nternational Education and Global Leadership

With rising anti-American sentiments
Collaborative artwork created by finalists of the First Arts
Olympiad during the International festival, held on the
worldwide, the United States risks losing its
National Mall in Washington, DC, 1999.
world leader status due, in part, to a lack of
attention to international education and the
development of global leadership compe-
tencies. Only through international educa-
International
t i on can we appreciate and understand
global concerns so as to act responsibly on
matters that shape our destiny and affect
Education
the future of others. O n ly through innov a-
t i ve pro g rams can we re s t o re Am e ri ca’s
and Global
image around the world and develop leaders
who are capable of serving and being
Leadership
accepted as global leaders. This paper pro-
vides a contextual fra m ew o rk for intern a-
by Ashfaq Ishaq
t i onal educa t i on and describes an art s - b a s e d
global pro g ram to train future global leaders.
36 | The State Education Standard n March 2005

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Weltanschaunng
belief that “cultural diversity is as neces-
“4th grade slump” in their creativity, as
sary for humankind as biodiversity is for
documented since the 1960s by the
Fo ll owing the Se c ond Wo rld Wa r,
nature,” as stated in the Declaration on
eminent educational psychologist and
i n t e rn a t i onal educa t i on held out the
Diversity of the United Nations Educa-
creativity researcher, E. Paul Torrance.3
p romise of promoting a lasting global
tional, Scientific, and Cultural Organi-
peace and securi ty. Seve ral countri e s ,
zation (UNESCO).2 Another aim of
Role of the Arts
e s p e c i a lly those defeated in the war,
i n t e rn a t i onal educa t i on should be to
revamped their school curricula to
The arts can play an important role
encourage students to view the whole
p romote understanding and coopera t i on
in both intern a t i onal educa t i on and
world as one, as suggested in 42 A.D. by
a m ong nation s . We, the victors in the
global leadership deve l o pm e n t . T h e
the Roman philosopher Seneca: “Omnis
w a r, focused more on informing the
Winter 2004 issue of the State Education
o rbs terra ru m p a t ria mea est.” (T h e
w o rld about Am e ri ca while ignori n g
Standard focused on arts education and
whole world is my own native land).
s chooling our own ch i l d ren about the
its place in the curriculum. Those arti-
This Rationalist approach to interna-
w o rl d , so that today many Am e ri cans are
cles underscored the importance of the
tional education, generally attributed to
both ignorant about and uninterested in
arts, the correlation between the arts and
the Dutch legal scholar, playwright, and
global issues and their import a n c e .
overall academic performance, and the
poet, Hugo Grotius, borrows from John
causal relationship between arts learning
School leaders need to re-focus their
Locke and Thomas Jefferson as well.
and the development of life skills. Often
a t t e n t i on on intern a t i onal educa t i on .
overlooked is the capacity of the arts as
Le a rning foreign languages and cul-
Leading the World a dynamic channel to nurture the innate
tures, and the international exchanges
In our incredibly shrinking world,
creativity of children, thus overcoming
for students and teachers, are important
the tra d i t i onal national leadership
the “4th grade slump.” When introduced
but not adequate. The underlyi n g
models are limited by their aims and
to the creative process through the arts,
p u rpose of intern a t i onal educa t i on
scope. Hence, several major multina-
ch i l d re n’s inv o lvement in the art s
should be to broaden the Weltanschau-
tional corporations have set up their
deepens so that their imagination grows,
ung or worldview of students. World-
own global leadership departments to
a ll owing their cre a t i v i ty to blossom .
v i ew s , a c c o rding to the intern a t i on a l
train future corporate leaders. Interna-
Hence the arts are the pathways to the
theory of the brilliant British scholar
tional education from primary school
creative communities of the future.
Martin Wight, fall into three categories:
onward can and should provide a strong
With globalization, the role of the
the Realists, the Rationalists, and the
foundation for global leadership devel-
arts is becoming ever more important.
R ev o l u t i on i s t s .1 The Mach i a ve ll i a n /
opment. New global leadership models
To open young minds to the world
Realists see the world collapsing into
based on Rationalist international edu-
through the arts avoids coloring their
a n a rchy and emph a s i ze the role of
cation should emphasize not only con-
perceptions with new and old conflicts.
warfare to end international conflicts.
flict resolution but also creative problem
The arts spark and sustain a child’s
The Gro t i a n / Ra t i onalists believe in
solving skills.
interest in the world and thus become a
n e go t i a t i on and accom m o d a t i on to
But the instinctive capacity for cre-
partner in fostering international educa-
attain global harmony in an interde-
ativity and imagination found in young
t i on . T h rough the arts ch i l d ren ca n
p e n d e n t , i n t e rc onnected worl d . T h e
people has often been denied or sup-
communicate across language barriers,
Kantian/Revolutionists want to subvert
pressed in their schooling. UNESCO
visualize a peaceful future, and gain the
the established system to make it just
concludes: “The encouragement of cre-
ability to prosper in open, pluralistic
and equitable.
ativity from an early age is one of the
societies. The arts invoke and uphold
Am e ri can ch i l d ren need quality
best guarantees of growth in a healthy
empathy for the “other”—a fundamental
international education that is free of
environment of self-esteem and mutual
p re requisite for developing mu t u a l
nationalist bias and prejudice towards
respect—critical ingredients for building
understanding and coopera t i on . C u l-
others; not one beholden to the philoso-
a culture of peace.” H e n c e, c re a t i ve
tures may clash and divide, but the arts
phies of Machiavelli or Kant. Interna-
global leaders and a creative citizenry are
can unite.
tional education should make use of the
our best hope for a bright future. The
The relationship of the arts with cre-
re s o u rces available in our cultura lly
problem is how to encourage widespread
ativity and international understanding
diversified communities and advance the
creativity when children generally face a
makes art an appropriate tool for iden-
March 2005 n National Association of State Boards of Education | 37

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The global community faces chal-
Olympiad is free and open to all primar y
THIRD ART S
lenges that re q u i re creative and sound
and middle schools in the United
leadership. Two natural ways in which
States and worldwide. The ar t competi-
O LY M P I A D
c h i l d ren—our future leaders—gain and
tion is restricted to 8- to 12-year- o l d
( 2 0 0 5 – 2 0 0 8 )
apply leadership skills are through ar t i s-
students. The schedule for the Third
tic expression and athletic accomplish-
A r ts Olympiad is as follows:
ment. The Third Ar ts Olympiad combines these two
2005 Lesson Plan implemented and competition
themes to encourage young ar tists to develop their
finalists selected
physical abilities, and to inspire young athletes to
2006 Americas Festival in Omaha, Nebraska (hosted
e x p ress themselves through ar t. Through the par t i c i-
by ICAF)
pation of nearly three million children from over 100
countries, the Ar ts Olympiad develops the empathy
Asian Festival in China (hosted by Shanghai
invoked through ar t and the team spirit instilled by
Cultural Development Foundation)
s p o r t to promote the Olympic ideals of mutual
European Festival in Germany (hosted by
respect and tolerance. The children will carr y these
Olympia Park Munich GmbH)
skills and values with them into adulthood, along with
Middle East Festival in Saudi Arabia (hosted
lifelong friendships across borders and cultures. Over
by Saudi Ministry of Education)
time, and given the involvement and suppor t of
[African and Latin Festivals not yet confirmed]
school leaders, parents, and others able to amplify
the accomplishments of the Ar ts Olympians, the tru s t
2007 World Festival in Washington, DC (hosted
and understanding achieved through personal con-
by ICAF)
nections will bridge global communities.
2008 Exhibitions at international sports and cultural
The Third Ar ts Olympiad links ar t and spor t
events [Involvement in Beijing 2008 Olympics
t h rough school ar t competitions on the theme, M y
not yet confirmed]
Favorite Spor t . The Ar ts Olympiad Lesson Plan can
The Ar ts Olympiad is organized globally thro u g h
be downloaded in multiple languages fro m
I C A F ’s international network of program par t n e r s :
w w w. i c a f . o rg. The lesson plan encourages collabora-
Latin America’s leading childre n ’s television, Canal
tion between ar t teachers and athletic instructors so
Futura in Brazil; the Shanghai Cultural Development
that students realize the connection between mind
Foundation in China; the Ministr y of Education,
and body; between one’s self and the surro u n d i n g
C u l t u re, and Spor t in Israel; the Jamaican National
world. The recommended activities bring together stu-
Commission for UNESCO in Jamaica; the Ar t Schools
dents interested in spor t and those interested in the
Teachers Association in Latvia; the PNG National
a r ts and enable the young people to understand each
Museum in Papua New Guinea; and the Ministr y of
o t h e r ’s perspectives as the first building block
Education in Saudi Arabia are some of ICAF’s par t-
t o w a rds a Rationalist worldview. Students have a
ners. It is anticipated that ICAF will have pro g r a m
choice to create a painting or digital ar t. The Ar t s
p a rtners in over 100 countries by March 2005.
tifying creative and empathic children
Nexus for the Future
n a l i ty and uniqueness of perspective,
who have global leadership potential. If
rather than tech n i cal merit alon e .
these children receive proper guidance
The Arts Olympiad of the Intern a-
I CA F’s selection cri t e ria re c o g n i ze not
and leadership tra i n i n g, and are in
t i onal Child Art Fo u n d a t i on (ICA F )
on ly exc e p t i onal artistic talent, b u t
regular contact with one another for life-
p rovides a step-by-step appro a ch to
e xc e p t i onal abilities in other cre a t i ve
l ong peer-to-peer learn i n g, t h ey ca n
d evelop cre a t i ve and imaginative global
indeed become the catalysts needed to
l e a d e r s . This ICAF pro g ram identifies
f i e l d s — o ra t i on , wri t i n g, t h e a t e r, mu s i c ,
b ring about world peace and global
ch i l d ren with exc e p t i onal talents thro u g h
etc.—as well as academic exc e ll e n c e, t h a t
equity and prosperity.
a rt com p e t i t i ons that emph a s i ze ori g i-
reflect a ch i l d’s ove ra ll cre a t i v i ty and
38 | The State Education Standard n March 2005

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n a t u ral leadership abilities. At its fe s t i-
3. National Leaders: The U.S. state
Concluding Thoughts
v a l s , I CAF brings these talented ch i l d re n
finalists begin communicating with
E d u ca t i on rev o l u t i on i zes human
together to evaluate their leadership
each other prior to their face-to-
evolution by endowing the next genera-
potential in face-to-face intera c t i ons and
face meeting and interaction at
tion with the knowledge and wisdom to
p rovide global leadership tra i n i n g.
ICAF’s national festival. This festi-
address the ever-more complex prob-
The program focuses on developing
val brings together all the national
lems that will surely arise in the future
future global leaders among American
finalists for three days of intensive
and by ensuring that children grow up to
children. At the same time, the Arts
training and activities, with an aim
be lifelong learners so they are better
Olympiad creates national leaders
to build a national leadership base.
informed and equipped human beings
around the world and is an important
4. Global Leaders: At ICAF’s inter-
than their parents and mentors. In a
youth-centered cultural diplomacy ini-
national festivals, the U.S. state
rapidly changing world, to avoid failure
tiative. The program involves American
s chool leaders, t o o, must learn and
finalists meet national finalists from
children in the development of national
adapt. The dawning of a global infor-
around the world. Regional events
leaders in foreign countries, so together
mation age is not a time to retreat into
in Asia, Europe, the Middle East,
a comfort zone, but to genuinely open
these children form a nexus for the
etc. culminate in the international
our minds to new vistas and opportuni-
future. The children meet at ICAF’s fes-
festival, held for a week every four
ties. “The key to success,” according to
t i v a l s , w h e re they develop life l on g
years in Washington, DC. The fes-
Jack Welch, former chairman of General
friendships, learn universal values, and
tival program begins with art
E l e c t ri c , “is to change the way yo u
a c q u i re conflict re s o l u t i on skill s .
therapy and bonding exercises to
think.” This daunting task is mandatory,
Through the collaborative creation of
build trust between U.S. state final-
and the time is now.
art murals, the children experience the
ists and the international delegates.
By developing international educa-
power of their collective creativity and
Art projects, including mural
tion curricula that are accepted univer-
make a commitment to promote toler-
making, are organized, as are cre-
sally, especially in those countries where
ance and coexistence.
ativity and leadership workshops.
the dominant worldview is Machiavel-
Global leadership elements of the
Equipped with a repertoire of new
lian or Kantian, school leaders can play
Arts Olympiad are outlined below:
skills and international contacts, the
a significant leadership role in making
U.S. state finalists begin prepara-
international education the “glue” that
1. School and Community Leaders:
tions for global leadership roles.
binds peoples of the world in common
The program provides students an
cause. Since international education and
opportunity to express themselves
The Arts Olympiad has a tra ck
global leadership competencies are
creatively and artistically. They
record of positive results in the training
interdependent and mutually reinforc-
serve as judges in the selection of
of teachers and parents as well. Through
ing, the involvement of school leaders in
school finalists, which promotes
their part i c i p a t i on in the pro g ra m ,
global programs like the Arts Olympiad
objectivity and impartiality. The
teachers have the opportunity to bring
w i ll advance intern a t i onal educa t i on
the world into their classrooms. They
school finalists gain the respect of
o b j e c t i ves and be beneficial to their
arrange art exchanges with schools in
their peers and have the opportu-
primary constituency: the children. n
other countries and in the process come
nity to become leaders in their
into contact with teachers from around
schools and communities.
Ashfaq Ishaq is founder and executive
the worl d . Pa re n t s , t o o, b e c om e
director of the International Child
2. State Le a d e r s : The state finalists
involved, often sharing with and encour-
Art Foundation.
selected from among the sch o o l
aging their ch i l d ren in their work .
finalists are given the re s p on s i b i l i ty
Wo rkshops on how to support and
1 G. Wight and B. Porter Eds., International
Theory: The Three Traditions: Martin Wight
to com mu n i cate with the sch o o l
e n c o u rage leadership potential are
(Leicester: Leicester University Press, 1991).
finalists in their re s p e c t i ve state or
organized at ICAF’s festivals for teach-
2 UNESCO Universal Declaration on Cultural
Diversity. Available online at
t e r ri t o ry. St a t ewide publicity and
ers and parents, giving them opportunity
h t tp : / / u n e s d o c . u n e s c o. o r g / i m a g e s / 0 0 1 2 / 0 0 1 2 8 3 /
re c o g n i t i on opens the door for them
to learn about the importance of cre-
1 2 8 3 4 6 e . p d f # 1 2 8 3 4 7 .
3
to play active civic roles and advance
a t i v i ty, i n t e rn a t i onal educa t i on , a n d
E. Paul Torrance, “A Longitudinal Examina-
tion of the 4th Grade Slump in Creativity.”
their leadership com p e t e n c i e s .
global leadership skills.
Gifted Child Quarterly, 12 (1968): 195–197.
March 2005 n National Association of State Boards of Education | 39

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