OUR STUDENTS SHOULD NOT BE MERE HUMANTS

Behold the wonder of an anthill. Thousands, tens of thousands of ants, each pursuing its single-minded duty with the utmost efficiency and commitment: collecting food, creating additions to their habitat, defending their queen and their way of life, reproducing in earnest. Interfere with their activity, and you do it at your own peril; the entire colony will go into defensive mode and attempt to contain the intrusion with total concentration. The colony will continue to grow, build, reproduce and add to their habitat. Ants have no way to alter their genetic demands. They have no free will.

We can marvel at this example of inflexible, pre-programmed activity. It becomes an object of interest, as human observers occasionally intrude through a glass wall and observe the never-ending pursuit of ants to be ants. Yet, (as far as we now,) no ant stops to question its pre-programmed genetic dictate. No ant questions its role, its work, or its goal. No ant challenges its genetic destiny.

Free will does not play a role in an ant's world. They live and die pushed and pulled by their genetic directives. Of course. They are, after all, ants. We would not expect them to do otherwise -- to rebel against their genes or challenge their conditioning.

Behold now the humant habitat. Tens of thousands -- or hundreds of millions -- of humants, hurrying about in pursuit of their socially ordained duty, building additions to their habitats, acquiring and consuming food, defending their way of life and their "queen," reproducing in earnest. Behold their magnificent buildings, their advanced vehicles, their designer clothing, their work and their play. How many of them live in a higher plain than ants? How many of them question the directives of their social order? How many look inward for answers, rather than blindly submit to their cultural conditioning? How many challenge the norms, the expectations, the goals that their societies inject? How many humans are, in fact, humants?

Whatever the number of humans that you would include in the "humant" category (and I would include a very high proportion,) it seems beyond doubt that these humans have lost -- at least temporarily -- the defining characteristic of "humanness": free will. Through social conditioning, they have lost the ability to think for themselves, to question, to reflect, to challenge. They have become humants.

Humants accept the status quo unquestioningly. They have drowned their ability to envision options under the sea of "what is," not allowing themselves to envision "what could be." Humants are guided by obedience to the social dictates. They obey well. They don't allow themselves the human luxuries of questioning, challenging, or envisioning alternatives. When visionary humans depict a different option for humanity, humants fight against it automatically, as an attack on the anthill. This anthill, they feel, is the only anthill. All other options must be rejected.

Throughout history, there have always been more humants than humans. Humants have rejected change and progress to the best of their ability. Yet, that minority of brave humans who have allowed themselves the power to think, to question, to challenge and envision better options have managed to move us forward in spite of humant resistance. They are responsible for all human progress. They have taken us from the cave and the dark ages to the present. They now envision our future potential as a species evolving toward a brighter future and a more just world. They will help create a better human society in a better world.

We must empower our students to not be mere humants. We must help them realize the human potential to attain justice and peace; for the enlightenment of humanity; for the greater good of the species. Knowing that they will find the opposition of humants along the way, we must empower them to engage in battle and prevail. Given the critical issues that we now face, the future of humanity rests on their success.

WHAT MAKES IT GLOBAL? PART III

We continue today reviewing Robert Hanvey's 5 Global Dimensions. Their application in the classroom will ensure that global teaching and learning are indeed taking place.

In our last blog we reviewed the first 2 of Hanvey's global dimensions: Perspective Consciousness and State of the Planet Awareness. We will now consider the remaining 3 dimensions.

(3) CROSS-CULTURAL AWARENESS. As mentioned earlier, all human beings receive a heavy dose of conditioning from whatever culture they are a part of. We learn, through different types of conditioning, the ways of our cultures. We then assume that "our" ways are the best ways, if not the only ways. Other, different cultures are then perceived as inferior, imperfect, or just simply "weird." These perceptions then get in the way of rational understanding and acceptance of other cultures.

Remenbering again Hanvey's first dimension (Perspective Consciousness,) he now calls on us to objectively study and understand the ways of other cultures - particularly those that differ from our own in significant ways. "Understanding" doesn't mean "automatic acceptance." Oppressive government, institutionalized prejudice and discrimination, or systematic abuse of human rights are not acceptable simply because "it is our way." There are global standards of acceptable behavior for human societies. The United Nation's International Convention on Human Rights is a good guide to what should not be acceptable or not acceptable behavior in any culture.

Most societal differences, however, are not issues of human rights as much as issues of benign cultural differences. Consider, for instance, food preferences. In the US, eating certain animals is not considered "acceptable." Hot dogs, however, are part of the American national psyche -- mostly because most Americans are not aware of what actually goes into a hot dog, or how it is processed. In some countries, corn is food for pigs; in others, it is a welcomed part of the national diet. Why the differences? Simple: early conditioning. We are taught as children what is culturally desirable and what is not. We then simply accept it and think no more.

Many people believe that the best way to develop cross-cultural awareness is to live in foreign countries, or at least to visit long enough to understand the culture. No question; but not everyone can do that. The good news, however, is that we can -- partially or vicariously -- come into contact, understand and accept other cultures. Again,a healthy dose of humility and avoidance of cultural arrogance are helpful in attaining this end.

We could develop a scale of "cross-cultural interaction" that would evolve in this fashion: awareness>understanding>acceptance>embrace. We don't have to embrace all cultural differences; but we should always try for understanding, and if possible,acceptance.

(4) KNOWLEDGE OF GLOBAL DYNAMICS. What makes the world work? How do things really work under the surface? Who are the "movers and shakers"? Why do some countries have more influence than others? Why are some countries rich and others poor? How does foreign aid really work? Who makes the decisions regarding international lending -- and why? What do the international institutions do? Who controls them and how? How does the United Nations work? What does it do? Who controls it? In other words, how does the world really work?

Imagine living in a city or country and not knowing the "rules of the game"; only frustration and trouble would ensue. Such is also the case with living in a complex world and not knowing how it works, who manipulates the strings and how.

Two factors bear mentioning at this point: one, the complex interconnection of global issues. It is hard, if not impossible, to isolate one issue from all others. "Foreign aid," for example,(or what passes for foreign aid,) is often connected to subsidies for national manufacturers, local political forces, the buying of political support among recipient countries, support for friendly governments, strengthening of military alliances, etc.

The second factor is that events often have unanticipated outcomes or consequences. The support of a friendly dictator through massive aid in order to obtain narrow political benefits today may only buy the long-term enmity and antagonism of that society when the dictator is gone.

The United Nations plays a key role in the understanding of this dimension. Despite the ignorant disparagement of the UN by narrow-minded, chauvinistic politicians, it is our primary vehicle in the development of global peace and a more just human society. The very real limitations of the UN are well known and almost always the work of the powerful nations who are not willing to relinquish their political power. The UN is only an international institution with very limited powers, controlled by the most powerful nations on the planet. Should the UN become more of a supra-national institution? Should the power equation be made more democratic? Should it have more autonomy, rather than be controlled by the single veto of a powerful nation?

A future global leader needs to understand early how the world really works and begin to think of alternatives which would ensure a greater degree of human justice and welfare.

(5) AWARENES OF HUMAN CHOICES. Students generally see themselves as dis-empowered citizens. As they become enlightened global citizens capable of creating a better world,they must understand the true power that they hold in their hands. Relinquishing this power to others will not necessarily create a better world. It may instead contribute to the destruction of the planet.

Human life on planet earth can get much better for all; it can also get much worse. The grave issues that we face must be solved, or the entire human species will pay the price. Our students must become aware that they are participating in the construction of their future.

Whether we identify examples of great leaders in history, or discuss the great mass revolutions of the past, or use any other pedagogical avenues, we must efectively convey to our students our sincere expectations that they can -- and should -- see themselses as global change-agents. Today, as students, they already have more power than they imagine -- simply because society does not expect them to care, or to be involved. Whatever they do will be noticed. Tomorrow, empowered by a university education, graduate studies, unshakable personal commitment and the clear and shining vision of a better future, they will have the opportunity to become true global leaders able to make the world a better place for all humanity.


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As previously mentioned, there is beauty and power in Robert Hanvey's conception of global education through the teaching and learning of his 5 Global Dimensions. While no human model is perfect, it remains the most accessible and functional approach to global education. Any teacher who implements Hanvey's approach in the classroom will surely give his/her students the power to become an empowered global citizen.

In our next posting, we will look at a British view of global education.

Until soon, then.