Title: Josef A' Mestenhauser Professor Emeritus Department of Educational Policy and Administration Compara
1Josef A. MestenhauserProfessor
EmeritusDepartment of Educational Policy and
AdministrationComparative and International
Development EducationHonorary Consul of the
Czech Republic
- University of Minnesota
- 330 Wulling Hall
- 86 Pleasant St. SE, Minneapolis, MN 55455
- Tel. (612) 624-8350 Fax. (612) 624-3377
- j-mest_at_umn.edu
- JosefMestenhauser_at_cs-center.org
- stpaul_at_honorary.mzv.cz
- http//education.umn.edpa/
- http//www.cs-center.org
-
2- The theme of internationalization of higher
education is my work in progress. Comments,
suggestions, critique or different perspectives
will be greatly appreciated - University of Minnesota
- 330 Wulling Hall
- 86 Pleasant St. SE, Minneapolis, MN 55455, USA
- Tel. (612) 624-8350 Fax. (612) 624-3377
- j-mest_at_umn.edu
- JosefMestenhauser_at_cs-center.org
- stpaul_at_honorary.mzv.cz
-
3What isInternationalExperientialEducation?
4If you did not get enough sleep last night, this
is what the presentation is about
- It is a hybrid - you can also spell it high
breed - I prefer the metaphor of marriage of
Experiential Learning - with International Education
- Partners bring into the marriage extended
families - Character of the partners I will let you
decide who is the groom - Compatibility of the partners
- Beyond the metaphor
- multiple perspectives on both
- major issues
- Making our campuses laboratories of
international experiential education -
5By way of introduction
- Both concepts are educational mega concepts
- Need multiple perspectives (frames)
- EL and Intl Ed. complex, multi-faceted,
composite, multi-dimensional concepts and
practices - Human experiences not fragmented
- Intl Ed. even more complex
- Higher education in global crisis
- Viz David Senge Fifth Discipline and Howard
Gardners Multiple Intelligence
6Key frames/perspectives
- Cultural
- Cognitive
- Social psychological
- Systems
- Interdisciplinary
7 First frame / perspective
- Cultural
- what is culture
- how important abstraction, values,
socialization, cognition - culture specific and culture general
- cultural variables time, activity, relations
- emic and etic perspective
- importance of reflection on own culture
- antecedents ethnocentrism
- three levels of abstraction micro, meso,
macro
8Peeled-Onion Conception of Organizational Culture
Patterns of Behavior Valu
es and beliefs
T e c h n o l o g y
Perceptions Schemata
CultureBasic Assumptions
Adapted from Schein, E.H. (1985). Organizational
culture and leadership. San Francisco
Jossey-Bass.
9 Third frame / perspective
- Social psychological
- Role of perceptions
- Majority-minority relations
- Role of trust trust is capital
assymetrical, relational and institutional - Leadership and role of groups
10 Second frame / perspective
- Cognitive
- Learning, teaching, curriculum
- Subject-matter and cognitive skills
- Importance of prior knowledge see how these
perspectives are interconnected - context determined so is experience
- arrival of information
- tendency toward search for similarities
differences not symmetrical - tendency to favor single domain it takes 21
disciplines to understand a culture - learning and/or development?
11 Fourth frame / perspective
- Systems thinking
- Adding two or more parts
- Relationships between parts and the whole
- relationships of parts among themselves
- with each addition increase level of analysis
- needs new cognitive skills
12 Fifth frame / perspective
- Interdisciplinarity
- Several concepts
- transdisciplinary
- interdisciplinary
- multidisciplinary
- crossdisciplinary
- pluridisciplinary
- Translation cognitive sharing
- Knowledge production, utilization, and
management (knowledge gap) - Knowledge integration
13Background
- Both partners western heritage
- Inherited common genes Dewey, Piaget, Erickson,
Perry, Kohlberg, Chickering, and younger Schoen,
Argyris, Jacoby - Genes of internationalists come from many more
ancestors - All these grandfathers live in many tribes, in
all continents - Represent not just differences of views
- Fragmented
14Beyond the metaphor
- Experiential learning mega concept
- and its extended family (process, product,
skills) - active learning service learning
- reflective thinking civics education
- community devt self-awareness
- group effectiveness leadership devt
- incidental learning field work
- real world relevancy theory-practice
- democratic education cooperative learning
- cognitive and moral development
-
15Beyond the metaphor
- International education
- Mega concept and its extended tribes
16(No Transcript)
17Key characteristics of Exp. Learning
- Anglo-Saxon roots (how did it get to France)
- 1000s studies persuasive evidence
- active learning
- reflection
- self-discovery
- cycle of cognitive development
- removes dichotomy between theory
and practice - facilitates processing new ideas
- learning and development
18Major criticism of Exp. Learning
- Culture-bound (individualistic, doing
personality - relationships, pragmatism)
- provincial focus on local communities
- little attn to second order of cognitive
skills - neglects subject-matter process oriented
- no attn to reflection on own thinking
- Kolbs stages not supported by learning
theories - learning cycle too simplistic, neglects other
variables e.g. goals, motivation, choices,
decisions - does not explain how transfer of learning
occurs - weak in demonstrating how thinking leads to
action
19Key characteristics of intl education
- Major educational mega-goal of global
proportions - international dimensions of learning intended
to be infused (mainstreamed) into all aspects
of education on all levels - theories located in all major academic
disciplines, e.g. philosophy, psychology,
history, political science, education, arts,
sciences, journalism, communication, economics,
management, etc. - each discipline different methods, research,
- emphasis, epistemologies, application
20Major criticism of intl education
- Instead of being mega-goal, is in the margins
- It is also culture-bound- only thing in
common is competitiveness - Involves very small numbers of students
- teaching dominated by academic theory
emphasizing subject-matter - each discipline has different epistemology
- too much theory driven, many not relevant to
job market or reality of global affairs - not integrated with domestic knowledge
- experience-based learning dominated by
positivistic assumptions - effort to showpiece study abroad as exp.
learning
21Putting it altogether
- How is it? Adding intl ed. to exp. Learning?
Or the other way around? - How much is one plus one?
- 3 theoretical possibilities?
- adding unequal qualities
- intl ed. too many cultures are they
relevant to multicultural education? - learning theories of different disciplines
determine nature of learning, knowledge,
application, role of theory, epistemology
22Issues to consider
- Integration with mainstream education
- Relevance to changing societies and jobs
- Transfer of knowledge
- Sustaining knowledge
- Institutionalization
- How to produce change and reform H. Ed.
- Motivation
- Assessment and evaluation
- Cognitive skills and how to teach them
- Leadership driven but missing
23- Here at last
- My answer to the question
- What is international experiential education?
24 25- On whom you talk to
- Where you stand
- What questions you ask and
- What language you speak
26My favored example of best practices in intl
experiential education
- Learning with foreign students
27Example of using theory in programs learning
with foreign students
- decrease mutual isolation
- make them insiders instead of outsiders
- increase contacts - communication
- participants in classrooms and campus life
- domestic and f. s. learn to think
retrospectively - domestic and f. s learn meta-skills
- learn to synthesize new ideas in conflict with
old - sustain knowledge and production
- domestic students are f. s. when abroad
- heterogeniation recipes for creativity
28Conclusion
- Despite criticism and shortcomings EL is the
only concept able to address major global needs - Global crisis of education major issues
self-regulation, differentiation, massification,
democratization, relevance, adjustability to
change - Our own culture is a barrier dualistic
thinking, premature closure, excessive focus,
one-thing-at- a-time - Antecedent to I.Ed. is ethnocentrism, and to
EL is cognitive rigidity - Change is slow and costs it is not an event
but on- going - Change others and ourselves
- This sounds slow, arduous, complicated and
pessimistic but there is help our brain and
intellectual skills that come with EL and I.Ed.
29Key bibliographic references
- Batchelder, Donald and Elizabeth G. Warner (Eds)
(1977) Beyond Experience. Brattleboro, Vt The
Experiment Press - Chickering, Arthur W. (1977) Experience and
Learning. New York Change Magazine Press - Comprehensive reviews of articles on experiential
learning on lthttp//reviewing.co.uk/research/exper
iential.learning.htmgt - Early, Christopher P. and Soon Ang (2003)
Cultural Intelligence. Stanford, CA Stanford
University Press - Evans, Norman (Ed) (2000) Experiential Learning
Around the World - London Jessica Kingsley
- Gruenzweig Walter and Nana Rinehart (Eds) (2002)
Rockin in Red Square. Critical Approaches to
International Education in the Age of
Cyberculture. Muenster, Germany LIT Verlag and
Transaction Publishers, Rutgers University - Hofstede, Geert (1984) Cultures Consequences.
Beverley Hills, CA Sage - Jacoby, Barbara and Associates (1996) Service
Learning in Higher Education. San Francisco, CA
Jossey-Bass - Kluckhohn Florence R. and Fred L. Strodtbeck
(1961) Variations in Value Orientations.
Westport Greenwood Press. - Laubscher, Michael R. (1994) Encounters with
Differences. Westport, CN Greenwood Press - Marzano, Robert J. (2001) Designing a New
Taxonomy of Educational Objectives. Thousand
Oaks, CA Sage - Moon, Bob, Sally Brown and Miriam Ben-Peretz
(Eds) (2000) Routledge International Companion to
Education. London and New York Routledge - Schoen, Donald A (1987) Educating the Reflective
Practitioner. - San Francisco, CA Jossey-Bass
- Scott, Peter (Ed) (2000) The Globalization of
Higher Education. London Open University Press - Sternberg, Robert J. and Joseph A. Horvath (Eds)
(1999) Tacit Knowledge in the Professional
Practice. Mahwah, N.J. Lawrence Erlbaum
30Thank you
- for not falling asleep when you heard the
- word theory