From me to we - Page 2
From Griffith REVIEW Edition 24: Participation Society
© Copyright Griffith University & the author.
Written by Mehrdad and Roya Baghai
MUCH HAS BEEN WRITTEN ABOUT THE DIFFERENT LEARNING STYLE of Generation Y. Traditional
teaching techniques are not very effective with them. Students cannot be taught the skills of engagement through lectures or readings and the subject matter does not necessarily lend itself to electronic or digital media. Learning takes place most effectively through participatory techniques involving simulation and interactive exercises.
One must eschew the very notion of trying to ‘teach' these skills, and design experiences that allow the specific learning to take place naturally. The HRI Justice module draws on the principles elaborated in John Rawls' masterpiece A Theory of Justice (Harvard University Press, 1971). At the core of Rawls' theory is the concept of the veil of ignorance. Fairness is defined as what you would choose if you did not know which share you would receive. As compelling as Rawls' argument is, no lecture on the theory of justice is likely to capture and hold the attention of teenagers for more than a few minutes. It is possible however, to devise an experience that does. We begin by dividing students into pairs instructed to split a cupcake or a chocolate bar. In the first round, one person cuts the cupcake and chooses who eats which piece. In the second round, one person cuts and the other person chooses. Typically, the division is much more likely to be 50-50 in the second round. With this simple exercise, the students gain an initial intuitive understanding of Rawls.
The learning is then deepened through a discussion of how to divide $100 in various scenarios. Those who ‘flip a coin' need to understand that procedural fairness does not necessarily result in substantive fairness, but how do you help them learn that? Oxfam has designed a ‘hunger banquet' where students are randomly assigned roles – about half are designated low-income and given only a bowl of rice for lunch; a third are middle-income and receive beans and unlimited water as well as the rice; and the others are high-income citizens who are served lasagna, chocolate cake and juice. In this case, random selection may seem like a fair process, yet the outcome is definitely not fair. The lesson is not easily forgotten, especially for those who have only the bowl of rice for lunch.
The Collective Action module is based on a theoretical construct about the choices facing two prisoners, which explores the tension between short-term individual interest and long-term collective interest. The prisoner's dilemma is at the heart of many global problems from global warming to the financial crisis. Scholars like Robert Axelrod, the author of The Evolution of Cooperation (Basic Books, 1984), have used computer simulations to model the dynamics of this class of problems.
The trouble is that many teenagers do not find the academic work in this space accessible, yet understanding the nature of the implicit tradeoffs is absolutely critical to their development as future leaders. To help them learn this lesson, HRI uses a role-play simulation exercise where students are ambassadors from thirty countries negotiating their carbon dioxide emission reductions over fifteen years. The problem is structured so that they all benefit from lower emissions, but prefer other nations to carry the burden.
As you would expect, the simulation usually results in an undesirable macro-outcome as emission reductions are abandoned by country after country and students realise how hard it is to cooperate. Over time, some learn how to forge, and sustain, a coalition. Most struggle with the challenge of how to react to those who continue to free-ride despite all the eloquent or passionate speeches that occur in the room.
The insights triggered by these simulations are far more visceral and lasting than those generated by scholarly discussion alone. We are convinced that participatory learning is a more powerful way to build these capacities.
IN MOST SCHOOLS, CITIZENSHIP AND LEADERSHIP EDUCATION takes place through a series of disconnected workshops and experiences without a thoughtful overarching design for capacity building. Interestingly, this is in stark contrast to the way the core curriculum is approached.
Consider the way mathematics as a critical knowledge system is taught in schools. Over the years, the constituent subsystems of mathematics – arithmetic, algebra, geometry, trigonometry, calculus – have been thoughtfully arranged over the curriculum. A student would not be taught calculus before mastering the basics of arithmetic and algebra: subjects are taught systematically and in a logical progression.
Our experience suggests that the study of citizenship should be similar, that specific capacities and frames need to be mastered and there is a natural and progressive sequence to learning them. This can be represented as a staircase, with progressive mastery which helps students develop certain capacities, and build on them as they move through the modules.
In order for students to become purposeful global citizens most need to reset their frame of reference to see the human race as one single (yet diverse) race and to develop the capacity to have a positive relationship with people from other cultures. Thus, the first module on Collective Identity helps students develop the capacity to interact with other cultures in a way that leads to the advancement of all cultures and not to their degradation. Building on that capacity in the second module, students begin to explore the concept of justice as fairness through simulations that force them to see situations from a different perspective and approach distributive issues with greater objectivity and compassion. In short, the students first develop a general sense of solidarity and follow that by learning how to act on that through justice. These are the introductory modules for all Year 8 students in each HRI school.
About thirty students are then chosen to continue with the advanced modules on Conflict Resolution and Collective Action, as an intensive two-day workshop at the beginning of Year 9. At the end of this workshop, they are asked whether they would like to continue as part of a Leaders Group for the next two years. The turnover rate is negligible at this stage – almost all students choose to continue, often very enthusiastically.
THE FOCUS IS THEN ON PUTTING THE LEARNED CAPACITIES into practice in real projects. Even in this final phase, the learning is progressive. Students begin with lunchtime sessions on leadership, learning from great thinkers and writers. Then they are trained to facilitate the Year 8 modules to further assimilate this knowledge by teaching the skills they have learnt. Over time, they begin to arrive at a sense of their passion and a clearer picture of where they wish to engage. By Year 10, they design and execute a project in their school and finally the crowning activity project which delivers real value to a selected community organisation.
The holistic and progressive nature of the curriculum makes the learning extremely effective. Capacities continue to build on each other and the learning from service projects in later years reinforces the earlier years. The HRI experience has demonstrated that engaged high school students crave real-world opportunities to apply their energy and skills to make the world a better place.
These lessons are interesting in their own right, but they suggest an even more important overarching insight: it is possible to be systematic in kindling the desire and building the capacities needed to become a purposeful global citizen. HRI functions as a human resource engine for many other worthwhile agencies and organisations in Australia. Students begin a journey in Year 8. Experiences build important new capacities and awaken the motivation and desire to make a contribution to the world. The newfound passion channels talent into a range of new and existing activities, organisations and community networks that benefit from this fresh new injection of energy.
There is no doubt we can be as systematic about leadership and citizenship education as we are about the mathematics or science curriculum. And, given the state of the world, we have no choice but to do just that.
The high school teenagers crowded into the Great Hall and writing down their hopes for the world at the Sydney High Resolves Annual Summit last year are already on a journey to make the world a better place. The postcards on which they inscribed their intent will arrive in their mailboxes later to ask the question: Did your words become your reality? ♦