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Educating the Whole Child for the Whole WorldThe Ross School Model and Education for the Global Era$
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Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj

Print publication date: 2010

Print ISBN-13: 9780814741405

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814741405.001.0001

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Conclusion

Conclusion

Chapter:
(p.195) Conclusion
Source:
Educating the Whole Child for the Whole World
Author(s):

Marcelo M. Suárez-Orozco

Carolyn Sattin-Bajaj

Publisher:
NYU Press
DOI:10.18574/nyu/9780814741405.003.0016

This concluding chapter turns to the notion of the “architectures of care” and makes the case for rethinking education in the era of global interdependence. The idea that the goal of education should be to prepare children for global competition is another vestige of twentieth-century thinking. The integration and disintegration of economies and societies call for a new agenda for education and the schooling of all children. The big challenge facing policy makers and educators today is articulating a theory of education that relates individual citizens to the larger societies in which they live. The architectures of care at Ross are built out of the multiple microcommunities that systemically develop among students, teachers, and mentors. It is these structures and the values they embody that other schools can examine and adapt to their individual cultures and contexts.

Keywords:   architectures of care, global interdependence, education, economic integration, social disintegration, theory of education, microcommunities

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