Edited By Martine Derivry-Plard, George Alao, Soyoung Yun-Roger and Elli Suzuki
Globalisation, Intercultural Understanding and Identity: Learning from the International Baccalaureate: Mico Poonoosamy
MICO POONOOSAMY, MONASH UNIVERSITY (AUSTRALIE)
Globalisation, Intercultural Understanding and Identity: Learning from the International Baccalaureate
IBDP and the challenges of internationalising knowledge
Being without being in the world
“Being is sometimes the only existential mode of not-at-home” (Heidegger, 1962: 233). In the academic arena, for the learner, ‘home’ is often more than a geographical location implying a sense of identification and belonging to his/her educational settings. Home is thus a multi-faceted, constantly evolving ideological entity, to which the learner emotionally and academically connects, while keeping his/her cultural integrity as a knowledge acquirer and as a human being. “Not-at-home”, for the learner could then mean “anxiety and alienation”, in the realms of “nothing and nowhere, as too much absorbed by the world” which promulgates ideas, values, concepts and systems of beliefs that create overpowering generalisations (Heidegger, 1962: 245). For the learner, where to situate oneself intellectually, linguistically and culturally in the world of ‘international education’ remains a crucial issue, and a constant battle. The learner’s intellectual location is a language one. As Postman & Weingartner (1971: 27-34) put it:
Almost all of what we customarily call ‘knowledge’ is language, which means that the key to understanding a subject is to understand its language […] To speak new words in new ways is not a cosmetic activity. It is a way of becoming a new person. It involves learning new things and seeing the world in new ways. ← 25 | 26 →
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