In our comprehensive professional learning programs, we focus on examining both the impact of global interconnectedness and effective action planning for local community issues.

___

​

Purpose and Philosophy - "The best prophet of the future is the past" - Lord Byron

​

The UNESCO Constitution states; “Since wars begin in the minds of men and women, it is in the minds of men and women that the defenses of peace must be constructed (UNESCO, 2018).  By 2030, UNESCO seeks to; "...ensure that all learners acquire the knowledge and skills needed to...promote...a culture of peace and non-violence, global citizenship and appreciation of cultural diversity ...” (2018).  Since the past is often our best teacher, as Lord Byron noted, it may be wise to rely on Mr. Jing-Wu Ou-Yang and his 1923 speech entitled, “Buddhism is Neither a Religion Nor a Philosophy, but the Essential for Our Modern Time” (Kung, 2016).  Woven through our learning modules, we will use self-reflection to explore how history and ancient text inform us about ourselves and the critical role each still play in our world today.

​

How can one attain such a state of peace in a world faced with the disastrous effects of mental illness, school violence, overwhelming fear, rampant inequality, and hateful political discourse.  According to the Venerable Master Chin Kung, a world-renowned monk and Buddhist scholar of over sixty years, a sense of Buddhahood can be attained by “...all sentient beings" because we possess similar virtues and the wisdom necessary to achieve this state of mind (p. 3). 

Still, where does one begin?  The relations with our family.  The 14th century Confucian teaching, filial piety, is still viewed as a prominent value around the world.  Respect to ancestors, family, elders, and teachers is still most pronounced in China where Filial Funds are set up to care for elders and ward against immoral social behavior (Xinhuan, 2018).  Therefore, it is critical to begin by examining ourselves and the impact that we have on our family, local communities, and the globe.  In order to improve our daily work, we must examine ourselves and design strategies to strengthen our social emotional well-being.  A deeper understanding of ourselves, ancient and historical context, and modern global issues will fully equip us to support our local classrooms, schools, and organizations to find peace in our turbulent times today.

___

Learning Frameworks

The Glocal Citizenship Institute certification programs will prepare administrators, educators, and students to acquire the wisdom and glocal mindedness critical to invoke change and foster peace.  Please read more about the program details below.

​

Community of Practice for Administrators

In this certification program, we will engage in a Community of Practice (Lave & Wenger-Trayner, 1991).  The purpose and benefit of a Community of Practice allows professionals with similar interests and/or concerns to meet together to improve their work. 

• Focus of Interest 2018-2019:  How the Application of Ancient Chinese Governing Principles May Refine our Practice and Decode Modern Challenges​

• Community: 5-10 administrators will meet virtually for one hour each month during a ten-month period. 

• Practice: Administrators that participate in our program may oversee various systems (e.g. a school, nonprofit organization, business, etc.  However, all practitioners will develop unique resources, experiences, and tools that will address the current challenges you face in your daily work (Wenger-Trayner, 2015).

​​​

Intercultural and Global Competency Institute for Educators

​

The K-12 educator program comprises of 4 Intercultural and Global Competency Institute (IGCI) Learning Modules.  For each, we will engage in three learning paths; ​

1.   Acquiring Wisdom

2.  Making Connections

3.  Taking Action

We will preface our learning with self-reflection and utilize the Collaborative for Academic, Social, and Emotional Learning (CASEL) Standards​ to ground our action planning.  All 16 IGCI Standards explored in this certification program will be aligned to state initiatives, such as 21st century global competency skill development, national literacy standards, and evaluation requirements.  To further foster glocal mindedness, we will also rely on guidance from the Tainan Pureland Learning Center to examine action planning steps both we and our students can take to address glocal issues and attain a peaceful life. 

​

A Glimpse at Our Educator Program

Module One

Investigate the World: Initiate investigations of the world by framing questions, analyzing systems, and synthesizing relevant evidence, and drawing reasonable conclusions about global issues, challenges, and opportunities.​​

• Standard 1: Identify, describe and frame questions about local, regional, and global issues, and describe how such issues are local, regional, and/or global.​​

  • To address IGCI Module One we will begin our investigation of the world by framing questions about Buddhism and studying ancient text through a modern lens.  Some of our readings will come from Venerable Master Chin-Kung, as well as research from the Pure Land Society in Tainan, Taiwan through the North American Mituo Village.  

______________________

​

Note: International implementation research and strategies will be shared to support the action planning and  individual participants as they introduce new projects in their classrooms, schools, and organizations.