginning is reflected in the End, how out of Stillness Motion hath been engendered. This motion hath been generated by the potent energies which the

words of the Almighty have released throughout the entire creation.” – Baha'u'llah

2626

Sometimes the only way to know Sometimes the only way to know what something is,what something is,

is to look at its opposite.is to look at its opposite.

The opposite of the The opposite of the perception of perception of the onenessthe oneness of the human race is of the human race is the the perception of differenceperception of difference… … the the sense of separationsense of separation and and

the the sense of disunitysense of disunity..

2727

Let’s take a look at what the Let’s take a look at what the

“perception of “perception of differences”differences”

has created.has created.

2828

AFRICA“black race”

AMERICA‘red race’

CHINA“yellow race”

INDIA“brown race”

EUROPE“white race”

The world has a false perception that we are different peoples – different races – when, if fact, science has proved we are all one people – one HUMAN race.

Who are we kidding?

2929

Sometimes our view of the world is a little distorted.Sometimes our view of the world is a little distorted.

3030

Let us look at Let us look at

the consequences of anthe consequences of an“Us and Them”“Us and Them”

mentality or consciousness… mentality or consciousness…

and the disastrous consequences of and the disastrous consequences of the false perception that we have the false perception that we have

different human realities…different human realities…

instead of instead of One Human Reality (“us”)One Human Reality (“us”)..

3131

False Perception=almost 100 million deaths

WWII Soviet Union: 13.6M military, 7.7M civilianWWII China: 1.3M military, 10 million civilianWWII Germany: 3.2 million military 3.8 M civilianWWII Poland: 850,000 military, 6 million civilianWWII Japan:1.56 million military,300,000 civilianWWII USA: 295,000 military. Civilian (zero?)Korean War casualties (1950-1953): 2.8 millionSecond Indochina War (1960-75): 3.5M (sourcesx&y)

Two Persian Gulf Wars: 100,000? (sources: x & y)

Africans killed before WWII in colonization: 9MAfrica civilians killed since WWII = approx. 6 M

3232

“Parallel with this, and pervading all departments of life. . . . is the crass

materialism, which lays excessive and ever-increasing emphasis on material well-being,. . .forgetful of those things of the spirit on which alone a sure and stable foundation can be laid for

human society. It is this same cancerous materialism, born originally in Europe, carried to

excess in the North American continent, contaminating the Asiatic peoples and nations,

spreading its ominous tentacles to the borders of Africa, and now invading its very heart. . .

. . .[It is] a devouring flame and. . . the chief factor in precipitating the dire ordeals and world-shaking crises that must necessarily involve the burning of cities and the spread of terror and consternation

in the hearts of men. . .” (Shoghi Effendi, Citadel of Faith)

3333

Prevailing Order is lamentably defectivePrevailing Order is lamentably defective“How long will humanity persist in its waywardness?

How long will injustice continue?

The winds of despair are, alas,

blowing from every direction,

and the strife that divideth and afflicteth the human race is

daily increasing. . .

signs of impending convulsions and chaos

can now be discerned,

inasmuch as the prevailing order appeareth to be

lamentably defective. . . (Baha'u'llah, 1863)(Baha'u'llah, 1863)

3434

The Peoples of the World are The Peoples of the World are being Challengedbeing Challenged

"Our world has entered the dark heart of an age of fundamental change beyond

anything in all of its tumultuous history.

Its peoples, of whatever race, nation, or religion, are being challenged

to subordinate all lesser loyalties and limiting identities to their oneness

as citizens of a single planetary homeland.”The Universal House Of Justice – The Kitab-i-Aqdas (1992)

3535

UNITY in DiversityUNITY in Diversity多样性中的统一多样性中的统一

““ Within four seas, all men are Within four seas, all men are brothers.”brothers.”

ConfuciusConfucius

四海之内皆兄弟四海之内皆兄弟 . . 孔子孔子 ----<<----<< 论语论语 >>>>

3737

“Know ye not why We created you all from the same dust? That no one should exalt

himself over the other…” (Baha’u’llah)

3838

The world is emerging from its The world is emerging from its adolescence – attaining to maturityadolescence – attaining to maturity

““The principle of the Oneness of The principle of the Oneness of Mankind...Mankind... implies an organic change in implies an organic change in

the structure of present-day society the structure of present-day society ——

a change such as a change such as

the world has not yet experiencedthe world has not yet experienced.”.” Shoghi Effendi (1938)

3939

Our “normal” state of alien-nationOur “normal” state of alien-nation

“The condition of alienation, of being asleep, of being unconscious, of being out of one's mind, is the condition of

the normal man. Society highly values its normal man. It educates children to lose themselves . . . and thus to be normal. Normal men

have killed perhaps 100,000,000 of their fellow normal men in the last fifty

years.”British psychiatrist R.D. Laing (1967)

4040

The The Us and ThemUs and Them mentality results mentality results from a “normal” education:from a “normal” education:

Most people are probably not aware that education as it is presently conducted in

every country around the world is overwhelmingly about one’s own group,

virtually ignoring the outside world and attitudes, values, and beliefs of other peoples. 

This is even true of provinces within nations. Thus all children tend to build a strong sense of identity with their tribal, racial, regional, national, or religious culture (all partially gender-biased) –

separate from the rest of humanity.This creates an “us and them” mentality.

4141

Family

家庭Clan 家

族Tribe 部落

Nation-religion-culture

国家－宗教－文化

Earth 地球. . . Ever-expanding loyalties and

greater sense of belonging and whole-ness

Who are we?Identity and self-interest widen with a more Identity and self-interest widen with a more

accurate perception of one’s world…accurate perception of one’s world…

City-state-region城市－地区

4242

““US and them”US and them”Symptoms of discounting the "Other"Symptoms of discounting the "Other"

“ You have to be wrong for me to be right.”

“You have to be weak for me to be strong…”

“You have to be worse for me to be better…”

“You have to be subordinate for me to be generous…”

“You have to lose in order for me to win.” (of course)

“My culture is better”

The “clash of our different civilizations” is inevitable.

4343

““US and them”US and them”Symptoms of discounting the "Other"Symptoms of discounting the "Other"

“ My view of the world is the only valid way to view the world.”

Why should this be so?

How do people develop this attitude?

4545

Consult briefly in separate Consult briefly in separate groups of 4 people for 5 minutes:groups of 4 people for 5 minutes:

Discuss society’s Discuss society’s

““us and them” mentalityus and them” mentality

Ask yourselves the question:Ask yourselves the question:“If humans bond together around certain identities, for what “If humans bond together around certain identities, for what other reasons do they choose to segregate and be violent?”other reasons do they choose to segregate and be violent?”

““ 如果人类被某种共识连结在一起，我们还有什么理由相如果人类被某种共识连结在一起，我们还有什么理由相互分离，暴力相对？”互分离，暴力相对？”

(In 5 minutes be prepared to share one key (In 5 minutes be prepared to share one key idea from your group to the larger group)idea from your group to the larger group)

4646

Survival depends on Education moving more Survival depends on Education moving more rapidly… and in the right direction.rapidly… and in the right direction.

“...Before long, humanity will face many grave

difficulties that can only be solved on a global scale.

  For this there must be a much higher degree of

understanding and a far greater capacity for

cooperation between disparate peoples and nations

than exist now. 

Education, however, as it is presently conducted in this

country—and in every country in the world. . .

is not moving rapidly enough in the right direction to

produce the knowledge about the outside world and the

attitudes toward other peoples

that may be essential for human survival within a

generation or two.” Edwin O. Reischauer (1973)

4747

“. . .the biggest educational task of all”

“. . .the world community we must develop will never come into being or operate successfully unless

the bulk of the people feel themselves to be members of a world community

— that is, unless they develop a sense of world citizenship.

This is clearly the biggest educational task of all,

  for millenniums of history have conditioned men to think in terms of smaller and more exclusive units,

   while suspicion and hostility toward other groups lie deep in their patterns of thought.”

4848

“. . .the biggest educational task of all”

“. . .the world community we must develop will never come into being or operate successfully unless

the bulk of the people feel themselves to be members of a world community

— that is, unless they develop a sense of world citizenship.

This is clearly the biggest educational task of all..

  for millenniums of history have conditioned men to think in terms of smaller and more exclusive units,

   while suspicion and hostility toward other groups lie deep in their patterns of thought.”

<><><><><>

Edwin O. Reischauer, Harvard Professor and former U.S. Ambassador to Japan—

in his book (1973) “Toward the 21st Century: Education for a Changing World”