Fernando M. Reimers et. a].

to encourage and recognize students’ rigorous work in global education
(Wisconsin Department of Public Instruction, 2005, 2008, 2011). More
recently, the Asia Society published a framework to infuse global edu—
cation into existing curricula in schools and districts (Boix Mansilla 86
Jackson, 2011).

An alternative approach to global education views global competency as
a disposition—that is, as a way of thinking and doing and as a value.
This idea translates into pedagogical approaches to global education. The
following educators reflect this perspective: Maria Montessori’s emphasis
on pedagogy as essential to the development of peaceful and democratic
dispositions, in contrast to the authoritarian pedagogies that she believed
reflected and reinforced a mind—set accepting of authoritarian regimes;
John Dewey’s emphasis on pedagogy as the way to cultivate autonomy of
the mind; and the International Baccalaureate’s emphasis on interdiscipli—
narity and research. A study of the effects of a cosmopolitan pedagogical
framework used in three educational programs in Chicago’s public schools
demonstrates that it can teach global competencies that encompass hope,
memory, dialogue, and other cosmopolitan values to underserved students
(Sobré—Denton, Carlsen 86 Gruel, 2014). The emphasis on experience and,
therefore, on pedagogy was a key tenet of the progressive education move—
ment, of which Dewey and Kandel were proponents. The following key
tenets of the movement were adopted at the founding of the Progressive
Education Association, in 1919:

" freedom to develop naturally

" interest as the motive of all work

' the teacher as a guide, not a taskmaster

' the scientific study of the pupil’s development

' greater attention to all that affects the child’s physical development
' cooperation between the school and the home to meet the needs of

the children

I the progressive school as a leader in educational movements (Little, 2013)

xxxii