For a society that seems enamored with futuristic thinking, the youth of the present generation could be described as excessively fixated on the present. In spite of the media bombardment that casts dispersion on
The secular educational culture of the 21st century seeks to develop global thinkers. In a recent article published in Educational Leadership, Veronica Mansilla, part of a team from Harvard Graduate School of Education’s Project Zero, discusses “ongoing research into global competence and how we can best nurture it in our schools.” She explains that a significant outgrowth of the project has been the establishment of a definition of global competence that has been embraced on multiple continents and by the U. S. Council of Chief State School Officers (CCSSO): the capacity and disposition to understand and act on issues of global significance.”
As I read the article, I questioned the goals for Christian education. What kind of attention and effort is given to develop eternal thinking? As I read on, I realized that as Christian educators called to live in this present world, we are also called to develop eternal thinkers. Mansilla stated confidently that “nurturing global competence will require more that adding more [content] to our already full K-12 curriculum.”
In order to achieve global thinking, Mansilla proposed that educators cultivate four global thinking dispositions into their students—
- A disposition to inquire about the world
- A disposition to understand multiple perspectives—others’ and their own
- A disposition toward respectful dialogue
- A disposition toward taking responsible action
Mansilla continued to explain that to assist teachers in help teachers succeed in the quest to develop global thinkers, her group is working to develop global thinking routines. Why? Because research screams that “students cultivate dispositions not through occasional lessons, units, or . . . events, but through ongoing participation in classroom cultures in which these dispositions are visibly valued and extensively practiced.”
The author’s concluded “when teachers make these routines habitual practices—part of “the way we do things here”—they pave the way for the kind of learning need[ed] to prepare . . . youth for our interdependent world.”
Wow! I conclude that Mansilla in “spot on” in her message. To develop global thinkers, the secular educational system is diligent in integrating global dispositions into the fabric of the secular classroom, and it will be successful. The system will produce global thinkers.
But what about Christian educators? How focused are we on developing eternal thinkers. Are we distracted from the quest to produce students that “seek first the kingdom of God?” Have we become so focused on teaching material and educational excellence (and I understand that both of these have merit) that we have lost sight of the eternal mission of our calling?
As I reviewed Mansilla’s four dispositions, I found a renewed energy to develop eternal thinkers. Truly, if our students “gain the whole world” and do not learn to think with eternity in mind, the educational process is vanity. What “routine habitual practices” are a part of our Christian education classroom that will ensure that we develop eternal thinkers? We can succeed, but we must be intentional in our efforts. Eternity is at stake!
Can you share a disposition(s) for developing eternal thinkers that you have made part of your classroom or school?
Mansilla, V. B. December 2016/December 2017. Educational Leadership. How to be a global thinker? ASCD: Alexandria, VA.