Fernando M. Reimers et a1. 0 a curriculum tailored to individual learning styles, developmental needs, and intellectual interests 0 the student as an active partner in learning ° arts, sciences, and humanities equally valued in an interdisciplinary curriculum ° learning through direct experience and primary material ° a focus on multicultural and global perspectives ° the school as a model of democracy ° the school as a humane environment 0 commitment to the community beyond school 0 commitment to a healthy body through sports and outdoor play Twenty—first—century education emphasizes the following: ° project—based learning 0 critical thinking ° cooperative learning ' individualized instruction ' self—direction and independence ' global competency and awareness ' using technology as a learning tool A recent review of the research evidence on twenty—first—century competencies categorizes them as cognitive, interpersonal, and intrapersonal (Pellegrino & Hilton, 2012). Cognitive competencies encompass cognitive processes and strategies and knowledge and creativity; intrapersonal competencies in— clude intellectual openness, work ethic/conscientiousness, and positive core self—evaluation; and interpersonal competencies include teamwork and col— laboration as well as leadership (Pellegrino 86 Hilton, 2012). Notice that this review does not include global competency as a distinct competency, which is consistent with the view of some that global affairs and globaliza— tion represent merely a domain in which twenty—first—century skills can be developed or applied (BoiX Mansilla 86 Jackson, 2011). Our View is that lii