Using CALL (computer assisted language learning) to Understand
the Concepts of Equity, Social Responsibility and Cooperation

Judith Johnson

presented at the Bahá'í Language Educators Special Interest Group session
Association for Bahá'í Studies conference, Friday August 30, 2002

Contents:
  1. Making Spiritual Education the Foundation of Curricula, not an "Add On"
  2. A Bahá'í - inspired Teaching Activity
  3. Activity Sheet - Economic Growth and Human Development
  4. Curriculum of a School with a Heart: International Educational Initiatives

Making Spiritual Education the Foundation of Curricula, not an "Add On"

Dr. Judith A. Johnson and Dr. Michael Higgins


The educational process itself must change if schools are to become effective change agents in preparing people to become competent citizens in an increasingly complex global community. The recognition and development of the basic spiritual and intellectual capacities that are the foundations of human potential -loving and knowing- and wholesome personal and planetary development are the inclusive goals of 21st Century education.

Four basic premises underlie spiritually-based education. The first, the essence of the human being is spiritual. Spiritual is defined as part of "that energetic, unifying and generative power in the universe." (Barnes, 1998) The second, each individual is comparable to a "mine of gems of inestimable value", possessing unlimited potential. As the essence of the human being is spiritual, this potential is of a spiritual nature and is transformed into feelings, beliefs, behavior, and the like through the process of education-the cutting and polishing which enhance the beauty and value of the gems. Viewing spiritual education in its most general sense, one can envision its effect on humankind as energizing, unifying and generative. The third, all human beings are spiritually connected. And the fourth, every human being is endowed with the capacity to understand.
"God's greatest gift to man is that of intellect, or understanding."
(Paris Talks, 41)

". . . intellect or understanding is obviously not just the power of abstract conceptualization, which is the highest, the last and the most comprehensive of the mental faculties to appear. The gift of understanding is more like the individual's total possible conscious intelligence, and includes every one of the person's mental and sensory capacities for learning." (Barnes, 1995) Educating the intellect cannot be limited to finite, academic content. Education should help individuals develop the ability to search for knowledge, evaluate it, and decide how to put it to use in meaningful ways. This process applies to all people regardless of age, sex, race, occupation, economic status or place of residence.

      Fundamental to a spiritually-based education is the belief in the dignity and worth of each student and the recognition of the importance of every student's responsibility to the world community. All youth should have an equal opportunity for an education that develops their individual capabilities to their fullest possible expression. Students must take an active role in this process and should develop in themselves the desire for personal excellence which is fundamental to building both good character and a society of quality. Not only the individual teacher but all of the school staff, as well, should be models and guides for the students along this path of excellence. Spiritual principles should be integrated, naturally, in every subject matter and school activity so that students understand that these principles are fundamental to every aspect of human existence.

      Change is a constant factor in life, and in order for students to develop the personal values and thinking processes which will enable them to not only intelligently adapt to a rapidly changing world, but to also become the exponents and leaders of positive change, their education must foster and encourage these capacities through teaching universal human virtues, global awareness, and independent thinking skills.

      Learning is an unbroken activity which continues throughout an individual's life time. Therefore, education should nurture innate spiritual capacities that enhance one's growth and service to society. It should instill in the individual a desire to engage in a life-long process of exploration and experimentation, of openness and wonder.

A Bahá'í - inspired Teaching Activity



Learning Outcomes:
Students will
  1. distinguish between human development and economic development.
  2. comprehend the global influences of economic growth and human development on the global society.
  3. apply the principles of justice and equity to the economic growth and human development of the world community.
  4. practice social skills through collaboration with others.
  5. use computer skills.
  6. apply organizational and research skills.
  7. use oral presentation skills.

Assignment
  1. Your assignment is to browse the Internet to look up information on your (1) group topic and (2) individual theme, organize the data.

  2. Using the information, make a Power Point presentation (with handouts) to the class.

  3. Hand in an outline of your presentation.

  4. Hand in a research log - a list of the URLs (with titles) where you obtain information used in your presentation.

  5. Hand in the group Power Point show.

Assessment

You will be evaluated on:
  1. Presentation -
    Preparation (Were you ready?)
    Can you talk about the topic without reading notes?
    Clarity and effectiveness of the presentation (Were you interesting,
    convincing and well-organized?)
    Were the visual aids you used effective?
    Were handouts used?

  2. Outline of presentation (may be the same as the handout)
    Research log (URLs where you obtained information)

Activity Sheet - Economic Growth and Human Development



The world economy and technology have changed dramatically over the past 50 years, especially in Japan. But, what is the condition of the rest of the world's countries?

The goal of your project is to search the Internet to find new, useful and interesting information about this topic. And--using visual aids such as photos, graphs, etc.--show your data to the class in a logical, easy-to-understand 10-minute, oral, group presentation.

You will need to research many sites in order to make an accurate report. However, you can begin your search at these URLs:

http://www.wri.org/trends/econgrow.html
http://www.undp.org/hdr2001/chapterone.pdf
http://www.undp.org/hdr2001/hdi.pdf

Keep a log of all the URLs that you take information from to use in your report.

Group Questions - All members must answer these questions:
  1. What is 'human development'?
  2. What is GDP?
  3. Is there an automatic link between economic growth and human development?
  4. Over the past 30 years, what have been the global trends for economic growth and human development?
  5. Are all countries developing more and more each year? Explain.
  6. Which parts of the world have developed the most, economically?
  7. Is there a relationship between climate and economic development?
  8. What does 'disparity' mean?
  9. Do all regions of a country develop at approximately the same pace? Explain.
  10. On what indicators is the Human Poverty Index based?

Individual Research Areas - Each member is responsible for researching
and presenting information about one of the themes, below.

Explain the relationships between global economic growth and human development and
  1. population growth
  2. urban growth
  3. equality of income
  4. equality of men and women
  5. education
  6. health and nutrition (including AIDS)

Group members must work together to combine all the sections into one well-organized
and well-balanced (similar amount of information and time) Power Point presentation.

Curriculum of a School with a Heart:
International Educational Initiatives

General GuidelinesExamplesThe I.E. I. Curriculum
curriculum is meaningful-helps students make sense of their livescontains real problems and solutions; real audiencesfosters critical and creative thinking skills, independent investigation, spirit of service
has unity and diversitythe unity of a nation and the diversity of its citizensthe unity and diversity of humanity , spirituality and environment
makes connectionsinterests are connected to deeper concerns, the past, and the worldcontent is connected acrosssubjects, the present, past, future, and the individual
reflects human valueshonesty, caring for friends and family, moral courage, fairness, compassion, etcvirtues are integrated into every subject and aspect of the curriculum and school
emphasizes responsibilityaccepting the obligations of being human, being responsible for who we are and what we dostudents practice and evaluate responsible behavior during the daily routine of school

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