Nurturing a Global Consciousness

I will be attending the 2019 GlobalMindED Conference June 5-7, Denver CO. “Collaboration is at the heart of the GlobalMindED conference – among educators, entrepreneurs and business leaders, policymakers in government and nonprofits, and first-generation college students themselves.” In reviewing my research I came across the following unpublished article written in 2004:

Books contain capital,” wrote Thomas Jefferson to James Madison in 1821. It took more than 175 years, but we are beginning to see what he meant. World economies have shifted from those focused on industrial productions to those centered not only on knowledge, but also creativity. (Global Literacies, 355) In the 21st century, creativity will drive commerce, employment, trade the way natural resources and industries have influenced economies and societies in the past. (Bradford, 12)

At the same time, two seemingly contradictory forces in operation observed at the dawn of the 21st century are the interdependence or interconnectedness of the global village, as well as a strong desire for individual roots. In the global village there is not a single global culture; instead, there are various global cultures, with their own languages, codes and world-views. (Bradford, 343)

If community can be defined “by modes of participation and engagement, through local gatherings in a specific physical space or through the electronic media of the World Wide Web, then though there is not a single global culture,”(Pitman, 26) there is a New World Community. With the meeting of world cultures together in real time, can the wealthier segments continue to ignore the current trend of increasing inequality? As one educator observed, the very education students and their families aspire for in order to get good jobs and succeed in society, is also an essential contributing element to the dilemma of globalization. That is, the operating dynamic that is rewarding a few while miring the majority in killing poverty, greater and greater inequality, social unrest and ecological degradation. Preparing students—even poor or minority students on scholarship—to take their places in most of society’s major institutions and to succeed in carrying them forward in their current directions will actually increase economic and social injustice. (Hug, 16)

An important question for the Globalminded attendees: as educators in the 21st century, how will we meet the challenge to not only prepare our students for the borderless e-marketplace, but more importantly instruct on humanity, both of the individual and that of community, that is vital in forming a “global consciousness?”

Bradford, GiGi, Gray, Michael and Wallach, Glenn, eds. The Politics of Culture: Policy Perspectives for Individuals, Institutions and Communities. New York: The New Press, 2000.
Hug, James E. “Educating for Justice: Any University’s Major Mission is to Work for Global Transformation,” in America, Vol. 182 No. 18, Whole No. 4488, May 20, 2000, pp. 16-22.
Mestenhauser, J. A. and Ellingboe B. (Eds.). “Portraits of International Curriculum: An Uncommon Multidimensional Perspective,” in Reforming Higher Education Curriculum: Internationalizing our Campuses. Phoenix: American Council on Education/Oryx, 1997.
Piro, Joseph. “School-Museum Collaboration: A Passage to Asian Study.” Education About ASIA. Volume 2, Number 2, Fall 1997.
Pitman, Bonnie. “Muses, Museums, and Memories,” in Daedalus, Journal of the American Academy of Arts and Sciences, Summer, 1999. Pp. 1-30.
Rosen, Robert et al. Global Literacies: Lessons on Business Leadership and National Cultures. New York: Simon & Schuster, 2000.

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