我就喜歡這樣的妳

Course: IBDP ( Literature Review of International Mindedness )

Why International Mindedness Matters?

Introduction

        Since President Tsai published the “2030 Bilingual Policy” in 2018, the educational system in Taiwan has undergone significant changes in various ways. Firstly, in higher education, we have implemented “English as a Medium of Instruction.” English is now not only a language but also a tool for learning new things. Secondly, universities have started to train both bilingual and international teachers, offering Taiwanese educators the opportunity to compete internationally. Thirdly, experimental education has been flourishing across Taiwan, giving students the choice to follow the ROC Education System or explore international education systems like the IB. However, compared to foreign students, Taiwanese students still struggle to immerse themselves in other cultures quickly due to a lack of something important: “International Mindedness.” (IM)

        “Why International Mindedness Matters?” According to the International Baccalaureate (IB) mission statement, the programs "encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right" (International Baccalaureate, n.d.). In my point of view, language is like a bridge that brings us closer, but to understand more deeply, you need to immerse yourself in the target culture, be aware of global issues, and demonstrate international competence. In this article, I will elaborate on the definition of International Mindedness and its core components. I will discuss the framework of International Mindedness and present research evidence on its importance and challenges.

Here are my research questions:

1.      Does International Mindedness have a theoretical basis? How do we put those theories into practice?

2.      Is there any evidence showing that International Mindedness helps students succeed in international education?

3.      How does International Mindedness help students become more self-aware and extend their awareness to global issues?

 The definition of IM and its core components

The origins of the IB can be traced back to the aftermath of WW II. The widespread devastation caused by the war spurred a renewed emphasis on international cooperation and education. In 1948, a group of educators convened in Geneva, Switzerland, to discuss the necessity of creating a new educational program aimed at fostering international understanding and peace (IBO, n.d.). Just as Mr. Fulbright said, “A little more knowledge, a little less conflict.”

Nowadays, the world is still plagued by misunderstandings, conflicts, and even wars, with seemingly no clear solutions. In truth, “there are no outsiders, and education is crucial.” How educators effectively teach students International Mindedness (IM) and nurture empathetic thinking plays a pivotal role in fostering a new global consciousness towards these issues. According to the IBO, international-mindedness is "a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. Gradually, an internationally minded learner takes action for positive change" (IBO, n.d.). Furthermore, International-mindedness is a worldview in which individuals see themselves as part of the global community and feel a sense of responsibility towards its members. Internationally minded individuals appreciate and value the diversity of people, cultures, and societies around the world. They strive to learn more about others, develop empathy and solidarity, and work towards achieving mutual understanding and respect (Oxfam, 2015; UNESCO, 2015).

The IBO asserts that establishing an internationally minded school culture is foundational, with key components including global engagement, intercultural understanding, and multilingualism. In addition, according to Yeh (2022), IB education emphasizes intercultural understanding by encouraging students to respect and understand different cultures, languages, and values through exposure to diverse perspectives. Students engage with global literature, history, and sciences, fostering awareness of global issues and stimulating interest in international affairs. IB also mandates community service learning to cultivate students' concern for societal challenges and inspire active participation in addressing them. Additionally, IB encourages the learning of multiple languages to facilitate effective communication and understanding across various cultures.

Theoretical Background

        According to IBO, by now there are 5,635 schools across 160 countries — with more than 1,900 public and private schools all over the world. There are a few researches that showed how IM worked in IB schools. Hacking et al. (2018) conducted a study on how IB schools conceptualize, develop, assess, and evaluate IM. They found that IM is viewed as an attribute that develops through positive activities beyond normal student interactions and through an enriched curriculum. Also, IM is fostered through explicit, valued, and inclusive activities that evolve over time and become integral to the school's ethos. (Belal, 2017).    Gándara, Reeves, and Schmenner (2021) conducted a benchmark study on global mindedness in IB schools using data from the World Values Survey[1] of young adults. IB identified the potential to leverage WVS’s cross-national survey data to understand IB students’ global-mindedness levels compared to country-level benchmarks of peers in the same countries and of a similar age range. This research complements the findings of Hacking et al. by providing a broader context of how global mindedness is perceived and fostered among young adults in IB programmes. Their work reinforces the importance of an enlightened curriculum and the need for explicit, valued, and inclusive activities that are integral to the school's mission and ongoing development of international mindedness.

In addition, the IBO provides clear guidance for educators to administer both internal and external assessments, ensuring the quality of IB students. Numerous research studies provide evidence that through IB education, students can develop and enhance IM. For example, Avis E. Beek, Ed.D. conducted a study on contextual interpretations of international mindedness among IBDP students. Published in February 2017, the study employed a hermeneutic phenomenological methodology, involving interviews with both students and teachers of the IBDP. Statistical analysis showed no significant differences between participants from different schools. The research identified international mindedness as marked by the development of intercultural identity, the capacity for perspective-taking, and the ability to manage interpersonal disconnections. Contextual factors such as privilege and exposure to diversity were crucial in shaping students' experiences of international mindedness.

Conclusion

In Taiwan, the 2030 Bilingual Policy presents a significant opportunity to implement the IB system in public schools and move away from traditional cram education. For instance, the first public high school transitioned to the IBDP in 2021, and the first public junior high school adopted the IBMYP in 2022. The IB offers a completely different educational system that emphasizes conceptual understanding, international mindedness, and a global context. Based on Yeh's (2022) research, when selecting and designing teaching materials for young children in international schools, priority is given to students' individual differences, cultural backgrounds, and living environments, reflecting respect for multiculturalism. This approach aligns with the theory of using nationalized materials relevant to students' lives. To broaden students' international perspectives and cultivate global citizenship, teachers also focus on global issues in classroom discussions, considering students' prior knowledge to ensure effective teaching outcomes. All in all, under these challenging circumstances, Taiwan needs to prepare its citizens to be more competitive while also fostering a greater awareness of global issues. By doing so, Taiwan can contribute to making the world a better place.

References:

1.       Singh, M & Jing, Q. (2013). 21st century international mindedness: An exploratory study of its conceptualization and assessment. Cardiff: International.

2.       Castro, P. Lundgren, U. Woodin, J. (2015). International mindedness through the looking glass: Reflections on a concept. Journal of Research in International Education, 14(3), 187-197.

3.       Habib, Z. (2018). International mindedness and intercultural competence: Perceptions of Pakistani higher education faculty. Journal of Education and Educational Development, 5(1), 60-70.

4.    Hacking, E. B., Blackmore, C., Bullock, K., Bunnell, T., Donnelly, M., & Martin, S. (2018). International mindedness in practice: The evidence from International Baccalaureate schools. Journal of Research in International Education, 17(1), 3–16. https://doi.org/10.1177/1475240918764722

5.       Savva, Maria & Stanfield, Dave. (2018). International-Mindedness: Deviations, Incongruities and Other Challenges Facing the Concept. Journal of Research in International Education. 17. 179-193. 10.1177/1475240918793954. 

6.    Gándara, F., Reeves, A., & Schmenner, D. (2021). Global Mindedness in International Baccalaureate® Schools: A Benchmark Study with Young Adults’ World Values Survey Data. School-to-School International.

6.        Shih, C.-M. (2018). Chinese language and multiculturalism. Chinese World, 121, 76-81.

7.        Wang, L.-P. (2020). Exploring global perspectives and personal growth: A case study of the IB curriculum at Mingdao High School. Secondary Education, 71(2), 109-114. https://0-doi-org.opac.lib.ntnu.edu.tw/10.6249/SE.202006_71(2).0016

8.        Yeh, C.-W. (2022). Implementing localization and internationalism in the selection and teaching of Chinese language in International Baccalaureate (IB) international schools. Chinese Language Journal, 33, 27-39.

9.        Chang, L.-Y. (2022). "Think globally, act locally" ─ The current status and prospects of the IBEC CLEP program at National Taiwan Normal University. Chinese Language Journal, (33), 94-109. https://0-www-airitilibrary-com.opac.lib.ntnu.edu.tw/Article/Detail?DocID=P20151202001-N202405290015-00007

國際情懷

國際文憑組織（IB）於其官方網頁與官方文件中多次提及指導學生擁有國際情懷為該組織教育宗旨。
其所提倡的國際情懷主要體現在其教育理念和課程結構中。IB 強調培養學生成為具有全球視野的國際公民，並將國際情懷融入學習環境。
總觀國際文憑組織所出版的官方文件，國際情懷大致包含下列四面向：

1. 跨文化理解： IB 教育鼓勵學生尊重和理解不同文化、語言和價值觀，透過學習不同的觀點和背景，促進跨文化的尊重和合作。
2. 全球意識： 學生在 IB 課程中接觸世界各地的文學、歷史、科學等內容，有助於培養對全球議題的認識和思考，激發對國際事務的興趣。
3. 服務學習： IB 要求學生參與社區服務學習，這有助於培養學生對社會和全球挑戰的關注，激發他們成為積極的社會參與者。
4. 語言學習： IB 鼓勵學生學習多種語言，提倡語言能力的發展，以促進不同文化之間的溝通和理解。

整體來說，國際文憑組織強調將學生培養為關心全球事務、具有國際視野和文化敏感度的個體。這種國際情懷不僅體現在知識的涵蓋面上，更強調在行為、價值觀和社會參與等層面上培養學生的全球公民素養。

 國際情懷於Learner Profile 之展現

․知識淵博：「我們對各種具有當地和全球重要性的問題和思想觀點進行探討。」

善於交流：「我們使用一種以上的語言。」
․堅持原則：「（我們）尊重世界各地人民的尊嚴和權力。」
․胸襟開闊：「我們以批判的態度欣賞我們自己的文化和個人的歷史，以及他人的價值觀和傳統。」
․懂得關愛：「我們表現出同理心、同情心和尊重。我們努力開展服務，通過我們的行動使他人的生活和我們周圍的世界發生積極的變化。」
․全面發展：「我們認識到自己與他人以及我們所處世界的相互依存關係。」
․及時反思：「我們對世界和自己的思想觀點和經驗做出深刻縝密的思考。」

全球脈絡（Global contexts）

是 IB 課程發展重要的要素之一，在 IB MYP 所涵括的全球脈絡便包含著認同與關係（identities and relationships）、個人與文化認同（personal and cultural identity）、空間與時間的定位（orientations in space and time）、科學與技術的創新（scientific and technical innovation）、公平與發展（fairness and development）、全球化與永續性（globalization and sustainability）等（IBO, 2018b），一門課程會選定一個全球脈絡進行發展，提供課程跨國討論的平臺，並協助教學於此基礎上對國際性議題的探究，釐清本土、國際與全球的關聯性。 

https://articles.unishanoi.org/international-mindedness/ 

 參考資料

葉智雯 (Yeh, C.-W.). (2022). 國際文憑組織（IB）國際學校兒少華語教學如何在選材與教學上落實國別化與國際情懷. 華語學刊, 33, 27-39.

施仲謀 (Shih, C.-M.). (2018). 華語文與多元文化. *華文世界*, 121, 76-81.

張瓅勻（2022）。“Think globally, act locally”──臺灣師範大學IBEC CLEP學程現況與展望。華語學刊，(33)，94-109。https://0-www-airitilibrary-com.opac.lib.ntnu.edu.tw/Article/Detail?DocID=P20151202001-N202405290015-00007

王俐蘋（2020）。開展探索自我的全球經緯－以明道中學的IB課程為例。中等教育，71(2)，109-114。https://0-doi-org.opac.lib.ntnu.edu.tw/10.6249/SE.202006_71(2).0016

Singh, M & Jing, Q. (2013). 21st century international mindedness: An exploratory study of its conceptualization and assessment. Cardiff: International.

Castro, P. Lundgren, U. Woodin, J. (2015). International mindedness through the looking glass: Reflections on a concept. Journal of Research in International Education, 14(3), 187-197.

Habib, Z. (2018). International mindedness and intercultural competence: Perceptions of Pakistani higher education faculty. Journal of Education and Educational Development, 5(1), 60-70.

Barratt Hacking, Elisabeth & Blackmore, Chloe & Bullock, Kate & Bunnell, Tristan & Donnelly, Michael & Martin, Susan. (2018). International Mindedness in Practice: The Evidence from International Baccalaureate Schools. Journal of Research in International Education. 17. 147524091876472. 10.1177/1475240918764722.

Savva, Maria & Stanfield, Dave. (2018). International-Mindedness: Deviations, Incongruities and Other Challenges Facing the Concept. Journal of Research in International Education. 17. 179-193. 10.1177/1475240918793954.