Jul 21

Why we need the Arts in a STEM world

I am a great believer in the power of technology – in its broadest sense – to take the human race forward. I appreciate the power of innovation and creativity in science, technology, engineering and maths, and I know that we must invest in teaching our young people about the value of these subjects, because they have not received enough attention or focus in recent years, and as a result the balance in our world of employment is out of kilter, with not enough scientists, technology experts, engineers and mathematicians to fulfil the requirements we have to maintain and develop the progress we need to make the world cleaner, safer, more productive and perhaps even happier and more balanced.

I therefore had a lot of sympathy with Nicky Morgan, UK Government Secretary of State for Education, when she said recently that encouraging more young people – especially girls – to study STEM subjects was a vital part of the UK education plan. It would be wrong, however, to see this as an exclusive edict – STEM subjects are of course incredibly valuable, and there is no doubt whatsoever that girls and women are underrepresented in the field, which is (at best) a heinous waste of resource and opportunity. To make STEM the focus of all attention to the exclusion of the arts, however, would be foolish and ultimately self-limiting.

I am currently immersed in Richard Flanagan’s 2014 Man Booker Prize Winner, ‘The Narrow Road to the Deep North’. It tells the story of Dorrigo Evans, an Australian doctor and almost accidental hero in WWII, struggling to keep himself – and his fellow men – alive in the (beyond) terrible conditions of the building of the Burma-Siam railway. In describing an early scene in the book, the author writes: “there was around them so much that was incomprehensible, incommunicable, unintelligible, undivinable, indescribable” … and the power of these words, which explicitly do not communicate or describe, communicates and describes more accurately than almost anything else the horror of the circumstances in which the Diggers found themselves. The power of the chosen word, the authored word, is immense: it conveys us back in time to places where we are glad never to have gone, but which we know we must recreate in our memories so as to be repelled and to speak out against them in the  future, should the need arise. To such an end, the power of science bows to the power of the arts.

Later in the novel, in a flashback to 1940, when Dorrigo finds himself in a bookshop in Adelaide, looking for an old copy of Virgil’s Aeneid, the author writes that it wasn’t really Virgil’s great poem that Dorrigo Evans wanted, but rather the ‘aura’ of such books – “an aura that both radiated outwards and took him inwards to another world that said to him that he was not alone”. In fact, this feeling was so powerful that at such times, as the author describes it, “he had the sensation that there was only one book in the universe, and that all books were simply portals into this greater ongoing work – an inexhaustible, beautiful world that was not imaginary but the world as it truly was, a book without beginning or end”.

The beauty of human literary creation, contrasted with the horrors of the inhumanity of the war, which in terrible irony are communicated with force and impact through the very same literary beauty by the author, is breathtaking. Science may explain the horrors of the Burma-Siam project – the engineering of the railway itself, the biology of the human body as it faced intolerable strain, the psychology of the captors and the prisoners … but the art of the writer is needed to bring this home to us.

Do read Richard Flanagan’s ‘The Narrow Road to the Deep North’ if you haven’t already done so – and as it drags you into an understanding of the horror that human beings can inflict on one another, and connects you with our human past, and reinvigorates you in your determination to do your bit to ensure that this never happens again, take a moment too to be thankful to the author and to his literary education and experience. Above all, allow it to remind you why we should never, ever, lose sight of the importance of the arts in our world in addition to the sciences. Without them working in tandem – and no matter how much we elevate STEM in national education plans – we will not make progress.

 

Jun 28

It IS rocket science – and we CAN all do it

I am very proud of my new felt bookmark. It is a visible and tangible reminder of the recent NCGS conference I attended in the U.S., and I have taken great delight in the past few days in showing it to friends, family, acquaintances and, in my enthusiasm, sometimes complete strangers. It consists of two pieces of felt – one purple, one green, held together by a central machine stitch, on to which I – as part of a hands-on session at the conference – stitched a flower design around two LEDs linked in series to a battery with conductive thread.

When you switch the battery on, the lights – which I placed at the centre of the two flowers – come on; when you switch the battery off, the lights go off. Simple as we may think it, it is a thing of wonder. Switch on and the light illuminates; switch off and the light disappears. How this happens is, of course, through a combination of materials (invented by humans) and human logic. A battery, conductive thread and two small LEDs are lined up in order so that the thread connects positive output to positive output and avoids crossing over itself so as to keep the integrity of the connection … simple circuitry that we learn in school.

And yet that too is a thing of wonder – that at some point in the not-too-distant past, human beings used their logic and creativity not only to work out how to make electricity flow, and to then to design the materials that would replicate this many, many times over, for other human beings to use, and then to extend its use so that rockets could go to the moon, amongst other things; but also to identify that this was something that young human beings should learn in the places – schools – that yet more human beings had collectively decided were essential for teaching human beings how to engage their own innate logic and creativity to allow them to build on the discoveries and inventions of previous eras and to take the knowledge of the world forward, so that even more people can benefit in the future.

We take so much of what is around us for granted. In fact, sometimes we take it so much for granted that we forget that it is ordinary people who have invented, built and developed so much of what we have and use. And if they could do it, so can we, and so can our children. As we teach our children about the knowledge we have garnered over centuries, we also need to teach them that these inventions prove that they absolutely have it within themselves to invent, create, develop and build.

Electronics, technology and computers – real ‘rocket science’ – are not too complex or beyond the grasp of the normal child or adult. They are all built on simple human logic and creativity, and we can all understand and develop them further. Teaching coding in schools is not something to be afraid of or to resist as difficult and unusual – it just reminds us that computers would not exist without us, and that we have entirely within our grasp the capacity to build the next steps in the future of technology that will help make a difference in our world.

And that truly is a thing of wonder.

 

Jun 23

“You can’t be what you can’t see”

Richmond, Virginia, USA is beautiful at this time of the year. Warm, green, relaxed … and, currently, host to several hundred passionate educators of girls who are attending the annual conference of the National Coalition of Girls’ Schools, the theme of which this year is ‘From STEM to STEAM: Girls’ Schools Leading the Way’. A host of keynote speakers and presenters have been running sessions on a huge variety of inspiring topics related to STEM and STEAM learning and careers, and the messages are strong, and upbeat. After all, technology continues to evolve and develop at a phenomenal rate, but it doesn’t do this of its own accord – people are needed to make this happen, and to invent, create, solve problems, innovate, run, organise. A plethora of opportunities, careers and roles in this area of human endeavour await all of our young people.

Young women, however, continue to be underrepresented in STEM and STEAM tertiary education courses and careers. In fact, according to the inspiring Maria Klawe from Harvey Mudd College, in the case of Computer Science courses in U.S. universities, female representation has in fact dropped over the past 30 years, from more than 30% to less than 15%. Yet Computer Science graduates are predicted to have the best job (and therefore financial) prospects over the next two decades … this, as Reshma Saujani, CEO of Girls Who Code pointed out, is actually a serious issue of gender equality and pay equity.

So how can we really, really address this situation? Well, starting by implementing even some of the strategies highlighted at the conference would help; one powerful and common theme to emerge, however, was that girls absolutely need more role models in STEM or STEAM subjects – and especially in computer science / coding / digital technologies. “You can’t be what you can’t see” – this message has resonated throughout the conference, in presentations and discussions. Essentially, we need to find ways in which to introduce girls to older girls and women who are comfortable and working already in STEM and STEAM areas. From introducing pupil-led creative coding projects into the curriculum, to planning and running aspirational careers conferences, or organising work experience in the tech industry … all and every strategy can help girls to see that this is an exciting area in which they could excel.

What was also clear is that there are two other key messages we must take away and act on: first, that as adults (parents as well as educators), we need to shed our own inhibitions and fears about technology – we don’t know everything, nor should we, and we nonetheless bring our wisdom and understandings to the new knowledge and experiences that young people develop as they explore the world of STEM and STEAM. If we fear this new world, we inhibit and undermine our girls; one of the worst messages we can give girls, as female role models, is that we were no good at Maths, or we don’t approve of gaming, or that science, computers and engineering are somehow messy and undesirable. We have to embrace and explicitly approve of all of this, as well as encouraging our girls just to go for it (the message of my session on girls and online gaming).

Secondly – and perhaps most importantly – this is urgent. There is no time to waste – every day that passes without action is a lost opportunity. If we want to facilitate change, then every day we need actively to encourage our girls to enjoy playing with computers, to be creative with technology and to come into contact with other girls and women who are enjoying and being creative in this area.

So … no time to lose! And I can pretty much guarantee that there will be several hundred educators headed out from Richmond tomorrow, back to their schools all over the world, from the US to Australia to the UK, who are not planning to sit back and wait.

 

Jun 21

Computer coding: definitely women’s work

The movie choice on BA0067 from Heathrow to Phildelphia on Saturday was very apt for educators who were headed to the conference of the National Coalition of Girls’ Schools in Richmond Virginia, which takes place from 22 June to 24 June. The theme of the conference is ‘From STEM to STEAM – Girls’ Schools Leading the Way’, and the airborne film selection included the Oscar and BAFTA award-winning ‘The Imitation Game’.

Starring Benedict Cumberbatch as Alan Turing, ‘The Imitation Game’ tells the story of the cryptoanalysts at Bletchley Park in WWII, who built the machine that was to break the German Enigma code and end the war an estimated 2 years earlier than might otherwise have been the case. The story was of the triumph of mathematics over physical force, and of the groundbreaking innovation that lead to the invention of computers; the story also exposed threads of direct relevance to those of us travelling to a conference whose main focus is to demonstrate the work that still needs to be done – the ground that still needs to be broken – in order to ensure that the creativity of all humankind can be brought to bear on the development of technology that has the potential still to have enormously positive effects on our lives.

It was fascinating to watch unfold on screen the (now breathtakingly embarrassing) way in which Joan Clarke’s achievements were underplayed simply because she was a woman. Clarke, Alan Turing’s one-time fiancée, played slightly implausibly in the film by Keira Knightley, was in real-life an alumna of a girls’ school and of Newnham College Cambridge, where despite gaining a double-first, she was denied a full degree, as Cambridge did not award degrees to women until 1948. It behoves us to remember that this is very recent history, as it helps us to understand why so much prejudice remains embedded in our social perceptions of gender; nonetheless, we can quite rightly also be horrified at how differently her mental agility was appreciated at the time.

It was equally fascinating to see on screen, however, the suspicions and prejudices against technology and the battle of the physical versus the cerebral – again, a tension with which many will be familiar. Bring both prejudices together – that of gender and of intellect – and it is not hard to see why, in the years after the war, computer work was seen (degradingly) as low-skilled ‘women’s work’, and more computer programmers were female than male. It had a positive benefit – this is why women had such an impact on important advances in technology, and the photo circulated widely in recent months of the Apollo engineer Margaret Hamilton, standing next to the code which took Apollo 11 to the moon, is a powerful symbol of this. (The photo and an interview with Margaret Hamilton can be seen here.)

The benefit was unintended, and was not to last. If you haven’t already read it, read this article which refers to the work of Professor Nathan Ensmenger in exposing the shifts in gender perception in computer programming. To summarise his findings: as computer programming began to rise in status, women – who had been leading the way in the field – were effectively demoted, and it became a male-dominated career. It is ironic that women – who once dominated in the industry – now only make up around 10% of it. There is ground to be made up.

Great movies – especially watched in-flight – prompt us to take the time to reflect. Flying is of itself a feat of technical and electronic engineering. So too are all the airport and airline systems which enable the transportation of luggage and people halfway around the world and bring them together in one piece at the end. And so too are the communications technologies which allow us to speak with family at a distance, make connections and live and work across different time zones. There is so much more that technology can do for us, however, and it is just waiting to be created. Our children will invent, imagine and do all of this; as educators we just need to release them all – and definitely girls as well as boys – and to show them that they are no longer limited by the bounds of history.

Women’s work, indeed.

 

Jun 19

Recruiting great teachers: the role of ambitious school leaders

Sir Michael Wilshaw is rarely uncontroversial, and at times his talk on teacher recruitment at the Wellington College Festival of Education, true to form, ruffled more than a few feathers. However, it was hard to argue with his key message, namely that we need to recruit more great teachers, and we need to think creatively about how we do this.

As Sir Michael pointed out, school teacher recruitment has always been an issue – ever since schools were invented. More and more children in the world mean more and more schools are needed, which in turn means that more and more teachers are always needed. How can we do this effectively?

Research that will be published later this year by HMI into teacher recruitment will indicate – so Sir Michael reliably informed us – that there is a challenge to be met in our society around the perceived status of teachers, which has come under threat in a media-driven world which delights in exaggerating the unusual and difficult. “Patronising caricatures” of teachers, and the inexorable rise of gritty reality TV, have painted a picture of teachers which does not reflect the high standards and excellence of so many of the profession. No new entrant to the profession wants to be tarred with negativity; part of the answer to renewing teacher recruitment is for public figures and outlets to be aware of their responsibility in this regard.

A further part of the answer lies in local teacher training. It is perhaps a self-evident truth that many would-be teachers are keen to train in the geographical areas where they currently reside, or where they intend to set up home. Yet the choice of teacher-training institutions is limited, and while the argument for solely school-based teacher training is a fraught one, some creative thinking around how to bring teacher training into all areas of cities and countries would be welcome.

Finally, however, Sir Michael spoke up for the role of Heads and senior leaders in recruiting teachers, both in encouraging young people to respect and appreciate their teachers, and in supporting new teachers so that they remain in the profession. Heads can make a huge difference to the career progression of young and new teachers, through mentoring, giving advice, providing opportunities and developing their professional skills and abilities. The more that this becomes the norm – and it is already significantly the case, although not widely reported – the more resilient in its approach to wider recruitment the teaching profession can be. Perhaps the commitment on the part of the Head actively to support new teachers, with a view to impacting positively on the wider goal of teacher recruitment, should be an integral part of the selection criteria for new Heads.

Being a Head is not always (if ever!) easy. When asked by a member of the audience why he thought that more deputy heads did not want to become Heads, Sir Michael was typically blunt and said they should just have the courage to move into Headship; those of us who have been Heads and who help to recruit Heads know that it takes more than courage to be able to be an excellent Head. One prerequisite for Headship, however, is that of ambition for the education sector and the education profession. The more that Heads can do to support new and aspiring teachers, the sooner that ambition will be fulfilled.

 

I attended the Wellington College Festival of Education in my capacity as an Associate of LSC Education, which supports schools and education organisations, globally, to attract and recruit outstanding leaders.

Jun 14

#distractinglysexy … why we have to work with renewed vigour towards gender equality in STEM careers

Part of me feels rather sorry for Sir Tim Hunt, the Nobel Prize winner whose recent comments to an audience of journalists in Seoul have landed him in hot water. Being hounded by the national and international press – not to mention the entire world online, it would seem – cannot be much fun. His comments about female scientists were, he said, intended to be ironic and jocular, and both his ex-wife and his current wife have confirmed that he is a believer in gender equality (he does the household chores, apparently), although his ex-wife did say that he often speaks without thinking.

Well, he may reflect wryly, on this occasion he clearly did speak without thinking. When he said “Let me tell you about my trouble with girls … three things happen when they are in the lab … You fall in love with them, they fall in love with you and when you criticise them, they cry”, he may have thought that he was being funny – or reflecting on a bygone age, perhaps – but this sort of remark is just too raw and contentious to raise roars of laughter from women who have experienced, and who continue to experience, the reality of the sexism embodied in these views. As he found to his cost, his remarks elicited quite the opposite reaction to that he intended.

Sir Tim is obviously an intelligent man. He is also obviously a successful man. He has made real inroads into human understanding about how cells work, and he has contributed to the journey towards finding a cure for cancer. It is debatable whether all of this should count for nothing when weighed against a few apparently humorous remarks at a lunch. On the other hand (and this is the crux of the matter) for many women in the audience and in the wider world of STEM-related jobs and careers, the issue is – plainly and simply – just not funny.

In fact, it is the opposite of funny. The stats – not all but most, from wherever they are sourced – show that STEM jobs are still male-dominated, and this means that there is still work to be done to change pathways, processes and attitudes to make it possible for women to operate on an equal playing field with men in this sphere. And behind this will lie countless stories of women having to fight, being worn down, and – most certainly – losing their own personal sense of humour over sexist jokes, however fondly they were intended.

In an odd way, it would be great if we could get ourselves to a place where we could find Sir Tim’s remarks funny – funny because they reflected an era where such attitudes were commonplace but which was now long gone: an era with which we had all been able to make our peace. Sadly, we are not yet there, as Sir Tim has discovered to his immense cost. This unfortunate case should renew our desire to accelerate the pace of change, however. The sooner we can leave it behind us, the sooner we might actually find it funny.

One glimpse of hope: the hordes of female scientists who have taken to Twitter using the hashtag #distractinglysexy, posting pictures and comments which show them achieving amazing things in STEM. The majority of comments – while inevitably sardonic and with a bit of a bite – are actually genuinely amusing, and are worth dipping into. When we finally get to a stage in our development as a society where we can all look back and laugh, celebrating our shared achievements in gender equality in this field as in others, then we really will have taken a step forward in STEM.

Onwards …

Jun 07

Online gaming for girls: scoping out the landscape

In a recent conversation with a young female relative, I asked her about her experiences of online gaming, as I know that she is a devotee. She explained why she enjoyed it so much – the challenge, the camaraderie, and so on – but she went on to explain how difficult it was for girls and young women to navigate the misogyny and anti-female sentiments that she and her friends encountered. Female gamers, she reported, will often play games either with a very tight group of friends, or – if there is a speaking component – with the microphone turned off, so that they cannot be identified as female.

Why should they worry about being identified as female? Well, unfortunately, they have learned through experience that they will often be met with a range of responses from surprise to hostility. Inappropriate and unwelcome sexual innuendo abounds. And – as was clear in the dreadful Gamergate events of last year – the perceived anonymity of the internet (as well as, no doubt, the blurring of the boundaries between fantasy and reality) can lead to more disturbing attacks on women – rape and death threats. Even if the personal experiences of my young acquaintances have never been so shocking, they are conscious of the wider scene, and cautious as a result. All that they want to do, of course, is just game.

Theoretically, gender should matter less online than it does in real life. Worlds are imaginary, and people can be whoever they want. We teach our children to realise that if they encounter someone online, that person could very well not be who they appear to be, and while we usually do this from the perspective of online safety, countering danger, there is an equally positive corollary – anyone can be anyone online, especially in a virtual and invented world. Girls or boys, men or women … it really should not matter at all, particularly when we remember that there is no physical, practical or cognitive reason why girls shouldn’t be as good as boys at manipulating the keyboard or controls. Moreover, gaming can be enormous, challenging, educational fun – why shouldn’t this be open to girls as well as to boys? Online technology has the potential to be a great empowerer – and a great leveller.

Technology itself is not the issue. If, then, an uncomfortable experience potentially awaits young female gamers as they develop their skills online, as it clearly does, then we cannot blame the technology, but rather the attitudes of some of the users – and we have to explore, too, how we can address these creatively but firmly.

Later this month I will be talking on this subject at the annual conference of the National Coalition of Girls’ Schools in the USA, making the case for what we can do to level this playing field. I am looking forward to it immensely – and if you are going, I shall see you there!

 

Jun 02

Why ‘education’ is holding us all back

Writing in an opinion piece on 1 June in Today’s Zaman, the English language version of one of Turkey’s most widely circulated newspapers, Ricardo Hausmann questions government policies around the world that point towards education as a growth strategy. Education, he says, has had mixed success in raising worker productivity, and it is worker productivity that increases income. He admits that he doesn’t have the answer to how such productivity can grow – that success must depend on “something in the water” (his words!) – and that, tellingly, if we focus on education as a growth strategy, then this means we are “giving up on everyone that has already gone through the school system – most people over 18, and almost all over 25.”

Well, for a former Venezuelan minister of planning – and current Director of the Center for International Development and Professor of the Practice of Economic Development at the John F. Kennedy School of Government at Harvard University – Mr Hausmann is curiously myopic about ‘education’. Sadly, he is not alone. The Latin ‘educare’, from which our modern verb ‘to educate’, and hence the noun, ‘education’, are derived, contains within it the concept of training, rearing and growing; we have, however, over the centuries, hijacked the term to become synonymous with ‘schooling’. Moreover, the challenging (but very welcome) pursuit of access to schools for all children across the world has had a negative corollary – it has cemented our perception that education – in the shape of schooling – is only for children.

Given these widely-held perceptions, it is understandable that Mr Hausmann should fall into the trap of equating ‘education’ with ‘schools’, but it is nonetheless disappointing. If education consists solely of schooling – with all its many faults and its age-limited scope – then of course it will have a limited (though still significant) contribution to national growth and productivity. If we examine the concept of education more critically, however, and if we challenge the underlying assumptions that are holding us back from our understanding of education as an empowering tool and crucible for growth – socially, economically, physically, morally, emotionally, cognitively, spiritually, politically … the list goes on.

The UN describes education as a fundamental human right and “essential for the exercise of all other human rights”. It acknowledges that adults as well as children need educational opportunities, and describes education as “a powerful tool”. Learning is hardwired into our human make-up; it brings us alive and helps us to grow in ways we sometimes could not have imagined. When we break free of the limitations that historical and social perception has placed on our understanding of education, then we can truly embrace its power.

Let us not allow these limitations to hold us back.

 

May 23

The importance of teaching critical thinking in our schools

In the days and weeks preceding the recent UK General Election, there were moments when the frenzy of messages being communicated by the parties and the candidates led almost to overload on the part of the electorate. There were messages about what politicians and parties had done (or had not done), were doing (or were not doing) and would do (or wouldn’t do, as the case may be). Soundbites filled the airwaves, as did unquestioned assumptions; statements made were presented as unevaluated fact, and yet if everything spoken had been taken at face value, the abundance of contradictory and often diametrically opposed ‘facts’ could most probably have caused some sort of mental breakdown in the listener or observer.

How, then, was the would-be voter to sort the true from the false or the wheat from the chaff, and to unearth the kernel at the heart of the statements? How was she or he to understand the essence of the arguments and come to a judgement about their veracity or otherwise?

The first step, of course, was to pause and consider that ‘truth’ is often a complex matter. It can be a combination of perspectives, hues and nuances, many of which have been formed subtly and through experiences, often passed down through society from parents and grandparents, and marked by their (and our) particular circumstances. We all have unique journeys in life, and we all see the world slightly differently as a result – the mistake we can make sometimes is that we do not always realise this.

When we do see it, then we realise too that we have to work to understand ourselves and others if we are to be able to make appropriate judgements about the statements we hear from those who seek to lead the country. We need to unearth and question embedded assumptions, and when we do, we can begin to appreciate that issues are rarely as straightforward or as polarised as we might have imagined. There are shades of colour in everything we experience, and these shades are equally present in the perceptions of politicians. To learn how to see the shades … that is the beauty of learning how to think critically.

One of the enormous strengths of the UK education system – for which it is rightfully renowned across the world – is its focus on teaching critical thinking. As we embark on a new parliamentary session, with new decisions to be made, and new paths to be chosen, it is incumbent on all of us, from politicians to educators, to remember the value of critical thought and reflection in our great democracy. After all, we are all in this together – and if we are wise and thoughtful, together we can find a way to forge a common, shared direction, which ultimately is for the greater good.

Apr 20

Why is it important to develop a global mindset in our young people?

I am always slightly reluctant to make political comments, even in the run-up to one of the most hotly contested UK general elections in memory, but it was at the very least worrying (and probably far, far more frightening than that) to hear a child telling a politician last week that he would vote UKIP (The UK Independence Party) “to get all of the foreigners out”. This xenophobic attitude – which has prompted a great riposte in the form of (very well-received) national posters explaining that immigrants have actually added a huge amount to the UK in recent decades – is of deep concern. How is it that despite the globalising effect of communications technology, in which they are so often so deeply immersed, some members of our younger generation do not have a global mindset – a sense of belonging to a greater whole and to a wider humanity? How is it that they have not been able to rise above divisions of nationality and connect more sympathetically with fellow human beings from other nations?

It is asking a lot, of course, particularly when so many adults – across the world, it must be noted – bear the emotional and historical scars of division, and when the media is so full of stories of hatred and discord, emanating from disputes and differences of ethnic, religious and cultural background. But when we delve into the question of immigration, it is hard to escape the conclusion that we are all immigrants of some kind, no matter how long we or our ancestors have occupied a certain land. Even that ancient fish, creeping up out of the primordial slime to begin its long evolutionary journey towards intelligent life, was technically emigrating.

Perhaps the failure to recognise this lies in our teaching of history in schools, for not making this point. Perhaps the failure lies in our teaching of geography, for not exploring in more detail the migratory patterns of humans through the ages. Perhaps the failure lies in our teaching of languages, where – as numbers of linguists fall at school and at university – we have clearly failed to engage young people in seeing the relevance of speaking another tongue. Perhaps the failure lies in our teaching of citizenship, cultural studies and religion. Perhaps it lies even in the teaching of Maths, the drive of which over the past decades has been to become more and more locally relevant rather than set in a global context.

Wherever the failure lies, something – somewhere – has gone dreadfully wrong. The effects of a lack of a global mindset in our young people are manifested in ignorance, xenophobia, lack of empathy with others, and a deep suspicion of the unknown … all of which ring alarm bells as presages of future conflict. We cannot afford this. Moreover, when we embrace fully the notion of a global mindset, the world opens up. Education becomes universal, mobility becomes the norm, and responsiveness to the needs of the world becomes possible for all. Our potential blossoms.

We do not want our young people to grow up any longer and think that others do not belong in the same place that they belong. We want them to believe in the universality of humanity, and to live this life. It may not always be easy working out how truly to develop this global mindset in our youth, but the first step is to believe that we must.