Teaching and Learning for Intercultural Understanding
Newsletter Issue 8 September 2022

TEACHING AND LEARNING FOR LOVE AND COMPASSION

“I seek education for humanity and this only emanates through love.”

Johan Heinrich Pestalozzi, Swiss Educator (1746-1827)

Through the on-going pandemic and world events we have learned that love and compassion are essential capacities for living together in a peaceful, compassionate and inclusive world. These skills and dispositions do not necessarily develop naturally and often they are not learned at home. Our commitment to Diversity, Equity, Inclusion and Justice (DEIJ) work and Wellbeing underscores the critical role educators have in Teaching and Learning for Love and Compassion.

Teaching and Learning for Love and Compassion involves teaching and learning about love for oneself, love for one another as part of our common humanity and love for our planet. As compassionate beings we respond to others’ suffering with the intention to ease their pain. We can learn to love and care for one another, and with a common purpose and vision, create an inclusive world in which we can all live equitably, safely, peacefully and joyfully. I invite you to read the blog I wrote in June 2020, The Yearning We Are Feeling Is for Love. I wrote that love is a skill that can and should be developed. It is also a disposition and way of being in the world. As both a skill and disposition, we can choose to exercise love for oneself, one another and our planet.

Each of these three components is explored in depth in the Framework I have developed for Teaching and Learning for Love and Compassion. We can help develop sentient beings whose understanding and awareness help realise our DEIJ work and develop intercultural understanding. As with kindness, love needs to be paired with positive action. We need to make a conscious choice to love, and act on it.

I love the work of Irish poet, John O’Donohue. In his book, eternal echoes: Exploring Our Hunger to Belong, he offers us great wisdom in Matins:

May I live this day
Compassionate of heart,
Gentle in word
Gracious in awareness
Courageous in thought
Generous in love

Imagine how we could transform our world if we all began our day with this affirmation and acted on it. You and your students could also write your own affirmations to start the day.

Matthew Savage, former Principal at the International Community School in Amman, Jordan, is the creator of The Mona Lisa Effect, which he says is “the true personalisation of learning.” This concept aspires to ensure all students:

Be seen
Be heard
Be known
Belong

This approach to personalised learning invites and encourages teaching and learning for intercultural understanding, and teaching and learning for love and compassion.

In the mindful path to self-compassion: Freeing Yourself from Destructive Thoughts and Emotions, Christopher K. Germer, PhD writes that, “Modern neuroscience and psychology are just beginning to explore what meditative traditions have accepted for ages: that compassion and loving-kindness are skills – not gifts that we’re either born with or not – and each one of us without exception can develop and strengthen these skills and bring them into our everyday lives.” (p ix)

There is growing support and recognition for developing love and compassion. In a recent presentation Jane Goodall said, “Let us develop respect for all living things. Let us try to replace violence and intolerance with understanding and compassion. And love.” In Love and Compassion: Exploring Their Role in Education, John P. Miller explores different forms of love and how love has a critical role in education, and in The Forgotten Art of Love: What Love Means and Why it Matters, Dr Armin A Zadeh dedicates a final chapter to A Call for Teaching Love.

My Framework for Teaching and Learning for Love and Compassion provides educators with the components to develop the skills and dispositions of love and compassion in all members in our school communities. You are invited to join my free introductory workshop on Saturday, 17 September 2022, to learn more.

INCLUSION AND CONNECTION

Embedding DEIJ in Our Schools

Schools around the world have recognised the need to actively and intentionally embed Diversity, Equity, Inclusion and Justice (DEIJ) work in all aspects of school life and are moving forward to do so. These are three exciting initiatives:

The International School Anti-Discrimination Task Force (ISADTF)

An inspiring initiative and collaboration in international education is the ISADTF. The Task Force was jointly founded by AIELOC (KDSL Global), the Educational Collaborative for International Schools (ECIS), Ecolint – International School of Geneva, and the International Baccalaureate (IB). Their shared vision is for international schools to be truly diverse, inclusive, safe, equitable and welcoming for all students, staff and families by promoting practices that eliminate racism, implicit bias and discrimination of all kinds. As part of this school leaders and DEIJ staff are invited to join the inaugural event 14-15 October 2022. (ECIS Twitter)

The partners are:

AIELOC – Association of International Educators and Leaders of Colour

The Association of International Educators and Leaders of Color (AIELOC) is devoted to amplifying the work of international educators and leaders of color with a focus on advocacy, learning, and research.

ECIS – Educational Collaborative for International Schools

Founded in 1965, ECIS is a non-profit global membership organisation that supports schools in the areas of teacher development, leadership development, governance, and risk, complemented by grants and awards.

ECOLINT – International School of Geneva

Founded in 1924, as the first ever international school, Ecolint has been proudly educating for a better world ever since.

International Baccalaureate

The International Baccalaureate (IB) is a global leader in international education—developing inquiring, knowledgeable, confident, and caring young people. Our programmes empower school-aged students to take ownership in their own learning and help them develop future-ready skills to make a difference and thrive in a world that changes fast. (ECIS website)

This is their Mission and Vision:

Our Mission: Providing an environment that allows everyone to flourish by promoting practices that eliminate racism, implicit bias and discrimination of all kinds in schools.

Our Vision: International schools that are truly diverse, inclusive, safe, equitable, and welcoming communities for all students, staff, and families.

Their initial focus and goal are the following:

Our Focus: The initial focus is supporting and connecting school leaders and those who have been assigned the role to lead school wide diversity, equity and inclusion initiatives that promote learning environments free of racism, implicit bias and discrimination of all kinds. The long-term aim is for all members of the school community to be active in bringing about systemic change to realise the ISADTF mission.

Our 2022-2023 Goal: Establish the taskforce and set its objectives with an inaugural event with 100-125 participants from schools and the international organizations that support them. (ECIS website)

This task force is a model of exemplary leadership and sharing of knowledge, resources and expertise, bringing others along with them and developing their leadership capacity. The beautifully designed logo reflects love for one another and inclusion.

The ECIS DEIJ Leadership Development Cohort 

ECIS has also established a DEIJ Cohort for this coming school year 2022-23 to create a diverse learning community dedicated to DEIJ work. The ECIS DEIJ Leadership Development Cohort is designed for international school educators interested in the opportunity to join a learning community of individuals who seek to deepen their understanding and strengthen their work in the areas of diversity, equity, inclusion, and justice. The cohort experience will allow participants to grow from a multitude of perspectives while being part of a learning community where vulnerability is supported and encouraged. Participants will engage in group learning, peer feedback, action planning, and personal development in order to become more identity and equity conscious leaders in their communities. They will discuss challenges, develop action steps, and reflect on their own efforts within a supportive learning community of committed peers from around the world. (ECIS website)

A New Resource

Becoming a Totally Inclusive School: A Guide for Teachers and School Leaders
by Angeline Aow and Sadie Hollins with Stephen Whitehead

International educators Angeline Aow and Sadie Hollins along with Stephen Whitehead have written a new book due to be published in November 2022.

It provides educators with knowledge and guidance for becoming a totally inclusive school. There are three main sections: Total Inclusivity and You, Total Inclusivity and Us and Total Inclusivity and Your Institution. It is sure to be a highly valuable resource for all schools; state, public, private and international schools.

Featured Resources