Raising global IQ : preparing our students for a shrinking planet /
Carl F. Hobert.
imprint
Boston : Beacon Press, c2013.
description
xxviii, 194 p. ; 23 cm.
ISBN
0807032883 (hardback : acid-free paper), 9780807032886 (hardback : acid-free paper)
format(s)
Book
Holdings
  • In
    Curriculum Resources
    370.116 H682R
    Browse Shelf Note ▼
    3RD FLOOR; borrowing restricted to OISE students, faculty and staff
More Details
imprint
Boston : Beacon Press, c2013.
isbn
0807032883 (hardback : acid-free paper)
9780807032886 (hardback : acid-free paper)
abstract
"In Raising Global IQ, Carl Hobert calls on K-12 teachers, administrators, parents, and students alike to transform the educational system by giving students the tools they need to become responsible citizens in a shrinking, increasingly interdependent world. Drawing on his nearly thirty years teaching, developing curricula, and leading conflict-resolution workshops here and around the world, he offers creative, well-tested, and understandable pedagogical ideas to help improve our children's GIQ: Global Intelligence Quotient. Cognizant of many U.S. schools' limited budgets and time, Hobert advocates teaching foreign languages early in life, honing students' conflict-resolution skills, providing creative-service learning opportunities, and offering cultural-exchange possibilities in students' own communities, as well as nationally and abroad--all before they graduate from high school"--
catalogue key
9049344
 
Includes bibliographical references (p. 181-186) and index.
A Look Inside
First Chapter
Forword

Over a century ago, H. G. Wells wrote that “history is a race between education and catastrophe.” In many ways, education is winning that race. More people are literate, healthy, and well-nourished today than ever before in human history. Fewer people have died in wars over the past generation than during most comparable periods. The hands of the clock of nuclear holocaust have been turned back.
At the same time, the race has become swifter. Technology has knit the world more closely together. Global companies design, produce, and market goods and services with little consideration of national boundaries. Millions of people from one part of the world are migrating to another part. Once-underdeveloped countries such as China, India, Brazil, Indonesia, and Turkey are now important powers. Their young people are far better educated than ever before.
Events in one part of the world that would once have had only regional impact now influence the lives of everyone on the planet.
Take the current crisis in the Eurozone. Financial, economic, and structural problems in the small nation of Greece, and to a lesser extent in countries such as Ireland, Portugal, Spain, and Italy, could potentially derail the entire world economy. Whether or not today’s US high school and university graduates face bleak or upbeat employment prospects over the next several years could depend on decisions made in Berlin and Brussels, regardless of how well or how poorly policy is managed in Washington and New York.
For the past fifty years, thoughtful people have realized that more and more elements of our lives are becoming more and more globally influenced. Take climate change, the management of epidemic diseases, or the price of food. The forests of the American West are unprecedentedly fragile: tinder-dry, infested by invasive new species, and threatening to destroy entire communities. The H1N1 virus has faded from the headlines, but public-health leaders throughout the world continue to have nightmares that viruses infecting a flock of chickens or geese in China or Indonesia will mutate into an uncontainable human epidemic. The price of fish goes up and up as we fail to establish a meaningful and enforceable law of the seas to ensure sustainability. The list could go on and on, but the basic point is that the impact of global forces on our lives is so pervasive that almost every American is now aware that the world of our parents and grandparents has changed irrevocably.
 This is understandably disturbing to almost everyone. It is very challenging to manage these complex issues on a global basis. Most fundamentally, the system of global decision making continues to be dominated by sovereign nation-states with the mandate to look after their own interests. This is why, for example, it has been so difficult to find a solution to the Euro crisis. The ongoing gap between global forces and national power structures and identities demands that the next generation have the knowledge, attitudes, and skills to understand and influence multinational issues and groups in an informed and competent way.
Raising Global IQ: Preparing Our Students for a Shrinking Planet lays out a detailed and practical blueprint for how we can prepare our next generation of citizens with the tools they will need to sustain the optimism, freedom, leadership, and opportunity that have marked American life from its founding. We undertake this challenging task from a position of many strengths. First, we are a society that has always looked to a better future with a willingness to change yesterday’s patterns in order to achieve it. Second, we are the world’s most diverse and multicultural society, and virtually every neighborhood, town, and school in America provides, even demands, engagement with other languages and cultures. Third, the opportunity to travel and visit other countries has never before been more affordable or widely available. Once the purview of a wealthy elite, travel to other countries is now offered through many school programs, church groups, and even sports teams, often with scholarship or fund-raising or work options available. Social networking and technology are opening up whole new worlds of opportunity to engage with people from other countries. The overseas “pen pal” of yesteryear is being replaced by Facebook, Twitter, and cell-phone connections that can bring instantaneous audio and visual engagement with hundreds if not thousands of people around the world. And, as Carl Hobert points out, within the past decade or two we have already demonstrated how schools, communities, and households can incorporate transformational change in the way we have positively incorporated new technologies and increased diversity in our school curricula and our lives.
So we enter this period of great change with much strength, and the well-being of the next generation depends on how successfully we provide it with the knowledge and experience necessary for leadership in a global age. As Hobert points out, this can no longer be left for a select few to experience at the college and university level. The very best time to begin learning a second language, and indeed to begin engaging with people from other cultures, is at the preschool, kindergarten, and elementary levels.
Raising Global IQ provides a detailed and user-friendly compendium of both the general categories and specific activities that would enable a school administrator, a teacher, a parent, or a student to understand what the “end-game” of global competence looks like and what broadly needs to be done to get there, and it gives concrete examples of how others have improved the global IQ of their own communities.
Specifically, Hobert sees five areas where our schools will need to do things differently going forward if we expect to sustain our global leadership throughout the twenty-first century: 1) language and cultural fluency, including Chinese, Arabic, and other nonwestern languages, as well as the more traditional European languages; 2) technology and media as means to making international issues more alive in the classroom; 3) expanded international exchange programs and other forms of cross-cultural engagement; 4) problem solving and participatory case studies of global crises, such as the one currently taking place in Syria; 5) and service-learning opportunities, both here at home and through well-thought-out programs abroad.
Strengthening these curriculum and content areas would not only improve a school’s global IQ but would also enhance the school’s general problem-solving skills and the capacity to apply classroom learning to life experience.
Most schools are already doing most of these activities to a greater or lesser extent; they are not the monopoly of wealthy or advanced schools, communities, or families. Raising the global IQ of a school system need not cost a lot more money than is currently being spent or require radical reform of the curriculum or extracurricular activities. However, the global demands of the next twenty-five years will require that we better integrate and more systematically and consistently deliver the international components of our K–12 education. Hobert makes an important point when he suggests that school systems would benefit greatly from establishing the position of Director of Global Programs or International Studies to bring coherence and accountability to the raising of global IQ, just as we have so often done with educational technology.
 I would argue that the greatest challenge of the next generation will be managing global opportunities and challenges from a nationally based system of decision making. This will require young people with the global IQ necessary to produce positive results while working with individuals of different languages and cultures. America is well positioned to be able to do this, and the well-being of our country depends upon it. Carl Hobert, with Raising Global IQ, has provided us with an invaluable roadmap on how to prepare our childrenfor the new world they will inevitably inhabit.
—Charles MacCormack
__________
Dr. Charles F. MacCormack is former president and chief executive officer of Save the Children Federation, Inc. He now serves as board chair of InterAction and as a director of Malaria No More.
Full Text Reviews
Appeared in Publishers Weekly on 2012-11-19:
In this well-meaning but disjointed plan for curricular reform, Hobert, an instructor at the Boston University School of Education and founder of a conflict resolution nonprofit, argues for increased global education through five "curriculum upgrades," including foreign language instruction, technology and media literacy, foreign travel, conflict resolution skills, and experiential education focused on service. The first part of the book focuses on language instruction, "technology and media literacy," and boosting foreign travel and culturally based extracurriculars as necessary tools for combating post-9/11 fear and isolationism. The book shifts gears dramatically in Part II, turning attention to tools for teaching "preventative diplomacy" and opportunities for service learning. The ideas, though worthwhile, don't build on each other as presented, and are therefore less convincing as part of a united plan. Likewise, Hobert relies heavily on laudatory personal anecdotes, all of which could have been condensed to make this the more useful "evaluation and strategic planning tool" that he claims he's presenting. What readers and school leaders may find helpful is Hobert's brief bulleted list of ideas for action at the end of each chapter explaining "What We Can Do Now," and his urging schools to have a "Director of Global Programs" so these important ideas have a constant advocate in the battle for instruction time. Agent: Joanne Wyckoff, Carol Mann Agency. (Feb.) (c) Copyright PWxyz, LLC. All rights reserved.
Reviews
Review Quotes
"Across the political spectrum and around the world, people are touting the importance of Global Education. In this book, experienced educator Carl Hobert puts forth a thoughtful description of an education that is suited for our times." Howard Gardner, author of Multiple Intelligences and Five Minds for the Future
"Across the political spectrum and around the world, people are touting the importance of Global Education. In this book, experienced educator Carl Hobert puts forth a thoughtful description of an education that is suited for our times." Howard Gardner, author of Multiple Intelligences and Five Minds for the Future "In our rapidly globalizing world, it is crucial that we prepare our students to be global-minded, whether by expanding access to world languages, integrating 21st century technology into the curriculum, or promoting the importance of serving others in the community and around the world. Developing students' global IQ is more than an aspiration it is a necessity." -Carol Johnson, Superintendent of Boston Public Schools From the Hardcover edition.
This item was reviewed in:
Publishers Weekly, November 2012
Kirkus Reviews, February 2013
To find out how to look for other reviews, please see our guides to finding book reviews in the Sciences or Social Sciences and Humanities.
Summaries
Bowker Data Service Summary
In 'Teaching Global IQ', Carl Hobert calls on us to transform US education by giving students the tools they need to become responsible citizens in an increasingly globalized world. Drawing on his experience in curriculum development and leading conflict resolution workshops across the country and overseas, Hobert offers creative and well-tested pedagogical ideas that will help improve our children's GIQ.
Library of Congress Summary
"In Raising Global IQ, Carl Hobert calls on K-12 teachers, administrators, parents, and students alike to transform the educational system by giving students the tools they need to become responsible citizens in a shrinking, increasingly interdependent world. Drawing on his nearly thirty years teaching, developing curricula, and leading conflict-resolution workshops here and around the world, he offers creative, well-tested, and understandable pedagogical ideas to help improve our children's GIQ: Global Intelligence Quotient. Cognizant of many U.S. schools' limited budgets and time, Hobert advocates teaching foreign languages early in life, honing students' conflict-resolution skills, providing creative-service learning opportunities, and offering cultural-exchange possibilities in students' own communities, as well as nationally and abroad--all before they graduate from high school"--
Main Description
A groundbreaking roadmap for improving global literacy and conflict-resolution skills in middle and high schools across the United States In Raising Global IQ , Carl Hobert calls on K12 teachers, administrators, parents, and students alike to transform the educational system by giving students the tools they need to become responsible citizens in a shrinking, increasingly interdependent world. Drawing on his nearly thirty years teaching, developing curricula, and leading conflict-resolution workshops here and around the world, he offers creative, well-tested, and understandable pedagogical ideas to help improve our children's GIQ: Global Intelligence Quotient. Cognizant of many U.S. schools' limited budgets and time, Hobert advocates teaching foreign languages early in life, honing students' conflict-resolution skills, providing creative-service learning opportunities, and offering cultural-exchange possibilities in students' own communities, as well as nationally and abroad-all before they graduate from high school.
Table of Contents
Forewordp. xi
Introduction: Improving Our Schools' Global Intelligence Quotientp. xv
Fluencies
The Argument for Starting with Romance Languagesp. 3
Targeting an East-West Balancep. 22
Establish Learning Goals First; Harness Technology Secondp. 40
Travel Opportunities and the Fluency of Extracurricular Activitiesp. 59
Action Steps
Preventive Diplomacyp. 81
The Case Study in Action: Role-Play for Peacep. 94
Taking the Case Study Globalp. 113
Service Learning: The Power of Experiential Educationp. 128
Pears: Five Key Aspects of Service Learningp. 148
Building The Global IQ Infrastructure at Your School
Global IQ and the Architecture of Educational Transformationp. 167
Acknowledgmentsp. 178
Resourcesp. 181
Works Citedp. 185
Indexp. 187
Table of Contents provided by Ingram. All Rights Reserved.

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