Global Citizenship Lab

Lab Program for International Dalton Schools

Dr. AgataRohner
Dalton International

Chapter 1: Education for Global Citizenship

1.1 Program Description and Development of School Culture in GlobalCitizenship

"Citizenshipis a journey, not a destination" (William Hastings), adopted asthe motto of the 2005 European Year of Citizenship.

The contemporaryconception of citizenship maintains substantial continuity with the progressiveeducational movement that emerged at the beginning of the twentieth century.The philosophical foundations of the Dalton School methodology have beendisseminated internationally for over a century, primarily through the work ofphilosophers and educators who championed alternative educational approaches.Key figures include John Dewey and William James, along with their intellectualsuccessors, notably Helen Parkhurst, founder of the Dalton Plan.

Thisprogram undertakes a comprehensive examination of the theoretical foundationsand historical context of progressive education, with particular attention toits implementation and reception during the early twentieth century.

Theanalysis presented herein focuses on the American conception of citizenship,with particular emphasis on the pedagogical philosophies of John Dewey andHelen Parkhurst. To achieve a comprehensive understanding of this educationalparadigm, this study analyzes diverse archival sources, including the works ofA.J. Lynch, E. Dewey, and various publications by Helen Parkhurst. Theexamination of "citizenship" proceeds through two interconnecteddimensions. First, the analysis addresses concepts of autonomy, freedom,liberation of the student, and responsibility. Second, it examinessocialization in relation to the principle of "relatedness."

1.2 Historical Foundations of Democratic Education

Thephilosophical foundation and pedagogical practice of progressive educationrests upon two fundamental principles. First, it affirms the basic human rightto authentic self-expression and individualism in all circumstances. Second, itemphasizes socialization, collaboration, and individual development withincommunity contexts, necessarily engaging with governmental and civicstructures. From this perspective, citizenship may be defined as "therelationship between individual and state. Citizenship implies the status offreedom with accompanying responsibilities. Citizens possess certain rights,duties, and responsibilities. In general, this includes full political rights,particularly the right to vote. Citizenship represents the most privileged formof nationality."[^1]

Buildingupon this definition, the Global Citizenship Lab program examines therelationship between the individual and multiple levels of community: schooland local environment, national context, and global community. The analysisfurther investigates the dimensions of freedom and responsibility across threelevels: local community (encompassing school and immediate environment),national, and global contexts. Finally, the program incorporates reflection onDalton education as established by Helen Parkhurst.

At theschool level, the program emphasizes concepts of "liberation of thepupil," "liberation of the school," and "liberation of theteacher," as articulated in the pedagogical frameworks of Helen Parkhurstand John Dewey. The analysis examines the autonomy afforded to both child andteacher in making choices, planning work, and executing tasks according toindividual methods and pace through appropriate time management. To addressthese concepts comprehensively, the theoretical foundations of"liberalism," "progressive school," and"socialization" require thorough examination. The followingconceptual model guides this analysis:

Progressiveeducation finds its intellectual origins in seventeenth and eighteenth-centuryliberalism, whose proponents emphasized individual freedom, tolerance,pluralism, human rights protection, and student-initiated learning. Liberaleducation positioned itself in opposition to conservative educational modelscharacterized by lockstep teaching, authoritarianism, and formalism.Self-initiative, creativity, innovation, lifelong learning, and participatoryvoice held central importance in this educational philosophy. The human desirefor freedom of choice, freedom of speech, and the need for authentic expressionrepresents a fundamental aspect of human nature, articulated centuries ago byAristotle in his seminal work Politics.[^2] For Aristotle,self-regulation constituted the foundation of freedom.

"Self-direction,rather than bare spontaneity, is the crucial characteristic of the freeperson."[^3]

This principleforms the essential framework that Helen Parkhurst, John Dewey, and otherprogressive educators developed and implemented in educational practice.

TheProgressive Education World Model emerged from John Dewey's work during thelate nineteenth and early twentieth centuries. Contemporary progressiveinstructional methods are embedded within frameworks of human rights, peace,social justice, liberation, and environmental education.

Educationfor social responsibility constituted a fundamental principle of progressiveeducation, not only in twentieth-century American society but also throughoutEurope. In the European context, progressive education manifested as the NewEducation Movement. In contrast to traditional nineteenth-century curriculafocused on lockstep teaching and passive reception of teacher directives, themodern progressive vision centered primarily on "lived experience,"development of social and communication competencies, student liberation, andimplementation of the Dalton educational philosophy. This vision reflectedcontemporary American society and several European nations.

Nevertheless,the concept of progressive education reflecting societal values can be tracedto the works of John Locke and Jean-Jacques Rousseau, whose philosophicalframeworks undergirded John Dewey's theory and his conception of"citizenship" within the contemporary progressive school. The visionof British philosopher John Locke similarly provided the foundation for theDalton School approach. Locke maintained that

"truthand knowledge arise out of observation and experience, rather than manipulationof accepted or given ideas."[^4]

For thesethinkers, negotiating the tension between individual freedom and institutionalauthority proved crucial.[^5]

Thehistorical framework of citizenship outlined above undoubtedly provided thefoundation for the thought and practice of John Dewey, Helen Parkhurst, MariaMontessori, Rudolf Steiner, and numerous other progressive educators whobelieved in freedom and the inherent potential of every child.

1.3 Liberation and Citizenship within the Dalton Plan Framework

Thefoundation of twentieth-century progressive education is freedom (Latin: libertas).Freedom may be examined across three dimensions: personal, national, and globallevels.

Humanbeings have perpetually aspired to universal values including goodness, truth,and freedom. Ancient Greek philosophy defined freedom at both social andindividual levels as:

"Boththe principle of social life and the moral-social attitude; an integral part ofhuman nature; the ability to choose values and commit to them. It is expressedin living according to one's own norms and values. Freedom is related to truthand good. It emanates from truth and directs toward the good. Freedom is not synonymouswith the absence of norms."[^6]

Consequently,we may analyze "liberation, responsibility, and freedom" in moral,social, and global dimensions. In other words, we examine individuality and itsrelationship to self, local community, nation, and the individual as globalcitizen. Within the national dimension, we consider freedom of education,culture, thought, and conscience, as well as freedom of vocational choice andpolitical expression.[^7] In this framework, the human being emerges as "asubject of responsibility."[^8] This conceptualization emphasizes theindividual's capacity for autonomous decision-making. This ability to makechoices, decisions, and take action represents a fundamental dimension of theconcept of freedom, constituting what may be termed positive freedom.[^9]

Americansociety emerged from this philosophical vision and cultural framework, whichmanifested across all aspects of social life, including education andprogressive schooling.

Both JohnDewey and Helen Parkhurst served as global advocates for developing pedagogicalmethods that would demonstrate to children the social value of knowledgealongside societal interdependence. For Parkhurst:

"Theacquisition of culture is a form of experience, and as such is an element in thebusiness of living with which school ought to be as intimately concerned as isadult experience. But it will never become so until the school as a whole isreorganized so that it can function as a community—a community whose essentialcondition is freedom for the individual to develop himself." (EDP, p. 18)

ForParkhurst, preparing students to participate in issues of social justice, humanrights, and education for active participation in determining social andpolitical change constitutes a form of experiential learning. Providingchildren with the right to choose, decide, and have their voices heard througha culture of mutual trust and respect forms the basis of democratic education.The freedom and responsibility Parkhurst articulates derives from human natureitself. In other words, freedom

"isindeed inescapably rooted in the very quality of being human."[^10]

Consequently,one cannot mandate constant obedience, as this contradicts human nature.Educating liberated, responsible citizens capable of participating in communitylife (relatedness) without sacrificing autonomy and uniqueness represents, forParkhurst, the ultimate objective in developing responsible and awarecitizenship. John Dewey similarly conceived of "freedom from self-consciousnesson the mental and moral side; the ability of a child to invest all his nativeinitiative and enthusiasm into his work; the power to indulge his naturaldesire to learn; thus preserving joy in life and confidence in himself, whichliberates all his energies for his work."[^11]

Deweyexplicitly advocated for children's access to all necessary materials duringassessment, recognizing them as creators of their own learning experience. Bypermitting textbook use during examinations, children could transform knowledgein their own manner, rather than being compelled to memorize information.Consequently, children could determine which sources to employ and how toconstruct their learning experience according to their preferences rather thanteacher directives. This construction of autonomous learning experiencedevelops student autonomy and responsibility while liberating students fromtraditional, prescribed methods of work. This form of student agency liberateschildren.

Suchstructured liberation provides conditions for wholesome, natural developmentwithout mandates, pressure, rewards, or promotions.

Studentsat the Dalton School, over a century ago, could determine their preferredlearning methods when given autonomy in time management. Teachers, meanwhile,could observe conditions conducive to efficient learning. One Dalton studentexpressed this "freedom" in the following manner:

"Ilike this school, because each child has ample time to do his work. In otherschools when you go into arithmetic, for half an hour and you have to do somuch that you get mixed up. Here, if you begin to get tired and can't make yourmind work right on one thing, you can go into another room and forget about thefirst thing....later you can do the arithmetic."[^12]

Placingresponsibility for work in the hands of children liberates their spirit andprovides motivation to work with genuine engagement and passion, rather thanunder stress while fulfilling the demands of teachers and parents.

"Thisfreeing process is the essential contribution of the plan."[^13]

HelenParkhurst unquestionably provided voice to children worldwide. She maintainedthat by differentiating the educational process and adjusting methods tochildren's capacities, we liberate them from "traditional educationalmachinery."

"Wehave been viewing things through the wrong end of the telescope. What should betaught, or how this ought to be delivered should not constitute the mostimportant problem in school improvement. We require teachers with sufficient originalityto address the needs of each individual. Let us free them from the constraintsof rigid method and system and enable them to exercise their own soundjudgment."[^14]

Thewell-organized liberation of students also formed the subject of an experimentwith the Dalton Plan at Tiffin Boys' School in Kingston-upon-Thames.[^15]According to Dean, the school's headmaster, students under the Dalton Plancould organize their own work at their own pace, which manifested in improvedtest results. He stated:

"SinceI introduced this modification, the work of each individual boy has beensubstantially improved. We do not interfere with freedom or mode ofapproach...we state: here is your assignment, organize your own time andcomplete your week's work. The boy can approach his subject as he prefers, andhas as much freedom as before."[^16]

Thisorganized "liberation" process cultivated attitudes of intrinsicmotivation and responsibility. In the expression "as he prefers,"Dean placed the execution of work in his students' hands. He respected allapproaches to completing assignments, provided they were completed on schedule.Students at the school could manage their time efficiently, which rendered thelearning process effective and seamless. The headmaster's conclusion provedsurprising:

"Aftercareful observation I have found that the boys do not abuse thisfreedom."[^17]

Theresponsibility teachers placed in students' hands diminished disciplinaryissues and enhanced school operations. Students' autonomous choices and theautonomy they received resulted in developing attitudes characteristic ofresponsible, articulate, and confident citizens. Additionally, the practice ofquestioning students to enable them to express their thoughts and preferredapproaches to task execution proved valuable. Dean stated:

"Theart of intelligent questioning must be developed....the student must stateprecisely and intelligently what he has been studying...and the pupil has thepractice of stating his opinion."[^18]

Thisprocess of differentiation, tailoring curriculum to children's needs, andattending to individual differences and capacities represented, for Parkhurst,the "quintessence" of "liberation of the pupil." As Van derPloeg observes, "content (topics, subject matter, teaching materials),supervision and organization, were tailored to meet the students' needs andinterests."[^19] Furthermore,

"Learningenvironments were enhanced and differentiated."[^20]

Thisapproach enabled spatial arrangements that served children's interests andawakened their "free spirit." Typically, such constructed spatialarrangements at school enabled children to work passionately on topics thatinterested them ("interest pockets"), including activities such asdrama scenery, excursions to explore real-life situations or problems. Studentswere also permitted to integrate content around unified themes. Suchcorrelation provided children with broader perspectives on specific issues andenhanced their engagement. Construction of learning experiences aimed at"liberation of the child" was, and remains, a core value of Daltonschools. Individual and autonomous construction of learning experience is alsoreferenced by a headmaster from England.[^21] Developing responsiblecitizenship constitutes a solemn duty of every Dalton school. He stated:

"Havingmade him responsible for his own work and progress, he is made to feel that itis his own concern, rather than the teacher's. That it is his own undertaking,the success of which depends on his skill, initiative and industry. Having madehim responsible for the task, he must be allowed freedom to organize his work,his materials, and his time (in essence, his school life)."[^22]

Asdemonstrated, under the Dalton Plan the child becomes owner and master of theirown educational experience. This responsibility empowers every child. Itrepresented, and continues to represent, nothing less than

"asubstantial degree of freedom to enable children to organize their workaccording to their particular needs. In other words, the child is largelyresponsible for their own progress. I feel certain we will make proper use ofthis liberty."^23

Cultivatingindependent thinkers capable of making responsible and informed decisions was,and remains, a primary objective of all Dalton schools. This precisely reflectsHelen Parkhurst's assertion:

"Letus raise independent thinkers who can freely decide about their own role in theschool and local community. Subsequently, they can determine their role intheir own country by assuming an active, responsible, and independentposition."[^24]

However,Helen Parkhurst advocated not only for liberation of the child's spirit butalso for liberating the work of the school itself, ensuring teachers possessedfreedom of choice and that their voice in education held significance. Shewrote:

"Programsare my particular interest, because programs serve as vehicles for curriculum.They either provide or fail to provide appropriate conditions for learning.Poorly designed programs can undermine sound curriculum, causing fatigue,overstimulation, or profound boredom. Well-designed programs can besufficiently flexible, like Goldilocks discovering one of the three chairs"just right," because programs can accommodate the entire class, theschool, and simultaneously address individual needs."

HelenParkhurst liberated not only the child but also the teacher and the entireschool. Teachers and school administrators possessed influence over curriculumtailoring and adjustment by implementing and adapting "programs" tochildren's needs. Such structured individualization enabled implementation ofthe Dalton Plan with careful attention and freedom of choice. Helen Parkhurstfacilitated realization of the principles of activation and individualizationof education, primarily by balancing the pace of teaching and learning for eachstudent. The educational process based on Dalton Plan pedagogy respectsindividual student resources, develops their responsibility and independence inchoosing tasks, time, place and method of realization, and cultivatesinitiative and independence in both action and thought. The same principlesapply to teachers' work and school life generally. Responsiblecitizens—teachers, administrators, and students—have the opportunity to beheard and implement programs and curricula tailored to every child's needs.

"Torefer to our principles: today every reasonable person concedes freedom to be ameans, not an end. We provide it to liberate children from detrimental habits,to permit growth, and to eliminate anything which impedes the child's completedevelopment. It is a freedom which permits variable time allocation accordingto need and permits adjustment of this time daily."[^25]

Aliberated child becomes a responsible citizen. Cultivating responsiblecitizenship constitutes a solemn duty of Dalton Schools. Teachers equipped withappropriate "programs" and freedom to organize children's school lifeembody precisely what Parkhurst envisioned. She conceived her "DaltonPlan" as a program rather than a fixed curriculum. The student emerges asan autonomous agent of their own development. At this juncture, therelationship between individual and state becomes clearly visible: educatingfree persons and responsible citizens whose voices matter.

1.4 Socialization and Citizenship within the Dalton Plan Framework

"Freedomexists only when the nation constitutes and acts as one entity, and peoplewithin the nation possess the right to determine their own destiny and are notenslaved by any group."[^26]

Theconcept of living and working collaboratively reflected contemporary Americansociety at the beginning of the twentieth century. Rapid economic growth,efficiency, and socialization constituted the main principles of contemporaryAmerican progressive education. The concept of democratic education flourishedand influenced schools and other social institutions. Certainly, suchsocialization was also predicated on individuality. In contrast to communism, wherethe person, their uniqueness, individuality, and voice held no significance,democratic education preserves the uniqueness of every human being with equalimportance. John Dewey and Helen Parkhurst practiced social freedom in theirdaily educational activities. They sought to create "authentic"conditions within schools, enabling children to function not only as schoolmembers but also as members of the local community and as global citizens.

JohnDewey affirmed social interaction and community welfare while equallyemphasizing individual well-being.

JohnDewey promoted the concept of "social imagination"[^27] as:

"Thehabit of mentally constructing actual scenes of human interaction, andconsulting that construction for instruction regarding appropriateaction." In other words, providing ideas with authentic meaning byconnecting them to "real conditions."

Dewey'searly educational experiment occurred in 1890 within a high school ethicsclass. Dewey sought to increase students' awareness of their social responsibilitieswithin their own community. To achieve this objective, Dewey presented studentswith an actual case of human suffering and asked them to employ "socialimagination" to address the problem of charity. One might argue thatcitizenship, as advocated by Dewey, aimed to prepare students to participate inthe pursuit of social justice by teaching the social origins of ideas, values,and social institutions. Both Dewey and Parkhurst believed that if childrenunderstood that ideas and institutions originated from human actions, theywould recognize their capacity to participate in transforming these ideas andinstitutions and to exercise voice and influence within their own environment.Parkhurst and Dewey agreed that schools must not teach abstractions but provideauthentic conditions from which ideas emerge. Both believed schools ought toconstitute "communities of authentic social relationships"[^28] and"conscious cooperation for the common benefit."[^29] For Parkhurst,cooperation transcends merely working together; it encompasses socialinteraction, group life dynamics, and social experience. For Dewey, democraticeducation

"aimsnot merely to make an individual an intelligent participant in the life of hisimmediate group, but to bring various groups into such constant interactionthat no individual, no economic group, could presume to live independently ofothers."[^30]

Creatingsuch structured social communities based on solidarity, mutual support, andloyalty represented the vision of progressive educators regarding democraticschooling. Certainly, this conception of citizenship enabled children and youngpeople to function as "members of social community."[^31] As members,they could develop social consciousness and ultimately construct their ownsocial experience.

BothParkhurst and Dewey criticized "traditional schooling," which failedto provide children with "authentic social life experience" and didnot develop students' "social imagination." Parkhurst clearly stated:

"Itis culture acquired through individual development and through collectivecooperation. It is no longer merely school. It is life."[^32]

Byreferencing "individual development," she emphasizes childautonomy—development based on recognizing each child's potential, strengths,and weaknesses, respecting all differences and tolerating diverse perspectivesand originality, echoing Rousseau's assertion that "childhood has its ownways of thinking, seeing and feeling."[^33]

Bystating "collective cooperation," Parkhurst refers to democracy associalization of the school. Similarly, John Dewey perceived contemporaryschools through the lens of "social settlement." For him, schoolsexist for

"democraticpurposes, for the benefit of citizenship, which becomes an evident fact ratherthan a mere formula. A community which recognizes what a powerful factor itsschool represents in civic activities readily provides support and assistancein return, either by extending use of its own facilities (Gary Plan, DaltonPlan), or through direct assistance of labor, financial resources, or materialswhen needed."[^34]

Parkhurstclearly articulates that schools reflect society by asserting:

"Theplan suggests a simple and economical reorganization of school machinery thatpermits the school to function as a community."[^35]

Thisconcept of justice and internal equilibrium forms the basis for democraticeducation. Healthy, fulfilled, economically and socially competent young peoplecapable of recognizing their own needs as well as their community's needsrepresented the vision of citizenship at the beginning of the twentiethcentury. Living within a community of authentic social relationships alsoconstituted part of the learning process. Preparing children to address futuresocial problems became integral to educational programs. Such developededucational models enabled preparation of children to transform the world inthe name of social justice. This represented the quintessence of contemporaryprogressive education.

Parkhurstclearly stated:

"Socialcontacts are among the most important factors in school life. We cannot achievedemocratic social life unless, as Dr. Dewey articulates in Democracy andEducation, we make it possible not only for each individual to be anintelligent participant in his immediate group, but maintain various groups insuch constant interaction that it is impossible for any individual or any groupto presume to live independently."[^36]

Thissignifies that collective social responsibility, without sacrificingindividuality and uniqueness through interaction with one another, constitutesresponsible citizenship in both individual and social dimensions. Activeparticipation in group life or school life required assigning children specificroles and responsibilities toward others. These roles included children whocontributed to the local community through diverse real-life work experiencessuch as "babysitting," implemented by Parkhurst in her own school.Currently, in some International Dalton Schools, such as Ascham School in Sydney,children receive special social roles including prefect positions or studentunions, as well as Mixed Age Families, as implemented at Shenzhen Xinhua DaltonSchool.

Tosocialize the school, Parkhurst collaborated with local institutions to provide"authentic life experience" within her school. Progressive schoolswere recognized as "social laboratories" where "community lifeand community situations prevail. The children are experimenters. Theinstructors are observers, who stand ready to serve the community by providingthem with authentic tasks, transforming their will into an active force in thelearning process."[^37]

Thisapproach aimed to awaken schools to the realization that their work ought toprepare children for the lives they will face in their future and to assumeactive roles in society.

Additionally,the aspect of leadership implemented by Parkhurst over a century agoconstitutes a crucial element of citizenship. When considering leadership, wefocus on both attributes and outcomes. Effective leadership represents acrucial element of student liberation and school socialization. Leadership isbroadly utilized currently in all International Dalton Schools worldwide. HelenParkhurst wrote:

"Conditionsare created by the Dalton Laboratory Plan in which the pupil, to enjoy them,involuntarily functions as a member of a social community. He is accepted orrejected by this community according to whether his functioning or conduct issocial or the reverse. The value of community life lies in the service itrenders in making each free individual composing it perpetually conscious thathe, as a member, is a co-worker, responsible to, and for, the whole."

ForParkhurst, responsibility serves as the primary mechanism for appropriatesocial construction of the school. Simultaneously, while respecting allindividual differences, assigning children specific social roles within theschool enhances school efficiency and authenticity. Contemporary Dalton schoolshave developed this concept and implemented prefect roles and personalizedleadership based on each student's capacities and abilities.

It isessential to note that Parkhurst actively addressed racial segregation, wealthdisparities, and class stratification within her local environment. Sheadvocated for social inclusion in early twentieth-century Puritan New York. Sheauthored a book titled "Undertow: The Story of a Boy CalledTony."[^38] Undertow presents the biography of Tony, who, duringhis twenty-seven years of life, experienced crime, punishment, and redemption.Raised in New York's Harlem as the son of Italian immigrant parents, heparticipated in his first robbery at age thirteen and received a five-yearsentence for heroin distribution at age seventeen. Upon release from prison, hemarried and attempted to establish an honest livelihood but, due to his wife'sactions, was compelled to leave his sanctuary in Connecticut and return to NewYork. There, former associates shot him and disposed of his body at themunicipal garbage dump. Tony's story is authentic. Indeed, substantial portionsare vividly narrated in his own words as recorded by Helen Parkhurst, whoserved as Tony's counselor during his prolonged struggle to break with hispast. Her book possesses the inevitability and poetic quality of Greektragedy—depicting a man's progress toward personal integrity achieved only atthe cost of his life. The book Helen wrote exemplified her confrontation withstereotypes and pursuit of social equilibrium. Similarly, she endeavored tosensitize young people to problems affecting others occurring in theirimmediate vicinity—in their own community, environment, and city, as well asthroughout their country and the world.

Parkhurstsought to disseminate Dalton education globally. She served as a globaladvocate for spreading the Dalton Plan in terms of culture and experience.Helen Parkhurst clearly stated that for her, culture and experience representgoals that "can be achieved under the Dalton Plan." She wrote that"acquisition of culture is a form of experience." From this vision,she sought to bring this culture and experience to the most distant regions ofthe world. Shortly thereafter, the Dalton Plan spread to China, England, Japan,Russia, Turkey, the Netherlands, and Poland.

Currently,in the era of globalization, the concept of citizenship has evolvedsubstantially since twenty-first-century American progressive society. Theworld has become more integrated through social communication media and hasemerged as a "global village" characterized by a confluence ofcultures, ideas, and information. This world differs from Helen Parkhurst'sera. Therefore, it is necessary to research the contemporary"reality" of "citizenship" in modern society within Daltonschools, accounting for twenty-first-century factors.

Chapter 2: Program Goals and Rationale

2.1 Why Global Citizenship Education Matters

I. Cognitive Dimension

ForPre-primary/Lower Primary (5-9 years) and Upper Primary (9-12 years):

1. To provide children with appropriate     information concerning our global community and local society.

2. Learners acquire knowledge and understanding     of local, national, and global issues along with the interconnectedness of     different countries and populations.

3. Learners develop skills for critical and agile     thinking and analysis.

4. To provide learners with knowledge about     local, national, and global issues, governance systems, and structures.

5. To help children understand the connections     between global and local concerns.

6. To develop skills for critical inquiry and     analysis.

7. To prepare concrete topics concerning local,     national, and global systems and structures. (Requires specific practical     examples)

8. To develop topics connected with and related     to issues affecting interaction and connectedness of communities at local,     national, and global levels. (Requires specific practical examples)

9. Underlying assumptions and main goals.

II. Socio-Emotional Key Learning Outcomes

1. To develop children's confidence to enable     them to make their own decisions and take responsibility for their own     lives.

2. To provide voice to children through (requires     list of activities at school, community, and society levels).

3. To develop self-confidence, self-esteem, and     sense of agency among students.

4. To teach students to make positive     contributions to our school community by undertaking the following     activities:

5. To provide care for students' well-being.

6. To cultivate among students the attitudes of     openness, tolerance, respect, and courage .

7. To assign children social roles and social     responsibilities, such as: (student unions, prefect roles, etc.)

8. To encourage students to think independently.

9. To employ group work and cooperative learning     methodologies.

10. To enable students to focus on authentic     issues.

11. To teach students to regulate their emotions     effectively.

12. To teach children to listen to alternative     perspectives.

13. To teach students to manage their time     effectively.

14. To cultivate and manage identities,     relationships, and feelings of belonging.

15. To develop attitudes to appreciate and respect     differences and diversity.

16. To teach about different levels of identity.

17. To present children with different levels of     identity.

18. To teach students about diverse communities to     which people belong and their interconnections.

19. To teach difference and respect for diversity.

III. Behavioral Key Learning Outcomes

1. I teach students to care for the local     community by taking specific actions.

2. I facilitate charity projects with students in     cooperation with local communities.

3. We contribute to our city's development by     undertaking diverse activities.

4. We demonstrate pride in our local community     through taking specific actions.

5. We help learners develop motivation and     willingness to take necessary actions.

6. We develop appropriate skills, values,     beliefs, and attitudes among our students.

7. We demonstrate personal and social     responsibility for a peaceful and sustainable world.

8. We develop motivation and willingness to care     for the common good.

9. We take actions both individually and     collectively.

10. We teach students ethically responsible     behavior.

11. We teach students to engage and take action.

12. We celebrate national festivals together in     our school, demonstrating belonging to our community.

13. We contribute to our country by leading and     organizing projects, charity events, etc.

14. We organize projects and events concerning     wildlife protection or climate action in China.

15. We preserve our local culture through     organization of special projects.

16. Students and faculty participate in and belong     to the Dalton International community. Together, we organize projects     between children, pen pal programs, student exchanges, online meetings,     etc.

17. Students and faculty participate in activities     promoting environmental protection throughout the world.

18. We demonstrate our global citizenship by     participating in global projects within Dalton International, UNICEF,     UNESCO, etc.

19. We participate in and/or organize global     projects to provide global learning experiences.

20. We promote sustainability through diverse     social activities.

IV. Global Citizenship in the Classroom

Educationfor global citizenship employs a multitude of participatory teaching andlearning methodologies, including discussion and debate, role play, rankingexercises, cause and consequence activities, and communities of inquiry. Thesemethods are not unique to education for global citizenship; however, whenemployed in conjunction with a global perspective, they can advance globalunderstanding while fostering skills such as critical thinking, questioning,communication, and cooperation. They also enable learners to explore, develop,and express their own values and opinions while listening respectfully toothers' viewpoints. This represents an important step toward learners makinginformed choices about their engagement with global issues.

DaltonInternational Curriculum for Global Citizenship: Cognitive Skills

Chapter 3: Thematic Framework

3.1 Citizenship & Global Competence Program: Comprehensive Overview

Theme 1: Social Equity & Fairness

Ages 3–5

• Understanding concepts of fair versus unfair

• Caring, sharing, and kindness

Ages 5–7

• What constitutes fairness

• Examples of wealth and poverty locally,     nationally, and globally

Ages 7–11

• Fairness does not equate to identical     treatment

• Causes and effects of poverty and inequality     (including gender dimensions)

Ages11–14

• Defining and measuring poverty     (relative/absolute) and inequality

• How these phenomena change over time and     between societies

Ages14–16

• Root causes of inequality and the role of     policies, power, and systems

• Different viewpoints on solutions

• National and international efforts

Ages16–19

• Social justice challenges and dilemmas

• Different perspectives and pathways for     transformation

Theme 2: Identity, Diversity & Inclusion

Ages 3–5

• Every person possesses inherent value

• How we connect with others

Ages 5–7

• Similarities and differences within our     communities

• Building our local and global community

Ages 7–11

• Celebrating cultural diversity and     contributions

• Understanding and challenging prejudice

Ages11–14

• Benefits and challenges of diversity

• Impact of stereotyping, prejudice, and     discrimination

• The role of language, beliefs, and values

Ages14–16

• Recognizing and valuing all forms of diversity

• How history shapes identity and power dynamics     in contemporary society

Ages16–19

• Understanding identity as both shared and     unique ("diversity paradox")

• Addressing unequal starting points and global     imbalance

Theme 3: Belonging & Intercultural Competence

Ages 3–5

• Teaching empathy and cultural awareness

• Pen-pal projects/video calls with Dalton     schools worldwide

Ages 5–7

• Learning about different countries and peoples

• Posters/drawings demonstrating global     connectedness

Ages 7–11

• Identifying cross-cultural differences and     responding sensitively

• Conversations that build intercultural     understanding

Ages11–14

• Reading, discussions, and projects to reduce     stereotypes

• International collaborative projects

Ages14–16

• "Creativity Compass" travel-themed     projects to explore cultures

• Role plays and simulations addressing     discrimination/marginalization

Ages16–19

• Exchange programs, online intercultural     connections

• Community partnerships and cultural research     projects

Theme 4: Global Skills

Ages 3–5:Communication, collaboration, creativity, critical thinking

Ages 5–7: Digitalliteracy, local-global connections

Ages7–11: Tradeand communication links, local impact on the world

Ages11–14:Interconnected global and local issues, decision impacts

Ages14–16:Globalization complexities, power imbalances

Ages16–19: Impactsof globalization, governance challenges and opportunities

Theme 5: Sustainable Development

Ages 3–5

• Learning about nature and the natural world

• Caring for the environment through simple     actions

Ages 5–7

• Understanding environmental responsibility

• Basic concepts of sustainability and     conservation

Ages 7–11

• Climate change awareness and its effects

• Biodiversity and ecosystem interdependence

• Responsible consumption and lifestyle choices

Ages11–14

• Sustainable development goals and their     importance

• Human impact on natural systems

• Balancing economic development with     environmental protection

Ages14–16

• Development dilemmas and trade-offs

• Ethics of environmental decision-making

• National and international environmental     policies

Ages16–19

• Complex interconnections between development,     environment, and equity

• Critical analysis of sustainability solutions

• Global roles and responsibilities in     addressing environmental challenges

Theme 6: Peace & Conflict

Ages 3–5

• Personal conflict resolution strategies

• Kindness and cooperation in daily interactions

Ages 5–7

• Understanding disagreement and peaceful     resolution

• Basic concepts of fairness and justice in     conflicts

Ages 7–11

• Causes and effects of conflict at different     levels

• Strategies for peaceful problem-solving

• Role of communication in conflict resolution

Ages11–14

• Understanding different types of conflict     (interpersonal, community, international)

• Peacebuilding strategies and their     effectiveness

• Role of mediation and negotiation

Ages14–16

• Links between peace, justice, and human rights

• Positive and negative peace concepts

• Case studies of conflict transformation

Ages16–19

• Complexities of conflict: historical,     political, economic dimensions

• Critical analysis of peace processes

• Role of individuals and institutions in     change-making

Theme 7: Human Rights

Ages 3–5

• Basic needs and fairness

• Rights and responsibilities in the classroom

Ages 5–7

• Everyone has rights

• Understanding basic children's rights

Ages 7–11

• Universal Declaration of Human Rights     (age-appropriate introduction)

• Examples of rights denial and protection

• Actions to support human rights

Ages11–14

• Comprehensive understanding of human rights     frameworks

• Historical development of human rights

• Contemporary human rights challenges

Ages14–16

• Tensions between different rights

• Rights and responsibilities in practice

• National and international human rights     mechanisms

Ages16–19

• Philosophical and ethical foundations of human     rights

• Universality versus cultural relativism     debates

• Critical engagement with human rights advocacy

Theme 8: Leadership & Governance

Ages 3–5

• Understanding classroom and school rules

• Helping and taking turns

Ages 5–7

• Why we have rules and who makes them

• Basic concepts of fairness in decision-making

Ages 7–11

• How decisions are made in schools and communities

• Different forms of local governance

• Student participation in school governance

Ages11–14

• Democratic processes and principles

• Local and national governance structures

• Citizen participation and representation

Ages14–16

• Comparing governance systems

• International governance and cooperation

• Power, authority, and accountability

Ages16–19

• Critical analysis of governance effectiveness

• Global governance challenges

• Leadership for social change

Theme 9: Socio-Emotional Skills

Thistheme encompasses several interconnected skill domains that developprogressively across age groups:

Critical & Creative Thinking

Ages 3–5: Basicproblem-solving, imaginative play Ages 5–7: Questioning and curiosity,exploring alternatives Ages 7–11: Analyzing information, evaluatingoptions Ages 11–14: Logical reasoning, identifying bias, creativesolution generation Ages 14–16: Complex analysis, synthesis of multipleperspectives Ages 16–19: Sophisticated critical evaluation, innovativethinking, metacognition

Gratitude & Empathy

Ages 3–5:Recognizing others' feelings, expressing thanks Ages 5–7: Understandingdifferent perspectives, showing appreciation Ages 7–11:Perspective-taking in diverse contexts, empathetic response Ages 11–14:Deep empathy across cultural boundaries, gratitude practices Ages 14–16:Empathy in complex situations, understanding systemic impacts on individuals Ages16–19: Empathy as foundation for global citizenship, critical empathy

Emotional Regulation & Well-being

Ages 3–5: Namingemotions, basic self-calming strategies Ages 5–7: Recognizing emotionaltriggers, simple coping strategies Ages 7–11: Managing emotionalresponses, stress management techniques Ages 11–14: Sophisticatedemotional regulation, resilience building Ages 14–16: Mental healthawareness, self-care practices Ages 16–19: Holistic well-being,supporting others' emotional health

Cooperation & Communication

Ages 3–5: Takingturns, sharing, basic verbal expression Ages 5–7: Working in pairs andsmall groups, listening to others Ages 7–11: Effective group work, clearcommunication of ideas Ages 11–14: Collaborative problem-solving,constructive dialogue Ages 14–16: Leadership in group settings,facilitating cooperation Ages 16–19: Intercultural communication, professionalcollaboration, conflict mediation

3.2 Visual Framework: Age Progression by Category

Thefollowing table presents a simplified overview of the developmental progressionacross key thematic categories:

Chapter 4: Program Evaluation and Effectiveness

4.1 Assessment Framework

Ourschool community maintains the conviction that to understand, appreciate, andrespect the cultures of others, we must first understand, appreciate, andrespect our own cultural heritage and identity.

TheGlobal Citizenship Lab program for Dalton International Schools considers thecultivation of global citizenship valuable in the context of promoting DaltonInternational culture within the school environment. The development of globalcitizen dispositions described in this program—including the capacity forcritical and alternative thinking, empathetic imagination, interculturalcompetence, generativity and well-being, and the cosmopolitan attituderesulting from the sense of belonging to the human community—should beconsidered priorities in education for global citizenship.

With theannouncement of the "2030 Agenda for Sustainable Development" by theUnited Nations, global citizenship education has become an essential instrumentfor implementing the Sustainable Development Goals. One of its primary tasks,according to UNESCO, is to prepare children, youth, and adults to build a moreinclusive world.

The aimof this program is to analyze the inclusive potential of global citizenshipeducation and indicate possible pathways to expand its implementation in DaltonInternational schools worldwide.

4.2 Implementation Guidelines

Successfulimplementation of this Global Citizenship Lab program requires:

1. Whole-School Commitment:     Global citizenship education must be embedded across the curriculum and     school culture, not treated as a separate subject or occasional activity.

2. Teacher Professional Development:     Educators require ongoing training in global citizenship pedagogy,     including participatory methodologies, critical thinking facilitation, and     intercultural competence development.

3. Authentic Learning Experiences:     Programs must prioritize real-world engagement, community partnerships,     and opportunities for students to take meaningful action on issues they     care about.

4. Age-Appropriate Progression:     Content and activities must be developmentally appropriate while     maintaining intellectual rigor and avoiding oversimplification of complex     global issues.

5. Cultural Responsiveness:     While grounded in Dalton pedagogical principles, programs must be adapted     to local contexts, respecting and incorporating diverse cultural     perspectives and community needs.

6. Assessment for Learning:     Evaluation should focus on growth in knowledge, skills, attitudes, and     behaviors, using diverse assessment methods including self-reflection,     peer assessment, and demonstration of learning through action.

7. Dalton Principles Integration: The     program must authentically embody core Dalton principles of freedom,     responsibility, cooperation, independence, and community.

4.3 Expected Outcomes

Uponcompletion of their education within this framework, Dalton students willdemonstrate:

CognitiveCompetencies:

• Comprehensive understanding of global systems,     structures, and interconnections

• Ability to analyze complex issues from     multiple perspectives

• Critical thinking skills to evaluate     information sources and identify bias

• Knowledge of human rights, sustainable     development, and global governance

Socio-EmotionalCompetencies:

• Strong sense of identity balanced with     openness to others

• Empathy and perspective-taking across cultural     boundaries

• Emotional regulation and resilience

• Self-confidence and agency as change-makers

• Intercultural communication skills

BehavioralCompetencies:

• Active participation in local and global     communities

• Demonstrated commitment to social justice and     sustainability

• Ethical decision-making and responsible action

• Leadership in collaborative contexts

• Engagement in democratic processes

DispositionalQualities:

• Cosmopolitan outlook balanced with     appreciation for local culture

• Commitment to lifelong learning and growth

• Respect for diversity and human dignity

• Sense of responsibility to contribute to the     common good

• Hope and optimism about positive change

Conclusion: Citizenship as Journey in the Twenty-First Century

Summary: Global Citizenship Lab – Dalton Pedagogical Foundations

Citizenship as a Living Journey

EchoingWilliam Hastings' observation that "citizenship is a journey, not adestination," the Dalton approach treats global citizenship as anevolving dimension of daily school life rather than a discrete subject area.This conceptualization draws from early twentieth-century progressiveeducation, rooted in the philosophical contributions of John Dewey, WilliamJames, and Helen Parkhurst, who understood freedom, responsibility, and socialconnection as the foundation of both learning and civic life.

From Liberal Foundations to Progressive Education

ContemporaryDalton practice inherits from Enlightenment and liberal philosophicaltraditions—Locke's emphasis on experiential learning, Rousseau's child-centeredpedagogy, Aristotle's connection between freedom and self-regulation—whilerejecting rigid, authoritarian educational models. Dewey and Parkhurstreimagined the school as a functioning community where autonomy and socialresponsibility develop synergistically.

Freedommanifests across three dimensions:

• Personal: Independence in thought,     work pace, and methodology

• National: Rights and duties within civic     frameworks

• Global: Awareness of     interdependence and collective challenges

Liberation in Practice

ForParkhurst, "liberation" applied equally to pupils, teachers, and theschool institution itself. Students organize their time, select resources, anddirect their learning; teachers tailor programs to individual needs; the schooladapts its structures to nurture initiative. This trust in student agencyfosters intrinsic motivation, discipline without coercion, and readiness toparticipate as responsible citizens.

Socialization and Relatedness

Dalton's"community life" principle bridges individuality with cooperation.Dewey's concept of social imagination—envisioning authentic humancontexts—underpins service projects, leadership roles, and collaboration acrossages and cultures. Students develop empathy, cultural competence, and the habitof contributing to the common good without sacrificing their unique voice.

Global Citizenship Dimensions

Theprogram addresses three domains across local, national, and internationalcontexts:

1. Cognitive Domain: Critical inquiry into     issues, systems, and interconnections. Students explore topics from     fairness and identity to sustainability, governance, and human rights,     with age-appropriate depth and complexity.

2. Socio-Emotional Domain:     Building self-confidence, empathy, intercultural competencies, and     emotional regulation through authentic roles, reflective practice, and     cooperative learning experiences.

3. Behavioral Domain: Acting for the community     through environmental initiatives, cultural preservation, charitable     activities, advocacy, and participation in global networks including     Dalton International, UNICEF, and UNESCO.

Learning Progressions

Thematiccontent develops throughout students' educational journey:

• Early childhood exposure to fairness, empathy,     and cultural diversity

• Progressive engagement with complex concepts     including inequality, climate change, governance, and peacebuilding

• Upper-level critical analysis of global     systems, exploration of conflicting perspectives, and leadership in     collaborative projects

Pedagogical Approach

Methodologiesemphasize active participation—discussion, debate, simulation, role play,project-based learning, and community partnerships—consistently linked toauthentic contexts. Students articulate and defend viewpoints, listen toalternative perspectives, and translate understanding into meaningful action.

Graduate Profile: The Dalton Global Citizen

A Daltonglobal citizen graduates equipped with:

• Autonomy to design and manage their learning     journey

• Insight to navigate cultural and ethical     complexity

• Motivation to engage locally and globally for     sustainability, justice, and peace

• Adaptability to thrive in an interconnected     world

• Commitment to lifelong learning and contribution     to the common good

Final Reflection

In an eracharacterized by unprecedented global interconnection and complex challenges,education for global citizenship represents not merely an educationalinnovation but a fundamental necessity. The Dalton approach, grounded in over acentury of progressive educational practice, offers a time-tested framework fordeveloping young people who are simultaneously autonomous individuals andcommitted members of multiple overlapping communities.

HelenParkhurst's vision—of students as active agents in their own development, ofschools as authentic communities, of education as preparation for meaningfulcivic participation—remains profoundly relevant. Her insistence that liberationand socialization must proceed together, that individual flourishing andcollective well-being are inseparable, speaks directly to contemporarychallenges of building inclusive, sustainable, just societies.

ThisGlobal Citizenship Lab program represents not the conclusion but rather thecontinuation of a journey begun over a century ago—a journey toward educationthat honors human dignity, nurtures individual potential, and prepares youngpeople to contribute meaningfully to an ever-evolving global community.

As weimplement this program in Dalton schools worldwide, we carry forwardParkhurst's conviction that education, properly conceived, is nothing less thanpreparation for life itself—life lived with purpose, compassion, and commitmentto the greater good.

References

[^1]:"Citizenship." Britannica. Available at:https://www.britannica.com/topic/citizenship

[^2]:Walsh, Moira M. "Aristotle's Conception of Freedom." Journal ofthe History of Philosophy, vol. 35, no. 4, Johns Hopkins University Press,October 1997, pp. 495-507. DOI: 10.1353/hph.1997.0081.

[^3]:Ibid., p. 496.

[^4]:Hayes, William. The Progressive Education Movement: Is It Still a Factor inToday's Schools? Rowman & Littlefield Education, 2006.

[^5]:Rousseau, Jean-Jacques. The Social Contract and The First and SecondDiscourses. Edited by Susan Dunn. Yale University Press, 2002[1750/1755/1762]. Available at: https://www.jstor.org/stable/j.ctt1npwsh

[^6]:Stalley, R.F. "Plato's Doctrine of Freedom." Proceedings of theAristotelian Society, New Series, vol. 98, Oxford University Press, 1988.

[^7]: JanPaweł II. Veritatis Splendor: Text and Comments. Edited by A. Szostek.Lublin, 1995.

[^8]:Ibid., p. 10.

[^9]:Troska. "'Veritatis Splendor'—Encyklika o wolności i prawdzie." Życiei Myśl, vol. 2, no. 420, 1993.

[^10]:Flew, A. Freedom and Human Nature. Cambridge University Press, 2009.

[^11]:Dewey, John, and Evelyn Dewey. Schools of Tomorrow. Bibliotech Press,2020 [1915], p. 14.

[^12]:Dewey, Evelyn. The Dalton Laboratory Plan. J.M. Dent and Sons Ltd.; New York:Dutton and Co., 1922, p. 2.

[^13]:Ibid., p. 6.

[^14]:Ibid., p. 6.

[^15]:Dean, T. "The Dalton Plan from a Headmaster's Point of View." 26April 1923.

[^16]:Ibid., p. 5.

[^17]:Ibid., p. 26.

[^18]:Ibid., p. 29.

[^19]:Van der Ploeg, Piet. "The Eight Years Study Radicalizes the Dalton Plan inthe Nineteen-Thirties." 2015, p. 4.

[^20]:Ibid., p. 4.

[^21]:"The Dalton Laboratory Plan of Organizing Schoolwork." By theHeadmaster, Dalton Association 35, Cornwall Garden, S.W.7.

[^22]:Ibid., p. 5.

[^24]:Parkhurst, Helen. Education on the Dalton Plan. New York: E.P. Duttonand Company, 1994 [1922], p. 19.

[^25]:Parkhurst, Helen. Programs of Study. Dalton Schools, Inc., 10 West 72ndStreet, New York City, 1929.

[^26]:Jefferson, Thomas. Collected Speeches: Extended Edition. 2021, p. 135.

[^27]:Dewey, John. "The Ethical Principles Underlying Education." TheThird Yearbook of the National Herbart Society. Chicago, 1897, p. 3.

[^28]:Dewey, John. "Teaching Ethics in the High School." EducationalReview, November 1893, p. 316.

[^29]:Parkhurst, Helen. Education on the Dalton Plan. New York: E.P. Duttonand Company, 1994 [1922], p. 19.

[^30]:Dewey, John, and Evelyn Dewey. Schools of Tomorrow. Bibliotech Press,2020 [1915].

[^31]:Parkhurst, Helen. Education on the Dalton Plan. New York: E.P. Duttonand Company, 1994 [1922], p. 19.

[^32]:Ibid., p. 23.

[^33]:Dewey, John, and Evelyn Dewey. Schools of Tomorrow. Bibliotech Press,2020 [1915], pp. 4-5.

[^34]:Ibid., pp. 94-95.

[^35]:Ibid., p. 7.

[^36]:Parkhurst, Helen. Programs of Study. Dalton Schools, Inc., 10 West 72ndStreet, New York City, 1929, p. 2.

[^37]:Dewey, Evelyn. The Dalton Laboratory Plan. J.M. Dent and Sons Ltd.; NewYork: Dutton and Co., 1922, p. 2.

[^38]:Parkhurst, Helen. Undertow: The Story of a Boy Called Tony. G. Bell andSons Ltd., London, 1964.