The Power of the Arts in School to Create Peace

The Power of Arts in School to Foster Peace

Welcome to this month’s edition of news and updates from Ravi Unites!  In this edition:

Please click on a link above to immediately go to that section.

ravi-unites-songwriting
Songwriting retreat in Erbil, Iraq

The arts are an integral part of any school curriculum and have positive impact on not just students, but entire communities. In all my years as a professional musician, music teacher, education keynote speaker, and creator of arts-based programs that bring together people from traditionally opposed cultures and religions, I strongly believe the arts are significant enough to have a real influence on progressive social change, such as promoting peace--I frequently witness peace being created before my eyes.

Finding Unity In Diversity

Art programs in schools can encourage students to see cohesion and peace as great themes for songs, poems, and plays. Beyond the constraints imposed by culture and language, the message can resound with art and transcend barriers to promote cross-cultural communication. However, such an agenda need not even be present.  By being a bridge that unites people, arts organically create global citizens who have awareness, appreciation, and tolerance for the culture of others. The cultural competence inculcated and strengthened within art-based school programs reveals itself in everyday interactions by fostering good relationships, empathy for others, and safe contexts with which to experiment without fearing failure.  As Michelangelo said, “It’s better to aim high and miss than to aim low and succeed.”

On the other hand, cultural ignorance and intolerance inform stereotypes and fear, and breed conflict. As I sometimes say in my keynotes, “We don’t need to teach kids cultural competence; we need to unteach them cultural incompetence.”  Kids are naturally artistic but our society begins to erode their creative spirit and open-mindedness. Art programs ensure that learners from an early age maintain their curiosity, develop empathy, and embrace diversity while finding commonalities that exist within diverse groups.

Cultivating Empathy

Music and other arts deliver an emotive message in a way that words cannot. A song like John Lennon’s “Imagine” which exposes the horror of conflict by painting a picture of unity will be etched in the minds of those who hear it more than just hearing a news update. With that memory, those who hear the song will be moved to do what they can within their spheres of influence to change the situation. Emotions prompt actions.  Art in its various forms evokes the kind of emotions such as empathy that compels one to take measured risks and jump into action as they do their part to create peace.

Healing Art

Music and other forms of art are also therapeutic and healing (The Connection Between Art, Healing, and Public Health: A Review of Current Literature). Entire civilizations carry the emotional scars of traumatic events. Without proper healing, these are the same people who are likely to retaliate at the slightest provocation. The cycle of hurt and destruction will only go on, hurting any chances at real, lasting peace.

I have witnessed this personally, first when I launched my initial intercultural songwriting retreat in Jakarta, Indonesia in 2016 (Music can Unite the World). The two-week songwriting retreat saw 16 strangers from ASEAN nations collaborate and write a total of twelve songs in twelve days. They also performed at Jakarta’s U.S. Embassy cultural center, the U.S. Ambassador’s residence, and gave a public concert. Today, the group of Buddhists, Christians, and Muslims still remain close friends and share music online and in person.

Then, when I conducted my intercultural songwriting retreat in Iraq two years ago with Iraqis and Kurds (Iraq: Gaining New Perspectives On Life), I had four Muslim students from Mosul who were released as prisoners of ISIS only a few days before I arrived.  Playing music and involvement in the arts was illegal and punishable under ISIS, so there were young children that had never been exposed to any kind of art. After our two weeks, they could return to a liberated Mosul and use their talent to help rebuild it.  They performed in the streets to help collect books for the library destroyed by ISIS and went into Christian Churches (for the first time in their lives) and played music to bring life back to the houses of worship destroyed by ISIS after using them as classrooms to indoctrinate soldiers. If music can help overcome atrocities this significant, it can help curb violence in the US and unite our increasingly polarized population.

The 2020 Intercultural Songwriting Retreat in Chile

I am launching a new songwriting retreat next February in South America, in collaboration with the Curaumilla Arts Center located near Valparaiso, Chile. I aim to help overcome the rising tensions between the indigenous Mapuche communities and Chileans. The Mapuche Conflict (Wikipedia) arose out of the need for the Mapuche communities living in Chile to reorganize, seek greater autonomy and recognition of their rights, and recover their land. The conflict has increased tensions in the country, which has led to instances of violence and hate. The songwriting retreat will foster an opportunity to build cultural competence and empathy with a broader goal of bringing greater peace to the country.

The Bottom-line

I’ve seen how powerful and effective a location-specific, culturally responsive arts approach can be because of my programs in Indonesia, Iraq, Lebanon, and now, Chile (learn more here: https://raviunites.com/songwriting/). Today and going forward, I hope that initiatives like this as well as Ravi Unites Schools (see the latest update below) can foster cultural competence and empathy, and lead to global peace.

Can school art programs play a role in promoting peace? Absolutely.  They do without even trying, and if we cut them back, we are directly working against the goal of creating a peaceful society. The values ingrained in these programs will stay with students and go far beyond the classroom.

Educators Survey

I would greatly value your thoughts on these relevant subjects, so please feel free to send me an email.  Moreover, if you are a teacher or administrator in education, may I request a maximum of ten minutes of your time and ask you to complete the following survey on these very issues by May 31?  

Your voice helps inform mine, so please click this link and help me out:

To take the survey, CLICK HERE: https://www.surveymonkey.com/r/CK6SDC8

Ravi Unites Schools Update

Two “Real-time Audio-Video Interactions” were conducted in May. These were unique because Ravi hosted them “live” at two different schools in Chile and was able to interact and hang out with these bright bilingual Chileans students.

The first was between two International Baccalaureate schools: Wenlock School in Santiago Chile and the MacArthur Middle School in Fort Meade Maryland USA.  Approximately 20 students were one each side of the conversation and discussed everything from the mutual disdain for school food to their concerns about pollution and the environment.  They also discovered that they play the same video games and listen to many of the same musical artists, so they exchanged Instagram ids and plan to share music playlists. See a 10 minute video edit of the 45 minute exchange here: https://youtu.be/gdmaX8o5snU

The second exchange was between The Mackay School in Vina Del Mar, Chile and the Orange Grove Middle School in Tucson Arizona USA.  Also about 20 students on either side of the interaction, both groups shared their recommendations of what to visit when visiting each other’s countries, as well as ways to address global warming.  They too found common interests in games, movies, and music, and like the previous interaction, exchanged instagram accounts to keep the connection going. See a 10 minute video edit of the 45 minute exchange here: https://youtu.be/YvIHrT9temQ

 

The U.S. Education System is Broken, or is it?

The U.S. Education System is Broken, or is it?

Welcome to this month’s edition of news and updates from Ravi Unites!  In this edition:

Please click on a link above to immediately go to that section.

 

The U.S. Education System is Broken, or is it?

U.S. public education is broken, or at least that is what politicians are telling us. While most statistics actually don’t support this notion, public school systems are being forced more than ever to contend with the school choice movement, and are doing so by implementing everything possible to maintain their enrollment numbers and related funding.  Increased rigor, along with ambitious initiatives from social-emotional to personalized learning to whole-child education, are being woven into the school day. Are we getting to the point where interjecting more educational design might actually be breaking education? Should school be responsible for addressing all aspects of a young person’s development?

The U.S. public education system has its issues, but life will always be the most important teacher. Until we redefine the role of school in our lives, no education system can reach its full potential.

PISA Scores Tell A Tale of Two Cities

When you analyze PISA scores (Programme for International Student Assessment), the latest data shows that U.S. students are average at best. Looking at this alone, one could argue that our system is broken--we should be much better than average. However, when you dissect these scores further and look at schools with fewer than 25% of students on FRLP (Free and Reduced Lunch), the United States jumps right to the top (https://www.turnaroundusa.org/2015-pisa-analysis/).  

It’s not our education system that is broken, it is our society.  We don’t have a public education problem; we have a poverty problem.

Granted, public education must serve all segments of society and hasn’t figured out how to best serve the poor. Poverty is a cycle, and the resources required to effectively break that cycle go beyond what public education should bear when its mandate is to help all students achieve the same results.  No school can be all things to all students, but every school needs to be some things to all students. Basic academics give a strong foundation to all, and schools must also create environments where the entire range of its community is represented. It must foster inclusion and collaboration. The future requires this degree of cultural competence.

I believe the challenge of educating the poor out of poverty needs to be dealt with as a separate but coordinated effort outside of the public school environment.  If we are going to break this cycle, we need a 24/7 mechanism that is either a residential school like Shanti Bhavan with whom I partner in India, or an after-school plus online program that has this focus.  The Los Angeles-based organization Educating Young Minds is an example of the latter. In the USA, I like the after-school model because I still believe that full inclusion in public schools--regardless of race, religion, and socioeconomics--is the only way to properly prepare all students for a globalized future.

Segregation on the Rise

While freedom of choice is as American as apple pie, “school choice” is self-selected segregation.  It may offer parents opportunities and possibilities to help their children acquire the best academic achievement possible, but it sends us backwards in terms of cultural competence and what most of us publicly claim to want: racial and social equality. This can only be accomplished through inclusion and integration.

A 2016 study by the Government Accountability Office concluded that poor, African-American and Hispanic students have been increasingly isolated from their affluent, white peers in charter and magnet schools. The proportion of schools segregated by race and class climbed from 9% in 2001 to 16% in 2014. (https://www.gao.gov/products/GAO-16-345)

A recent USA Today article highlighted the details of this disturbing trend. Despite a history of legal efforts that ban segregated schooling, current “choices” lend themselves to this.  Sadly, this will have the lasting impact of instilling a mindset of segregation in young learners rather than teaching and enabling them to truly learn by interacting in multicultural class settings, and to develop the skills and empathy to be positive agents of change.

Where Education Needs to Shift

A holistic education goes beyond the scope of school.  Within K-12 itself, the academic basics and an inclusive environment with mandatory collaborative activities will set a strong foundation for the education of life. Increasing the length of the school day and the pressure on students and teachers to perform reduces interaction with the outside world where children can simultaneously apply their education.  We must pave the way for greater interaction between children and adults who are neither their parents nor teachers, but have much wisdom to share. Finally, we cannot further deprive families of time together. The family unit, for better or worse, is the primary source of a child’s education and identity. For those families who are less stable or functional, having a child with a strong foundation from school can only be a positive influence on the rest of the family, as long as we make sure that the opportunity for outside positive influence from other adults exists.  

School’s primary purpose is no longer educating children, but rather, preparing them to be educated by the world for the rest of their lives.

I would greatly value your thoughts on this subject, so please feel free to send me an email.  Moreover, if you are a teacher or administrator in education, may I request a maximum of ten minutes of your time and ask you to complete the following survey on these very issues?  Your voice helps inform mine, so please click this link and help me out:

CLICK HERE TO TAKE THE SURVEY: https://www.surveymonkey.com/r/CK6SDC8

Advisory Board Addition

Ravi Unites, Inc., is pleased to announce the addition of Mary Beth Pelosky to the board.  Mary is an expert in educational policy and leadership, including fellowships with the Institute for Educational Leadership (IEL), U.S. State Department/ConSed Brazil Principal Exchange, and George Mason’s Confucius Institute (China). She is also a former public school principal, administrator, and teacher.  

View the entire board here >

Ravi Unites Schools Update

  • On April 30, Ravi will host a very special student interaction between students ages 12-14 Wenlock School in Santiago, Chile and MacArthur Middle School in Fort Meade, Maryland, USA.  Both schools are part of the prestigious International Baccalaureate program.
  • As noted above....we want your input and invite you to take this <10 minute survey about the state of US education.  Your voice helps inform mine, and together we really can make a difference.  Click here: https://www.surveymonkey.com/r/CK6SDC8

 

 

Increasing Cultural Competency through Multi-sensory Culinary Experiences

Increasing Cultural Competency through Multi-sensory Culinary Experiences

The practice of sharing a meal dates back to the dawn of humanity. Today we also use this time to learn about each other and welcome others into our families and communities. In many Middle East countries, for instance, “I have had water and salt in your home” is a common way of saying that once a meal has been shared, “we are bonded to one another.”

Many agree that the bonding power of “breaking bread” is tremendously rich, enabling us to overcome great challenges, and even infusing cultural competence in younger generations. I am convinced that preparing the meal collectively deepens the bond even further.

The culinary arts is perhaps the only art that stimulates all five senses simultaneously. My theory is that this multi-sensory experience creates a uniquely strong connection. Therefore, preparing and sharing the daily family dinner is a vital opportunity to reinforce family values and counterbalance other influences that may be less desirable.

Overcoming Challenges through Sharing a Meal

I believe we should consider the possibilities of “food diplomacy” and raise awareness of its potential for positive impact. Dining together is a multi-sensory, tangible experience that can uncover commonalities where previously only differing experiences and viewpoints might have existed.  

The potential for conversation and trust building is inherent in sharing smells, tastes, colors and textures of the ingredients along with various methods of preparation. The total experience can be a catalyst for diplomacy, increasing greater understanding and the sharing of a common experience.  Furthermore, the tradition of raising a glass to a common desire (i.e. “to our health”) unites those around the table.

Teaching Cultural Competence through Food

Today’s finest French cuisine is often created using the animal parts traditionally eaten by peasants. And why is it that countries in the hottest climates such as India and China eat the spiciest foods? Do we recognize that spices are used to preserve foods in places where refrigeration was (or is) not readily available, and what else does that teach us about these places? When you eat international foods, and even more so if you cook them yourself at home, you are personally investing in different cultures.

Several organizations have initiated programs that focus on this. Cooking Matters asks participants to prepare dishes from as many cultures as possible and challenges them to draw relationships between those foods and the respective cultures.They say that foods are “the summation and expression of experiences, beliefs, and practices.” So when you cook foods from other cultures, you get a first-hand taste of the experiences, beliefs, and practices of that culture; you learn about others without assumption or judgment.

Scholastic, as another example, encourages teachers to prepare meals from different cultures as a way of getting even young children to appreciate other cultures.

What Students Can Learn

There is much to learn from cooking and eating foods from other cultures and even breaking bread together with people of these cultures. These include:

  • The people’s identity: When we eat certain foods, we identify with a very specific norm within our own community. Cooking or consuming foods of others will help us learn and appreciate their identities.

 

  • A community’s pleasures: Students learn which festivals or occasions are associated with which foods.

 

  • A community’s values: Breaking bread with other communities helps future leaders learn about the values that tie those communities together.

 

  • Heritage: Taking an interest in other communities’ foods is one of the best ways to trace their history and heritage.

 

Ravi Unites Support for Culinary Experiences

My Ravi Unites Schools program that unites students from different cultures online is directly aligned with creating community-building culinary initiatives. In fact, a discussion of food is naturally part of every interaction. I encourage educators and especially families to incorporate diverse foods and culinary exploration into regular activities. By simultaneously stimulating sight, hearing, touch, smell, and taste, a unique and rich experience is created that can break down walls and form lasting connections.

What are your thoughts on this? Please let me know by sending me a message.

Harnessing Your Position for Good

 

Harnessing-Your-Position-for-Good-

Harnessing Your Position for Good

Last month we looked at how cross-cultural competence impacts workplace effectiveness.  The topic of cross-cultural competence is featured in most of my keynotes, and while my primary points are consistent, I tailor my keynotes to each audience and incorporate current events.

One of these trending topics is “privilege.” Privilege has always been a delicate topic. Whenever you mention the word, it can evoke strong reactions depending upon the context. The word carries connotations of power and often is discussed from racial equity, level of education, or family dynasty perspectives.

I have first hand experience with this as I am part of a prominent Indian family dynasty; I am the first American born member of the family that created the world's largest democracy and governed it for over 40 years.  I have often reflected upon how this has impacted me and what I do with this position.

A question I am often asked is: Can privilege ever be a good thing? And a related question that I believe is important: Is it possible to harness our position for good?

I believe that, yes, those who have privilege have a golden opportunity to use that position to combat social injustices and make the world a better place.

Positioning for Good

There are four steps involved in harnessing position for the greater good:

• Understand the meaning of privilege

If you are to make good use of your privilege, you must begin by learning what privilege means.

Put simply, privilege is an unearned advantage, access, or power reserved for an individual or a group of people. The University of Michigan, College of Literature, Science, and the Arts defines it as a “society-granted” advantage accorded to some people and not others. It is not chosen and is independent of attitudes or belief systems.

More important, we cannot run away from privilege once we have it. The only choice we have is what to do with it.

• Own your privilege

Once you have understood what privilege means, it is time to own whatever advantages you enjoy.  Moreover, these advantages are valuable tools in your toolbox that can be used to change the world for the better.  Do not dismiss or negate your privilege. Make the choice to use it for the good of society.

There are many factors that put us in a position of privilege: sex, gender, race, religion, nationality, sexuality, disability, class, body type, level of education, and so on. What privilege(s) do you have? You need to reflect on and understand your privilege.  Accept that it gives you a unique opportunity and you must embrace it and use it for greater good.

• Open up to feedback

This simply means opening up to the opinions and experiences of those who may not possess your privilege. What do they have to say? For instance, if you are wealthy, listen to what those living in poverty have to say. Some say they possess a different kind of wealth or happiness and are not interested in material riches. What do they think about the rich and wealth in general?

Opening up to feedback is often the most difficult part of engaging with our privileges. However, it is equally important because it is what will give you the strength and motivation to get up and do something with the advantages you enjoy.

• Harness your privilege for the benefit of all

The last step is to leverage your societal advantages to positively impact yourself and those around you. Use the privilege to grow as a person and reach across the divide to offer support and opportunity to those on the other side.

• Harness Leadership through Ravi Unites Schools

As a cultural catalyst who has helped bridge hostile cultural and religious divides in India, Indonesia, Iraq, and Lebanon, I started the Ravi Unites Schools program to help future leaders harness their leadership positions for the benefit of all.

By connecting schools from different countries, cultures, and time zones, and allowing them to interact, we are able to expand their minds, open their worldview, and grow in cross-cultural competence.  These students then gain the cultural capital required to make them successful leaders of the future. However, unless we engage and help them open up to new ways of thinking and seeing the world, they might never fully utilize these unique powers. At Ravi Unites, we draw from personal and professional experiences to equip young students with the tools needed to transition their cultural capital into cultural competency.

What are your thoughts on this?  

Are you interested in hearing more and having me speak to your audience on this or one of my keynote topics?  

Let’s talk!

How Cross-Cultural Competence Impacts Workplace Culture and Effectiveness

How Cross-Cultural Competence Impacts Workplace Culture and Effectiveness

 

Last month on the blog I discussed the value of failure and how, rather than trying to help young people avoid failures, we should be more intentional about teaching the ways that failure helps us learn, grow, and ultimately succeed.  This month I want to turn our attention to the workplace as well as to our school environments; specifically how cross-cultural competence impacts workplace and school culture and effectiveness, and why this topic is more important than ever at this time in our nation.

The U.S. is currently in the middle of a significant demographic shift. Groups once considered minorities will together make up at least 52% of the country’s population by 2050, with the population of Hispanics likely to more than double and the black American and Asian populations also expected to grow by a significant margin.

In the workplace, due in part to globalization, customers and employees will represent an even more diverse mix. Most organizations are already experiencing this as they hire employees and serve customers from multiple cultures, religions, and ethnic backgrounds. It partly explains why many large corporations now have multilingual human resource personnel and customer support staff, and are looking to diversify their boards of directors and executive management teams.  This diversity presents workplace opportunities for high-quality professional development to avoid team conflict, bias, and communication breakdowns. Without engaging in appropriate, compassionate training for staff and management, businesses could experience higher turnover, lower morale, and losses in profitability.

To overcome the challenges posed by this shift, schools and businesses need to invest in intentional cross-cultural competence equipping as part of their overall talent management practices. This is one reason why my songwriting programs were presented in Indonesia, Iraq, and Lebanon by the U.S. Department of State with the focus of bridging across cultures and defeating some long-standing religious, social, racial, and cultural biases. The same principles apply in the U.S. and anywhere in the world.

What is Cross-Cultural Competence?

Culture refers to the shared traditions, beliefs, customs, institutions, folklore, and history of a particular group of people. A culture is shared by people of the same ethnicity, language, customs or religion. Competence, meanwhile, means to have sufficient knowledge and skills to enable someone to work in a wide variety of situations.

Cross-cultural competence, therefore, refers to possessing the knowledge and skills necessary to work with people of different nationalities, ethnic communities, languages, and religions. If a person, school  or organization is culturally competent, it means that they understand, appreciate, and can effectively work with people with different traditions, beliefs, and customs.

Millennial idealism offers a great opportunity to overcome many social injustices, including racism.  This generation is “color blind” and multicultural, so by embracing this aspect of millennial mindset, we can organically grow out of some implicit biases that currently hinder cultural competence in the workplace.

The good news is that you can now arrange for cross-cultural competence training for your school or organization where every generation of employee, from top to bottom, is taught skills to help them interact with people from cultures other than their own more effectively. These skills often include

  • Active listening capabilities
  • People interaction skills
  • Flexibility, and
  • Emotional intelligence


Benefits of Cross-Cultural Competence in the Workplace

There are several reasons organizations and individuals need to invest in cross-cultural competence training:

  • It helps us appreciate the perspectives and views of others

Culturally competent employees are open to the views and perspectives of employees from other cultures. This can be vital in achieving unity within the organization.

  • Multiple viewpoints can help us find lasting solutions

When people from different cultures work together, varied perspectives come to the table. With more ideas to consider, it becomes easier to find lasting solutions to existing challenges.

  • Looking out for each other

A culturally competent workforce also looks out for each other. Individuals are always willing to take action for the collective good. This, too, can be instrumental in achieving organizational togetherness.

  • Helps us develop listening skills

One of the fundamental requirements of cross-cultural competence is to possess excellent listening skills. Everyone at the organization will be willing to hear what others have to say and understand them in the ways that they uniquely express their views. More important, workers will know how to interpret what they hear within a much broader framework.

  • Instills empathy, flexibility, and adaptability

The benefits of these skills are obvious. An empathetic, flexible, and adaptable workforce is productive even in the most demanding situations. When routines, management or the direction of the organization change, individuals will more readily  adapt accordingly.

  • Helps employees resist unproductive stereotyping

Stereotyping is one of the primary impediments to workplace harmony. Cross-cultural competence helps employees recognize and deal with implicit bias and similar vices, thus boosting individual confidence and guaranteeing team morale.

  • Decreases and overcomes institutional racism

Finally, and perhaps most important, instilling cross-cultural competence in the workplace can be instrumental in rooting out racism. At the very least, the workforce will learn to appreciate each other, significantly reducing incidences of racial discrimination and abuse. This was a theme in my keynote two years ago at the National Education Association, where I talked about institutional racism in higher education. This is a pervasive challenge that must be eradicated from our multicultural society, and the benefits of unity in diversity revealed.

With the significant demographic shifts within our nation and the increased globalization of our work experiences, cross-cultural competence has become a critical issue for businesses.  It impacts not only productivity but ultimately organizational profitability.

Let’s Discuss

How will your organization address the challenges impacting workplace culture and effectiveness?  I would be glad to discuss. Please contact me to talk further.

You Can Help!

You can also help me out by providing your input on a related topic.  Please take my flash survey: Can playing online games with others around the world increase students' cultural competencies? https://www.surveymonkey.com/r/9R3RRH7

Educators: Join Ravi Unites Schools

We are signing up schools and districts to participate in the Ravi Unites Schools initiative, which provides real-time audio-video interactions between groups of students who live on opposite sides of the world.  Learn more and sign up here: https://raviunites.com/schools/

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Can time spent playing online games help teens develop cultural competency? What do you think?

 

Can time spent playing online games help teens develop cultural competency?  What do you think?

A few months ago, I introduced two groups of eighth grade students on a Ravi Unites Schools video conference call. They waved at each other through their laptops and began to chat, and noted the obvious: they live 12 hours apart.

Like most students who participate in this new initiative, their lives take place in opposite realities.  One lives in Mumbai, India, which is home to 22 million people, while the other lives in a small town in the United States.  As one group heads into nighttime, the other begins the day.

On this call, they searched for commonalities across many miles and their different cultures. Sports? One group played cricket, while the other played American football. Favorite foods? Hamburgers and hot dogs in the U.S.; samosas and curry in Mumbai. And the weather? It was hot and humid in India, while the U.S. students in were shoveling out of a late spring snow (again!).

They did share the stress and satisfaction of doing well in school. But this wasn’t what they wanted to talk about. After only a few minutes, they made their discovery: each was mildly obsessed with the latest global teen phenomenon: multiplayer online gaming.

Before the end of this real-time audio-video interaction, the two schools agreed to find a day and time to team up and play.

What are your thoughts about the value of online gaming for teens across the world?

Click here to take my fun and quick survey: Digital Priorities and the Future of Multiplayer Online Gaming.

I will share results in a future blog post.

While some fear that too much time online can create unhealthy habits, from my view multiplayer online gaming appears to be a unique way to cultivate cultural competence. It develops a ‘macro-mindedness’ as youth connect and team up with peers they would otherwise never meet.  The opportunity for leaders is to harness the potential of this reality to see that deeper learning takes place. To live and thrive in this world, today’s children must learn the intricacies of a connected globe.

To help education leaders encourage peer-to-peer dialogue and increase cultural competency in youth, we are setting up more real-time audio-video interactions for the 2018-19 school year.  There is no cost for participation. We will gladly help you connect with a school around the globe that offers cultural diversity, and we will take the lead on organizing an interaction between your students and theirs.  Just convey your interest by contacting Ravi Unites Schools directly at Sandy@RaviUnitesSchools.com.

Teaching the Value of Failure Today

 

Teaching-the-Value-of-Failure-Today

Teaching the Value of Failure Today

No one starts out wanting to fail. In fact, owing to the achievement-oriented nature of our society, the prospect of failure is one most people cannot stand and definitely try to avoid at nearly all costs. Many will even trade potential big long-term successes for immediate gains just to evade short-term failures.

I would like to challenge this notion and pose the questions:

Is this the right approach? Is failure bad? Should we be putting forth every conceivable effort to avoid failure?

I firmly believe the answer is no. Having an “always learning, entrepreneurial mindset,” which includes appreciating and teaching the value of failure, are central elements of my work as a cultural catalyst and global keynote speaker for educators and young leaders. I have reinvented myself and my profession at least three times. When failures present themselves as they inevitably do, I play it SAFE: State the problem, Assess the options, Fix the problem, and Evaluate the result (part of my flight training, and from my most popular breakout topic, The Pilot Mindset). Treating failure as an option can be beneficial in many ways, as you’ll see below.

While failing can be painful, it turns out that failure is actually good for the mind and our overall well-being. Whether for an entrepreneur striving to grow a business, an athlete aiming to win an upcoming tournament, or a student trying out a new extracurricular, failing can not only strengthen your character but is, in most cases, a tremendously valuable way to learn what it takes to be successful.

Thomas Edison is one of the most celebrated innovators of the 18th century. Edison had to try over 1,000 times before finally coming up with a working prototype of the light bulb. But, according to Edison himself, he would not have been successful without the 1,000 failures, which were really just steps along the way to success. He noted that every failure opened his eyes to something new; something he didn’t know initially, and thus was valuable for the learnings it offered. This way, when he finally succeeded, the light bulb was far superior to the ones he had been trying to make early on.

In the educational environment, the importance of teaching the positives of failure can be very important in the overall development of students so that they can best interact and impact our world in a positive way tomorrow. Treating failure as an option can also be beneficial in these additional ways:

Students learn not to quit or settle when a failure occurs

After a few failures, and the realization that the world didn’t end, there is just no giving up going forward. Students will learn to push on, adapt, and move forward no matter what. By teaching students to learn from setbacks, we give them life skills that will serve them well.

Students refine character traits

A major failure can help refine the ego. And, once egos are more properly balanced with strength and also sensitivity, students have a greater potential for future successes and for positive contributions to society.  The young person who is shielded from failure is unprepared for a world of change, upheaval, and significant competition.

Students begin to appreciate a sense of community

It’s easy to get lost in success. As well, surviving failures on your own, again and again, is nearly impossible. It is often in failure where we learn a sense of community as others reach out to us and support us. It is in failing that we receiving support and open ourselves to a community, enabling us to then offer support and community to others in their moments of failure.

Failure forces students to plan and improve

Very often, students give little thought or planning to their journeys.  For those who do give some thought to their goals, the majority of those tend to do it casually. Failures take us back to the starting line, forcing us to have moments where there can be self-reflection, evaluation, and the opportunity to look ahead with a plan that improves upon and is impacted by the lessons learned in the failure. Getting a trophy for showing up--as the millennials did--needs to be rebalanced by instituting an acceptance and appetite for failure.

Failure helps students appreciate time

The most successful people on earth are those who understand the value of time and invest their time wisely. Failing is one of the experiences that force persons to re-evaluate their use of time. As well, how it relates to how it contributed to a failure.  Students can learn the value of working ahead, preparing for exams, and putting in the needed effort ahead to ensure they are prepared at the time needed.

Failure helps students redefine their priorities

When a student fails, something unique happens. Students begin to redefine what matters most. There is a deeper reflection that can occur.  They have an opportunity to pause and think about areas of importance such as family, studying, education, and teamwork. Failure helps them discover these values and priorities. Unsurprisingly, once priorities are redefined, the path to future successes becomes more much clear.

Final Thoughts

As educators, instead of sheltering our students from failures, we have to expose them to failures. As a result, help them to learn to focus on how these experiences can benefit their future. Whenever someone stumbles, rather than letting their spirits be crushed by the occasion, let us help them understand how energies can be channeled through disappointments. If we can begin to see failure as a valuable and necessary learning tool, we will empower a new generation to rise to the highest heights of their potential.

Learn more about my keynotes and topics here.

The Future Requires an Entrepreneurial Mindset

 

The-Future-Requires-an-Entrepreneurial-Mindset

The Future Requires an Entrepreneurial Mindset

People with an entrepreneurial mindset are driven to innovate and create new opportunities regardless of whether or not they are entrepreneurs or employees. With this mindset, one can also make a positive impact in the world at the same time. The focus on innovation and the possibilities of “what could be” drives entrepreneurs in business and life.

Many lack the entrepreneurial mindset, which at the core requires a growth mindset, the acceptance of failure as a learning process, and the intrinsic value of helping others.  It is my belief that an entrepreneurial mindset is the hope for our future and will create a better world, and today’s education system needs to be infused with these collective ideas.

A Focus On Innovation And Building A Better Future

A simple definition of innovation is that it is a new method, idea, or product. Innovation is the driving force through much of humankind’s accomplishments. This includes every area of knowledge including the sciences, mathematics, healthcare, technology, arts, and more.

Fear of failure prevents many innovations, both large and small, from occurring. No great innovator in human history did so without a few missteps, do-overs, and outright failures. If great innovators gave up after their first failure, they would not have changed the world. The ability to see failure as a chance to learn and do better drives further accomplishments which lay the groundwork for a better tomorrow.  So, how do we help students grasp this in the classrooms of today?

This mindset needs to be taught in our education systems. Millennial leaders will inspire the goal of helping the world become a better place through innovation and entrepreneurship, but education must support this by focusing not just on achievement, but also encouraging and embracing failure (i.e. taking calculated risks). I believe that with adjustments in our educational philosophy to encourage this mindset, a new generation can be unleashed to lead with a goal of creating new businesses, organizations, and systems that help the world.

The Consideration Of Possibilities

The entrepreneurial mindset focuses on possibilities. It considers “what could be.” The current notion of "this is how education is" does not foster a better future; it perpetuates stagnation.

A society that never considers how it can change is one that never does. By considering the possibilities and striving to create positive change, we take the first step toward making change possible.   

Inclusiveness

Recognizing the unique talents and insights of each student is an essential part of building a better future.

Paying it forward and sharing your own good fortune drives further innovation. The entrepreneurial mindset not only fosters the ideas of inclusiveness, it also helps build a future where such ideas are further implemented.

It is this kind of thinking that I seek to help educators discover through my keynotes on the subject.  We need to disrupt education significantly, and I welcome the opportunity to discuss my ideas more with you with the hope to add value to your next conference or event.

Learn more about my keynote speeches. Contact me to set up a first step phone call today!

Can Time Spent Playing Online Games Help Teens Develop Cultural Competency?

 

Can Time Spent Playing Online Games Help Teens Develop Cultural Competency?

Gaming companies and learning experts often disagree on the effects of online gaming among teens.

Despite the fact that we have watched our children play online games for decades, and that a whole generation of gamers has grown up without civilization collapsing, there is still an intense fear among many that online gaming is "dangerous" and has no positive long-term value.

Every few weeks we come across stories from psychologists and others detailing how battling opponents in games like “World of WarCraft” can make children have violent tendencies. We have also heard stories about online video games making kids hyper and anti-social.

Within this backdrop, it is fairly safe to conclude that the fact that researchers today have begun looking into ways to introduce video games to accelerate classroom learning might be unnerving to many. And yet still others are able to extoll gaming’s virtues, including the authors of a 2014 American Psychological Association article, “The Benefits of Playing Video Games” which surveyed the landscape of video games. In it they identify four types of positive impact that video games have on the kids who play them: cognitive, motivational, emotional, and social.

Why would gaming be approved in schools in the first place, and can online gaming really help teens develop cultural competency?  I will dive into this a bit deeper below.

One Path to Cultural Competence

The reason is simple – video gaming online appears to be one of the unique ways to cultivate cultural competence.

Our world is a connected world.  Through television, travel, and the Internet we have opportunity to intersect with others around the globe in various capacities. Gaming online is another means of opportunity for youth to connect and team with people all over the world.  The opportunity for leaders is to harness the potential of this reality to see that deeper learning takes place.

To live and thrive in this world, today’s children must learn the intricacies of a connected globe. Anthony Johnson, Director of the Center for Global Education at the Asia Society, calls this “global competence.”

Anthony makes it clear that if the current generation is serious about bringing the world together, which I also advocate for strongly, then they must arm the current youth with knowledge and skills in global competence.

But, What Exactly is Global Competence?

I was reminded of the Asia Society’s excellent framework in a recent related session I attended while keynoting at the ASCD conference last month. Their recent report titled “Teaching for Global Competence in a Rapidly Changing World" defines global competence as a combination of four domains, which are the ability to:

1. Explore local, intercultural, and global issues

A globally competent individual combines knowledge about the world with critical reasoning whenever they form opinions about a global problem.

2. Understand and appreciate the perspectives and worldviews of others

Being globally competent brings with it a willingness to look at global problems from different perspectives.

3. Engage in appropriate, open, and effective interactions across cultures

When you are globally competent, you can engage in respectful dialogue without undermining marginalized groups.

4. Take action for collective well-being and sustainable development

Globally competent individuals are ready and willing to respond to local, global, or intercultural issues for the common good.

Conclusion: Online Games Can Teach Many of These Skills

Games can help kids appreciate cultural diversity and become global thinkers. Game play online often requires teaming and that can be with anyone, anywhere around the world.  Unique partnerships can develop, which while simple and focused on game play, actually do lay a foundation for global cooperation. Online gaming can be one method, among many, that can assist and provide young people with simple skills in cultural competence.  When reflected on and combined with other methods, such as my Ravi Unites Schools initiative, the overall effect and impact can be significant.

What is needed is the intention to provide stakeholders with the necessary insight to make video gaming a tool that we can confidently use to teach cultural competence as we seek to prepare the future generation for a peaceful and economically productive coexistence.  I aim to provide some of that intentional insight into how to utilize what currently engages youth via my keynotes and to help educators turn experiences like these into deeper learnings about cultural competence.

Does this topic pique your interest? Consider booking Ravi for a keynote at your next education leadership meeting or conference. Get the conversation started by reaching out to Ravi at raviunites.com/contact.

 

Ravi Unites Schools Cross-cultural Interaction Between Students in Ohio and India

Ravi Unites Schools Cross-cultural Interaction between Students in Ohio and India

IMAGE CREDIT: ROBERT K.YOSAY | THE VINDICATOR
Poland Middle School students Skype with students in India as part of their "Capture Kindness" month programs Lauren Barrett - asks a question... of her Indian counterparts.

Ravi Unites Schools Cross-cultural Interaction between Students in Ohio and India

The Ravi Unites Schools initiative kicked off with a spirited real-time audio-video interaction last week. I am so proud to have facilitated another cross-cultural experience for a new group of students. Nearly 50 eighth and ninth graders from two schools—Poland Middle School in Poland, Ohio USA, and Shanti Bhavan Children’s Project in Tamil Nadu, India—discussed what matters to them. For this group, this included their favorite foods and music, to the issues caused by the class and caste systems, to combatting world hunger. I greatly appreciate the enthusiasm and preparation of the students and teachers at each school—they are what makes Ravi Unites Schools a success!

One educator expressed this to me after the event:

“As a school counselor, I am always looking for inspiring lessons and resources to teach character development. Our live video-audio session covered more lessons in 45 minutes than I could cover in months and the students loved it! I highly recommend any classroom or school system to partake in one, it is truly a unique, engaging, inspiring experience for kids and adults. Thank you, Ravi!”

Exchanges like these enable kids to bond naturally, even across miles and time zones. They truly benefit from this cross-cultural peer-to-peer discovery. As we head further into a future that includes globalization, cultural competency is rapidly becoming a required skill. And as access to technology increases in schools, there is no reason why interactions like this cannot happen regularly in classrooms all around the world.

The online meeting began with a short introduction by me. Followed by the first peer-to-peer question, which was posed by a US student: “What is your weather like?” Such a seemingly benign topic quickly revealed several things: degrees in Fahrenheit were converted to Celsius to establish an understanding. Next, it was discovered that what might feel like a warm day in Poland, Ohio could feel frigid in Tamil Nadu, because in general, it is so much warmer there. And while the students in Ohio expressed that they were sick and tired of snow, their peers in Tamil Nadu expressed that they had never seen it in person.

Food-related questions were also revealing. Students shared that, in India, eating beef is against their religion, while many Americans eat it several times per week. On the popular subject of sports, students bonded over basketball and volleyball and explained American-style football and Indian-style cricket to each other.

Then came a big question from the US students: “What one thing would you change in the world?” This sparked discussion about social injustices, including the issues that arise from classism and from India’s caste system. The relatively elite students in Ohio were stunned to learn that they were engaging with peers who are from some of the poorest families in the world. Enough commonalities had already been established between these students for them to recognize that classism has no place in the modern world. This discussion also explored ways that we can combat world hunger by addressing it in our own communities.

The conversation then lightly gravitated back to musical tastes: both groups shared similar preferences for Katy Perry, Justin Bieber, Ed Sheeran and others.

All too soon, it was time to say goodbye. It was obvious that minds had been opened and bonds formed. As for me, I could not be happier with the outcome, which brought me back to the very first online interaction for students I created nearly 8 years ago. Then as now, in less than one hour, students felt a greater affinity with their peers of other cultures and faiths. People are still people, wherever they live; we simply want to get along and learn from each other. There is nothing stopping us from carrying the ball closer to world peace.

If you are a school seeking to participate in a similar interaction between your students and those of another area, please reach out by joining the Ravi Unites Schools Facebook group and posting your interest there. I am committed to helping you facilitate this experience for your students.