When I was a young student living in the middle of the California desert, the world seemed like a far-off possibility. It was through the encouragement of my parents and the inspiration of my teachers that in high school I began to imagine a life beyond the boundaries of my geographic reality and to realize the possibility of experiences I had previously only dreamed of. When I became a teacher, I began with the belief that real learning means confronting thought with experience and that this basically meant being part of a social process.
It is now taken for granted that in today’s context the interconnectedness of cultures, economies and politics requires a truly global education, one that develops individuals not only competent in their specific disciplines, but also capable of interacting productively with different people and social contexts and contributing meaningfully to the world around them. In this scenario, “international mindset” and “social practice” come out as two crucial pillars to modern education. International mindedness, or international mindedness, refers to the ability to understand and respect cultural diversity and to develop a worldview that goes beyond local or national boundaries.
In an age when people are increasingly interconnected, it is essential that students learn to consider their opinions and actions in the global context, developing a sense of responsibility to all humanity. An internationally minded education promotes values of tolerance, mutual respect and open-mindedness. Students learn to be global citizens, aware of global issues such as climate change, social inequalities and geopolitical conflicts. Such an approach allows them to broaden their understanding of the world and develop critical skills to deal with global challenges. In addition, the international mindset helps overcome language and cultural barriers, fostering cross-cultural communication.
Alongside the international mindset, social practice plays a key role in education. It is not just about gaining theoretical knowledge, but about understanding the extent to which a person’s actions and interactions among people are the basis of meaningful learning. Social practice promotes active learning, stimulating students to share experiences with each other and think of learning as a set of actions, reactions and changes that result in interaction with the social context in which they find themselves. They learn to solve real problems and understand the value of collective work for the well-being of the individual.
Integrating international mindset and social practice within educational programs is a winning strategy for preparing students to become responsible and aware citizens. Through experiences that stimulate reflection on global and social issues, students learn not only how to think critically, but also how to get involved personally. One example of this integration is international exchange programs, which offer students the opportunity to live and study in different countries, experiencing different cultures and languages. These programs, along with volunteer activities and collaborative projects, allow students to experience cultural diversity in practice and learn to work in new contexts. In conclusion, learning means change. As teachers and educators, our main responsibility is to promote positive change in our students, so that they can develop a sense of self in harmony with their social context, which will empower them in life’s subsequent learning and thus enable them to realize their full potential. In an increasingly interconnected world, this constant process of positive change manifests itself even more powerfully through the exchange of ideas and experiences in meeting places such as an international school.
The article School is a bridge between world ideas and experiences comes from TheNewyorker.
