Developing International Understanding with a sense of responsibility
Authored by: Simran Pinheiro and Karl Mbugua from St Constantine’s International School, Arusha, Tanzania
Summary
Round Square defines a sense of responsibility as ‘a real sense of personal, moral, ethical, social and civic duty.’ It is fundamentally an awareness of one’s obligations and duties within their community and beyond.
Through thematic analysis and coding of the survey, a recurring theme was a deep feeling of ‘a sense of responsibility towards the community/ world around them’. When analyzing our data, one of our interviewees stated directly: “I feel a sense of responsibility towards the world.” Another said, “I believe I am obligated to: educate those who are in the wrong because everyone deserves a chance to redeem themselves.”
Introduction
Our brief study was based on the premise that international understanding has direct correlation with a sense of responsibility. Consequently, students and teachers of Round Square school, especially those who have been so for the longest period do demonstrate the most sense of responsibility as these school promote International Understanding through their core values. The following were our findings.
Analysis
We found that, Round Square students see a sense of responsibility as an integral part of global citizenship. They are aware that their attitude, behavior and actions do profoundly affect others both positively as well as negatively well beyond their local community. For example, one respondent said: “I feel that I do have a sense of responsibility to the world outside of myself and I feel responsible to try to get people more involved in their cultures and embrace different ways of life and cultures, political and economic beliefs.” Most respondents would demonstrate their sense of responsibly by being selfless, respectful and morally dutiful. It was clear that being respectful and sensitive about how one’s actions and behavior may affect others and was regarded as very important in promoting a harmonious and peaceful society, something that our respondents value highly.
International Understanding helps members of Round Square Schools to feel responsible for the future generations of human beings and other creatures. For example, there was a profound awareness and active involvement in taking actions that would sustain this world for generations to come. Because they are aware that we are surviving on diminishing fossilized energy resources, most have joined environmental clubs and action groups to help bring awareness of environmental issues. One student, after coming back from a Round Square Conference started a TPEC (The Progressive Empowerment Club) in which they reflect on worldwide issues, such as environmental issues and others, and how they could contribute in bringing a positive change. Another respondent said: “I have spoken and informed people about current global problems and how to reduce them. Myself, I have minimized the amount of litter I throw out without being recycled. Overall have decreased the amount of waste I cause.” In relation to climate change and environmental problems, one educator said: “I encourage my students to look at their impact on the world and realizing that only we as chemists, with the power of education can clean-up the mistakes that mankind has made.” Another teacher said: ‘Being a geography teacher, I raise issues of climate change in almost all of my classes, hence creating awareness in a small but crucial way.” When asked what actions were taken within school/ local/ global community to demonstrate a sense of responsibility the most dominant code was involvement in: ‘Round Square initiated clubs, electives and leadership positions.”
As an international school in Tanzania, St Constantine’s has children from very fortunate families in the country. Unfortunately, there is unjustified stigma that majority of our children are materialistic and self-centered. This stigma is unjustified as all respondents contribute time, skills and material things to others, especially those who are less fortunate. For example, one respondent said: “I frequently donate to charities that address issues of global concerns. I give my time to community activities such as giving IT lessons to orphanages. I donate things that I no longer need or use to those in need.” Many are involved in mobilization and fundraising action groups to support the poor. Across all our surveys, through everyone’s answers a sense of responsibility towards others and a spirit of giving back and doing things for others as moral duty was demonstrated repeatedly. One student said: “I believe I’m obligated to give those who have nothing because I believe; it is in such acts of kindness that bring out a person’s true intentions.” Most respondents participate in what we termed as: ‘Events that involve world issues’. One such event is TPEC (The Progressive Empowerment Club) that develops and creates awareness of global issues and the Model United Nations (MUN). One respondent said: “In TPEC we talk, debate and learn about world issues… we tackle contradicting topics and enhance one’s sense of awareness.” Another said: “The MUN has taught me to view third world problems that affect the lives of many people and how simple solutions through the integration of diverse minds can thus solve such problems”. A sense of responsibility need not be something that is volatile, possessive or detrimental to one’s well-being, but it should be gentle, selfless and consistent. It should give the receiver a feeling of empowerment. As poet Beau Taplin scribed and in relation to our perspective on a ‘sense of responsibility’: “It should balance and enrich a life not tear it to pieces.”
This study has found that International Understanding helps our students to be understanding of tolerant of diversity. We decided to ask a question that would make respondent vulnerable in this regard. We asked: “What would you do if you were a Muslim and another member of your community calls you a terrorist?” Our prediction was that majority would show violence and aggression. However, after analyzing our answers the recurring answer ware: educate, take responsibly and dialogue respectfully. For example, one respondent said: “I would educate that person that a member of any religion or racial group cannot classify to that religion or race. Just because once a Muslim might have been a terrorist, that doesn’t mean that every Muslim is one.”
Conclusion
In conclusion, we suggest that Round Square Schools need to encourage students to take leaderships positions not on the basis on their academic standings but based on character. They also need to promote linguistic fluency, international exchanges and international conferences attendances. These are not only essential for breaking cultural and communication barriers, but also for promoting international understanding and consequently impact on one’s sense of responsibility. Additionally, Round Square Schools need to incorporate global issues into the curricular and extracurricular programs. More awareness of such issues would result in positive actions hence improve one’s sense of responsibility. Since students in leadership positions demonstrated the greatest sense of responsibility. Leadership roles can be deliberately created and distributed so that more students develop a sense of responsibility.