Education is a process through which a child learns to relate the world of meaning to the world of expression. Thus enlightenment becomes the major goal of education. Through this process one becomes an enlightened human being. Only through a world of enlightened human beings can come restoration of peace upon our planet.

Global education is a simultaneous process of teaching and learning. It is not a method. Through this global process we are acquiring an understanding and appreciation of our identification with the planet Earth: its cultures, environment, interdependencies, conflicts, and continual changes.

The World Core Curriculum is designed to assist students in developing a consciousness or awareness of the ebb and flow of the vibrating life within every atom from the microcosm to the macrocosm. An educator's role in this process is to:

• Discover a student's inner rhythm and balance in order to help him or her blend with the forces of individual and group life, as a planetary citizen.

• Help students develop a positive self-awareness to be a harmonizing force within their environment.

• Share with students the beauty and grandeur of the universe and humanity's place and purpose as part of the planet Earth.

• Make available challenging learning experiences which provide needed knowledge, information and skill in action, so that students can view life from a global perspective.

• Draw forth the child's best qualities of love, compassion, understanding, courage, and appreciation of the life process as part of the planetary scheme.

Eventually, what teachers accomplish within the classrooms will influence the kind of world we will become. This will include realistic views of human life on a planetary scale, as well as cause and effect connections to past human behavior. In a classroom, students learn a measure of being human. Thus the teacher-student interaction bears great responsibility in shaping the future of the world. Kahlil Gibran, in speaking of teaching, says:


"No man can reveal to you aught but that which already lies half asleep in the dawning of your knowledge.

"The teacher who walks in the shadow of the temple, among his followers, gives not of his wisdom but rather of his faith and his lovingness.

"If he is indeed wise he does not bid you enter the house of his wisdom but rather leads you to the threshold of your own mind."

The Prophet, p.62


Global education brings a wider dimension to the educational process through a greater awareness of the total planetary scheme. It allows student and teacher to work more closely in harmony and understanding. It develops positive behavioral patterns of responsibility, concern for others, creativity, and cooperation. This greater dimension is built through experiences of doing, observing, and evaluating from a planetary view. As students see results from this type of thinking and doing, they become a valuable asset to the group process. As students mature, they become increasingly adept in working with ideas, plans, and group interchange; thus gaining new insights necessary to work with international concerns and problems.

The World Core Curriculum being developed at the Robert Muller School for the past eleven years is based upon the Word Core Curriculum, vision of world education given by Dr.
Robert Muller, former Assistant Secretary General of the United Nations. In his Address to the 1981 United States Convention of Catholic Educators and Librarians, he said:

"My curriculum aims at providing a simple synthesis of all the complex knowledge acquired in the last few centuries, especially during the last three decades. One of the main objectives is to put sense and order into things and to give the children a correct view of the planet and of the circumstances in which they will live."

Dr. Muller organizes his concept of educational goals around the following four categories or harmonies:

Our Planetary Home and Place in the Universe

• The Human Family

• Our Place in Time

• The Miracle of Individual Human Life


In the development of these four strands or harmonies within the curriculum, we have found the spiral to be an effective way of maintaining direction and expansion in the teaching and learning process. Each of the spiral's four threads or harmonies are interwoven into the base of the curriculum. These four threads or harmonies are revealing a higher turn of the spiral through the physical, emotional, mental, and spiritual aspects of the student's unfolding awareness or consciousness. For instance, on the physical level, students learn ordered activity and group interplay; on the emotional level, they learn patience and forgiveness; on the mental level, understanding and reason; and on the spiritual level, they begin to experience love, based on a sense of true responsibility and freedom from prejudice.

 

Our Planetary Home and Place in the Universe

The first harmony deals with our planet Earth, and its relation to the universe. Its scope reaches from the infinitely large to the infinitely small, fitting each strand into a dear pattern of interrelationships-the universe, the stars, and outer space to microbiology, genetics, chemistry, and nuclear physics. This body of planetary and universal knowledge can be of value to students of all nations; for out of this understanding can come a knowledge of true world citizenship, based upon a responsibility toward care and restoration of our planet.

The presentation of this body of knowledge or universal concept requires first, a teacher, who embraces and reflects a global perspective toward the learning process. Secondly, an environment, which sparks a students mind, feelings, and imagination. Thirdly, challenging resources that range from periodicals, news media, texts, and audio visuals to the latest information, technology and equipment. Lastly, a plan, which brings together the student, teacher, and resources into an expanding awareness and acceptance of the interconnectedness of our planet with all the kingdoms in nature and all of its varied peoples.

Each individual harmony is used as a base upon which a unit of study is built. A synthesis of the four harmonies or strands can be used to build a total global curriculum through which




basic concepts, skills, and the content of various disciplines can flow. In the process of flowing from a macrocosmic view to a microcosmic view of planetary life, students discern the interconnectedness of the various aspects of life. The student also begins to understand the rhythms of the universe through this same process of flowing, from the universal to the particular and vice versa.

The following example of a unit of work can be used to introduce the topic "Our Planetary Home and Place in the Universe". This unit could be expanded to include elements of the other harmonies.


Sample Lesson Plan

Unit of study: Our Planetary Home and Place in the Universe
Topic: Man's Relation to the Universe
Level: Primary


Children of today live in a world of global change. It is necessary, therefore, to present the basic concepts of global education at an early age. Usually a young child's awareness of where he or she is, in time and space, is limited to the immediate environment The first step is to broaden the student's limited concept of the world. We begin this process by sparking the students' curiosity and imagination. Open with a simple discussion of the following question: "Where Are We?". This kindles an interest in acquiring further information; which involves research, listing of resources, recording information, gathering materials, and sharing of ideas and information.


Where Are We?

Universe __________________________________________________________

Galaxy ___________________________________________________________

System ___________________________________________________________

Planet ____________________________________________________________

Hemisphere ________________________________________________________

Continent __________________________________________________________

Country____________________________________________________________

State_______________________________________________________________

City _______________________________________________________________

Street _____________________________________________________________

Name______________________________________________________________

 

These topics can be expanded to meet the needs of students on the primary or intermediate level. On higher levels, the units of study include greater understanding of astronomy, geography, ecology, climate, human life, etc. Types of activities for this unit might include drawing, listening to music and writing lyrics, writing stones, poems, and plays, giving oral reports, and making a video presentation of the completed activities and related work

 

The Human Family


The second harmony reveals interrelationships of various human groups. It deals with both quantitative and qualitative characteristics of these groupings. As students learn about their human family, they begin to see the beauty of its diversity. They are led to discover the pervading thread of sameness that unites all. Thus is laid a foundation for an understanding that can lead to peace and right human relations among all peoples on our planet. Typical units of work which could be developed from this harmony are:

• Human Settlements

• Economic Standards

• Levels of Nutrition

• World Children and Youth

• Human Geography and Migration

• Multinational Business

• World Organizations

• Professions

• Levels of Education Worldwide

• Our Moral Levels

• Our Ideals and Spirituality

• Art and Music of the World

• World Cultural Development

• World Technology and Science

 

 

Our Place in Time

The third harmony flows through the other strands of the spiral, giving form to the whole. As humanity sees its relationship to the universe, and its place within that universe, it then must recognize its place in time. The evolving universe is constantly revealing to man the necessity of responding to the present with the knowledge of the past, while at the same time, maintaining a vision of the future. Students learn through experience that the past is the seed of the present and the future is the flower of possibilities unseen. They learn that action follows thought. They begin to understand how their own actions condition their future. This leads to an understanding of how the interrelationship of national and international events are shaping the future on a larger scale.

A sense of time flows through the curriculum, showing a need to preserve natural resources inherited from the past; to wisely use and pass on to next generations the natural elements necessary for life on the planet; to preserve the world's cultural heritage, and to learn from the landmarks of human development and history.

"Taken together, our present knowledge and responsibilities on our miraculous little planet are of awesome complexity and magnitude. It will take great vision and honesty to achieve the harmony and fulfillment of our journey in the universe of time. The time has come to look again at the totality and to be what we were always meant to be: universal, total, spiritual beings. The hour for synthesis, for a new encyclopedia of all our knowledge and the formulation of the agenda for our cosmic future has struck. Like the human eye which receives millions of bits of information at every glance, we must see the total picture and beauty of our planet, of the universe and of our lives."

Robert Muller, 1981 U. S. Convention of Catholic Educators and Librarians.

 


The Miracle of Individual Human Life

The fourth harmony presents the four aspects of man: physical, emotional, mental and spiritual. Through the ages, man has sought for an understanding of the miracle of life. He has searched increasingly for that spark of life, which ignites the universe in all its multifarious forms. Science has probed and experimented; religions have sought answers from prophets and sages. From this has come the knowledge that the human kingdom is the most ingenious and creative of all the amazing kingdoms in nature. The knowledge of the human kingdom is the planetary brain, the steward of all the other kingdoms. Right human relationships entail a natural respect and goodwill among human beings as a basis; how can this be brought about in the rearing and education of the children of the world'?


Certain Truths must be at the core of the curriculum, and must be stressed continually from every possible level of approach:

1. The FACT that there are no two human beings on the planet who are alike.

2. The FACT that the differences exist in each category of human experience-- physical, emotional, mental and spiritual.

a. The physical body of each person is unique, with similarities to many other human beings, but nothing exactly alike. The obvious differences, for instance, in the size and shape of the skeleton, the color of the hair, the color of the eyes, the color of the skin, are produced by unseen differences in genetic make-up. Also, each human baby is born at a slightly different time and in a different place. Every physical body has specific potential, which varies from all others.

b. Each human being is uniquely subject to emotional stimulation. Some children will have a nervous system which reacts to conditions calmly. Others will be more sensitive to emotional energies and must learn to handle them with poise.

c. Each human being is uniquely capable of thinking and being creative. There are millions of creative thinkers among the human race, and every single human being is capable of bringing change in the world through his or her thought and action.

d. Each human being is unique in spiritual potential. Each has specific capabilities entirely unique to his or her own being along with contributions to be made to the entire Universe which no other human being can make.

When these facts are internalized by children the world over, as part of their education, there will arise an accurate respect and appreciation for every person on earth by each child, with an accompanying self-esteem and anticipation of their individual contributions as both necessary and unique.

As we implement the World Core Curriculum it is essential that the uniqueness of each human being be stressed. There must be an understanding that no one knows the secrets of another's future contributions in life, and that each and every one is to be cherished. Human life must be revered for the miracle it truly is.

Along with the respect for one's peers, the children must understand that all adults are mature "miracles" also, and that they are only just learning to appreciate the total value of every human being after a history of violence which has been used by groups against each other in wars.

As adults, do we see the quiet little child who is shyly making its presence felt? Do we see how the heart of that child is beaming with his or her own uniqueness; nowhere in the entire
universe is there another being just like that one! What is the secret contribution he or she is making to the world by his or her presence here? Can we know already? Or is it something which shall become dearly apparent only when he or she is an
adult?

It is not only difficult, but impossible to know for sure! Some of the greatest persons who have ever lived were mysterious as children. For one of many in-stances, Thomas Edison was considered to be a very slow learner as a child, even a "dunce," but he contributed something many of us now use every day in our lives, the electric light! Of course, every human miracle does not become famous. Everyone we know or see was once a tiny child with the secret of his or her unique contribution hidden in his or her heart! All famous persons ever heard of were once tiny children with the secret of their future hidden in their hearts!

Can a person be stopped from making the contribution planned? People certainly have been disallowed the expression of full potential; very few of us truly have been loved enough! However, just being here is a contribution. We must learn to appreciate that living, loving and thinking is very important work which humanity is doing for the Universe. Every thought each of us has is a contribution to the Universe. Human beings are uniquely important to the planet as a species because they are actually capable of enhancing the life of the planet through loving, caring actions. They are also capable of altering and destroying the forms which life has taken in all kingdoms in nature. In our totality, we are being forced to learn at this time that each of us is implicated in, and affected by, everything.

One person, thinking dearly, can affect changes in the mental substance of the planet and add to the strength of the "planetary immune system." Every person is contributing or detracting in some way to the good health of our planet

In our learning to see the "miracle" which every person represents, we are able to cherish human life and its possibilities. Since we cannot know what is in each mind and heart unless we are totally uncritical and loving, unless we are able to see and understand, without judgment, the glory as well as the flaws, we must realize that every person is to be respected and appreciated. The thought of doing harm to another human being is absolutely abhorrent to one who understands "the miracle of individual human life."

The world will be especially blessed when every child will have this brought to the surface of consciousness in countless ways. The World Core Curriculum provides many opportunities to explore and learn to express the beauty of the life force. A study of this topic, "The Miracle of Individual Human Life", expands students' knowledge and understanding of the quality of life. At the right is a typical unit of work.

The development of these four harmonies provides learning opportunities that incorporate concepts, experiences, and activities related to meaningful communication and right human relations. Through these experiences, students develop a global awareness or consciousness. Gradually, they accept the fact that we are one humanity, living on the planet, within the Cosmos. They begin to understand that whatever one individual, group, or nation does, eventually affects the whole of humanity and the planet as well.



 

 

The Human Body-Its Systems and Functions

Introduction

A study of the human body lends itself to a broader comprehension of the life force. As students gain a greater understanding of the human body and the relation and integration of its components- physical, mental and emotional, they become aware that the human being is capable of expressing spiritual qualities such as love, compassion, joy, responsibility or service. Through the mind, heart and soul comes knowledge and wisdom, along with the capability to dream~ to create, to express ideals, to have faith, to love and to be loved.


Objectives

• To guide students toward a greater understanding and appreciation of the miracle of individual human life, which, through its organs and systems imparts knowledge necessary to make contact with the environment.

• To help students understand the interrelations of the organs and systems. Thus, they begin to see what a marvel the human body is.

• To introduce the concept that health and well being of the body begins with an understanding of its parts and their harmonious function within the body.

• To develop an appreciation of the importance of a healthful attitude toward the proper care of one's own body.


Questions

Introduction could begin with a discussion of the following:

• If you could have a perfect body, how would it look and how would it serve you?

• What is the relationship of the brain to the five senses?

• Sometimes the senses can fool us. Can you list some ways this could happen?

• How do you think the mind and heart help us to become a more balanced person?


Activities could include:


• In-depth studies of body systems: physiology, psychology, health and disease, medical research, mind and brain research, thinking processes, qualities and values, etc.

• Experiments, making models, charts, graphs, reports, music, the arts, fitness programs, etc

• Discussion of the following types of statements give students greater insight into their inner feelings and self-image and can lead them toward further research on feeling and thought and
the relation between the two:

I am learning to.............................

People respect me when I.............................

I want to be able to...............................

l am striving when I...............................

I believe..........................................

I think I am...............................................

I need................................................

I love to....................................................

A question I have about life is................................................

Who am I?............................................................