Taking a Break

 I want to express what a joy it has been to touch base with blog visitors from 85 different countries and to take a moment to review topics covered in past entries.

     In my introductory post on July 17, 2012, I said I hoped to help kids feel comfortable with the globalization that would be part of their lives. Today I add my hope that human rights violations decrease in their lifetime, toleration for all religions grows, and AI, 3D printing, 6G networks, VR, the IofT, and other technological advances enhance rather than threaten their futures.

     I was surprised to see that my first post about China was not until Feb.2015. Since then, Beijing launched its One Belt One Road and Maritime Silk Road global expansion, increased its military hard power, and added soft power films and International Flower Festivals to its cuddly pandas.

     During the past seven years, the African continent also gained importance. One of the blog's single most popular posts, with 140 views, was "Games Children Play," which provided instructions for filling bags for students with samples of Africa's coffee, tea, chocolate, cotton, and other products. Both research in and distribution of remedies for malaria, AIDS, and other diseases now tackle their devastating impact on Africa's progress. Mobile phones already facilitate banking, information about markets, catching animal poachers, and street repairs. Exploitation and corruption are at least recognized, if not yet cured.

     Finally, I want to thank all the sources, from trendwatching.com to globalsistersreport.org, that have provided the information I was able to convey to you

A Fork in the Road to the Future

How should children be prepared to handle the next 70 or 80 years of their lives? Or 40-year-olds to handle their next 40 years?

The trendwatching.com site, that has spotters all over the world, found people have looked at current conditions:

• immigration
• refugee crisis
• job automation
• depressed wages
• uneven recovery
• generational divide
• racial divide
• fear of terrorism

and sorted themselves into two groups:

• Global citizens open to an interconnected world, where people learn to understand their changing relationships to neighborhoods, cities, and nations
• Nation nurturers who seek comfort in the familiar

Dealing with change, especially rapid change, is not easy. It is understandable that some want to wall themselves off from foreigners; to pretend technology is going to slow down and manufacturing jobs, as we have known them, are going to return; to listen only to broadcasts that agree with them; and to cling to traditional families where a man works and an uneducated woman stays at home with the children.  But you only need look at one example of the future -  shopping malls and stores empty of consumers of all kinds who have switched over to ordering their needs and wants online - to see change is impossible to escape. (Could these empty stores be converted to on-going world fairs where "shoppers" could go to experience and learn new technologies?)

Like it or not, children are going to live in a world of global citizens. Parents and teachers need to prepare to help them feel at home there. 

Globalization Deniers

Will low-skilled workers in developed countries ever again be able to enter a plant and find a high-paying union job? Even if blocking trade pacts and immigrants provides a temporary fix, reality requires preparing for a much different future. Looking at mass communication, air and space travel, and artificial intelligence, Villanova Professor Ilia Delio suggests we need political structures and public policies that support human socialization in the world's new phase of global life.

     Some jobs always will stay close to home: police officers, firefighters, even food trucks. But using cameras to improve police work in one country (by eliminating bribes and beatings, for example) is an idea that can translate to other countries the same way training practices that improve the performance of firefighters and new spices that jazz up menus can spread benefits around the world. Resisting the changes caused by globalization does no one a favor.

     The trick is to look to the future and to anticipate the needs and wants that men, women, and children everywhere still need and want to fill. I find it useful to enter two keywords: ted talks and trendwatching, into my computer from time to time to check the discoveries of those who think about the future all the time. Before mapping out paths on a college campus, for example, Tom Hulme told how it made sense to watch what paths students and professors actually took. I was reminded of the story of how the construction company hired to build a highway over a mountain in Saudi Arabia pushed a donkey over the edge of the mountain and watched the route it took picking its way down before imitating the donkey's route with a highway.

     Photos provide an excellent way for students around the world to get to know how each other live. Stephen Wilkes used the photos he took day and night at one location, not to map out a design for a road, but to make art. By combining all the photos into composites, he showed day and night life on a river in one photo and daily life at an animals' watering hole in another. Believe it or not, there are lots of people in the world who have no idea of what our home towns look like, just as I didn't know what a town in Syria looked like after it was bombed until  I saw a photo a drone took of the devastation. Students and teachers can go to ePals.com to find classrooms throughout the world that can exchange photos of their cities.

     The International Research and Exchanges Board (IREX) is sponsoring a contest to select digital format photos from around the world that show scenes and individuals that demonstrate four themes:

• Youth who are active community leaders and informed citizens that provide future opportunities and positive change.
• Diverse leaders who serve others and change every level of society for the better.
• Institutions that build just, prosperous societies by engaging communities, accountability, and responsive governance.
• Quality education, independent media, and new technologies that provide information and foster civic engagement in communities.

There is a $250 prize for the winning photo in each of the four categories. The deadline for submitting photos is April 25, 2016. Additional details are at irex.org/photocontest.

     With predictions that millions of people around the world will be hungry in the future, photos of young people using new farming practices might be a winning way to show the promise of globalization.

A Salute to Flags

Flags are a ready reminder that the world is divided into countries. In front of teams marching during the opening and closing ceremonies at the Olympics, athletes are honored by being chosen to carry the flags of their countries.

     Just as families often keep track of the state license plates they see, flag authority William G. Crampton suggests noting the date they see various country flags in person or on TV at school, post offices, hotels, parades, and sporting events. In Usborne's spotter guide to Flags of the World, Crampton includes an alphabetical list of 201 flags. Like a field guide to birds and wild flowers, this pocket-sized book helps spotters by illustrating flags in full color and by providing short descriptions of what colors and flag emblems represent. Another good source of the world's flags in full color is the website, printableworldflags.com.

    Vexillology is the study of the symbolism, history, and usage of flags. Countries assign meanings to the colors on their flags. Surrounded as they are by water, islands often choose blue. White is used to symbolize Buddhism and peace. Haiti and some African countries include black to represent their citizens. Yellow can mean mineral wealth, a royal color, or the sun. Green, the color of Mohammed, also has been used to represent jungle vegetation. Red may stand for bravery, courage, or a bloody struggle for independence.

     The three-colored flags, known as tricolors, that represent independence throughout the world have their origin in the 16th century orange, white, and blue Dutch flag that is considered the first republican tricolor. In turn, the Dutch flag inspired the blue, white, and red tricolor associated with France's 1789 revolution and, ultimately, flags flown throughout the world from Armenia to Yemen. When mass production began in the 18th century, flag manufacturers welcomed this type of         three-color design simplification.

     Just as many flags are associated with the struggle for independence, others express dedication to a religion the way Christian crosses do on the flags of Greece, Malta, Switzerland, and Tonga. Throughout the Muslim world, the crescent and star symbols of Islam and/or the green color of the Prophet Mohammed appear on numerous flags in the Middle East and Africa. South Korea and Mongolia fly flags with the yin and yang symbols of opposites associated with Buddhism, while symbols of the Jewish faith, the prayer shawl and Star of David, appear on Israel's flag. Of special interest are flags of countries that recognize that their citizens practice more than one religion. The white stripe on Pakistan's flag represents Hindus, Christians, Buddhists, and other religious minorities in this mostly Muslim country, while Sri Lanka's flag includes an orange stripe for Hindus and a green one for Muslims.

     Stars representing mankind's heavenly goal have been a popular flag motif for centuries. In fact, stars also communicate a number of modern day messages. As in the case of flags representing the U.S. and Brazil, stars denote the states in each country. The Philippines, the Comoros, Cape Verde, and Tuvalu use stars to number their principal islands. Malaysia's flag, on the other hand, represents its 13 member states and its capital's territory with 14 points on one star.

     Countries also use their flags to recognize features that make them unique. Cambodia's flag pictures its famed 12th century temple, Ankor Wat. The coat of arms on Slovenia's flag includes the country's Triglav Mountain, and Lebanon places a cedar tree that grows in its mountains in the center of its flag. Granada touts its nutmeg production and Belize its lumber industry; while Kenya, Lesotho, and Swaziland display traditional tribal war shields and spears on their flags. Iran's flag repeats the inscription, "God is Great," 22 times to mark the date of its victorious 1979 revolution. Australia, New Zealand, Papua New Guinea, and Samoa note their position in the Southern Hemisphere by including the Southern Cross constellation on their flags. To symbolize the Equator, Nauru draws a yellow stripe on its flag and then uses a star to indicate its position south of the Equator.

     Various activities can involve children with flags. At the pbskids.org website, they can play a "Bingo" game with countries and flags by going to the Arthur icon, then clicking on the picture of the bunny, Buster, and "Connect the World." Staging a parade of nations is a fun party or rainy day activity, especially when children wear hats or other pieces of clothing from foreign lands. United Nations Day on October 24 is a great time to organize such a parade. In addition to marching behind the Stars and Stripes, children can use construction paper to make less complicated parade flags for: Belgium, France, Germany, Ireland, Italy, Poland, Indonesia, Japan, Chad, Gabon, or Mali. Tape these flags to straws, play a John Philip Sousa march, and a parade begins.

Flags change

Like children, flags change. From 10,000 public suggestions for a new flag, New Zealand has selected 40 designs that will be reduced to four for a public vote later in 2015. In 2016, there will be a referendum to decide between the current flag and the new design.

    After Columbus's voyages, Spain changed the motto on its flag from "There is nothing more beyond (Gibraltar)" to "There is more beyond." Once the U.S.S.R., Czechoslovakia, and Yugoslavia broke apart, their flags disappeared and countries that were part of these nations, such as Azerbaijan, Slovakia, and Croatia, created new flags. Likewise, when countries become independent from former colonizers, they create new flags. South Africa no longer flies the orange, white, and blue tricolor based on the Dutch flag that was raised when colonists arrived in 1652.

     When other countries achieved independence, they, like Kenya, Mozambique, and East Timor, often adopted flags similar, if not identical, to those of the nationalist groups that led the struggle for sovereignty. Antigua and Barbuda, although they elected to remain in the British Commonwealth after achieving independence, use their flag to proudly announce victory over colonialism by showing the sun of a new era rising out of a "V."

     At the beginning of the American Revolution, George Washington's troops fought under what is known as the Grand Union flag which displayed England's St. George and Scotland's St. Andrew crosses in the upper left hand corner where the stars are today. On June 14, 1777, however, to represent the original states, a circle of 13 stars, suggesting a new constellation, joined the 13 alternating red and white stripes already on the Grand Union flag. As new states joined the Union, both stars and stripes were added to the U.S. flag until 1818, when Congress decided too many stripes would make the flag's design unwieldy. Since then, stars have represented the current number of states and stripes represent the original thirteen. Between 1776 and 1801, England's flag changed as well. Today the flag of the United Kingdom combines the 13th century red cross of St. George, patron saint of England, with the Scottish cross of patron, St. Andrew, which was added in 1606 and the modified Irish cross of St. Patrick added in 1801.

     One way to demonstrate the notion that a flag represents a country's changing history is to create new flags for children as they get older. At first, a little white bunny might be pasted on light blue or pink felt that is looped over a dowel and hung on a string. By helping children design their own flags as their personalities develop, they will get a feel for the decisions a country made when creating its flag. What colors will they choose and why? Will they use a symbol to represent their favorite subject, hobby, or pet? Finally, they might include a motivational saying or slogan, such as "Throw strikes" for a baseball player or "Break a leg" for a budding actor.

Introduction

Globalization came as a shock to the U.S. generation that won World War II and even to the Baby Boomers who followed. The current generation is different. International elements surround today's children from birth. Their first toys have tags showing that they were made in China, Thailand, or Malaysia. As youngsters, they may have attended Montessori schools that use methods developed by an Italian doctor or, under the influence of Japanese musician, Shinichi Suzuki, been gently nurtured to play an instrument. Long before leaving for junior years abroad, students expect to share classrooms and playgrounds with children whose heritages are Mexican, Nigerian, and Korean. Young people are growing up without a competitive edge in a world where democracy is not a shared goal. Their families work for multinational firms, complain about jobs outsourced to foreign companies, vacation where exchange rates provide the best value, or travel only as far as the price of Middle Eastern oil permits.

     National boundaries fail to shield today's children from the rest of the world's languages, religions, and drug traffickiing. Back in 1939, when isolationists were determined to keep the United States out of World War II, Senator Arthur Vandenberg thanked God for the protection of "two insulating oceans." Nowadays, neither the Atlantic nor the Pacific prevents global communication and terrorism from bringing the wide world home. When one billion people are international travelers every year, oceans no longer insulate anyone from tuberculosis or mosquito-borne diseases like the Zika virus. Neither can lines on a map limit where today's young people will work, the cultures they will share, nor the problems they will solve.

     Globalization requires an international, interconnected perspective. Children who have lived outside the country where they were born already may possess the cosmopolitan savvy to feel comfortable wherever they are plopped down in the world. But stay-at-home kids need not cede to their well traveled cohorts the feeling of being comfortable with foreign cultures, knowledge of world geography, the will to deal with environmental challenges, or decisions about war and peace. Teachers and parents now have access to resources at home and on the Internet that enable them to help young people acquire both a taste for what the world has to offer and confidence that they can contribute something to the world.

     My granddaughter's interest in Italy began with mythology. She knows everything about chimeras. These three-part lion, goat, and serpent creatures terrorized Asia Minor until a hero riding on Pegasus killed one. When my granddaughter learned there was a bronze chimera statue in Florence, that city became her dream destination. Although she has yet to travel outside the United States, she took me directly to a book store's language section and showed me the Italian workbook and interactive CD-ROM she wanted for her birthday. Mythology, art, and language combined to widen my granddaughter's view of the world. In a similar way, young athletes might develop their international perspective after watching the Olympics in London this summer. For other children, a foreign coin, a "Made in Bangladesh" clothing label, or a musical rainstick could stimulate interest in their world. This global awareness is what my blog is designed to foster.