When considering the topic of Education and International Development, it is important to first fully understand the connotation of such a loaded word like discourse. A discourse, as explained by Robin Shields (Chapter 6 p.81), is “a set of shared meanings, assumptions, and taken-for-granted truths.” This is mind, it becomes easier to both understand and tackle some of the complexities within the education and international development discourse itself. As exemplified by the documentary film “Schooling the World,” this is no easy task to take on, the realities underlying education and development are laden with questionable approaches, overbearing hegemony, and mistaken understandings.

Furthermore, one of the most profound and prevalent themes throughout the film is the concept of values. Through globalization and decentralization Western practices and theories of modernity have become encrypted as a basic fundamental agenda. Consequently, the local customs, norms, and values or an “undeveloped country” become replaced by a new mantra: one that fosters economic growth and trumps local wisdom. This mantra, similar to the mantra of decentralization which is, “recited regardless of the circumstances of specific settings,” (Shields 71) is creating a “cultural myopia” (Schooling the World). What is arguably the most disheartening facet of the education and development discourse is the fact that not only are people losing their own cultural values, but they are being thrown into an idealogical prison.

In the film, one woman was quoted saying, “the children are educated now, so they don’t want to stay on the farm.” The farm and reciprocal lifestyle are considered rudimentary and backward within the prevailing discourse. Children who leave their homes to go to school often lose their local language and cultural values. Instead, they are spoon fed ideas of modernity, monetary success, and development. The problem: not everyone can lead the lifestyle beckoned by these spoon fed values. Thus, school age children who move away from home to become “educated” trade the wisdom of self-sufficiency, compassion, and social-togetherness for a pipe dream of cash and modern commodities. The question: where is this mindless mantra leading people? According to the film, less than 10% of children funneled into Western inspired school systems will actually succeed. Therefore, nearly 90% of all individuals who become enveloped in the education and development discourse are simply being branded for failure (Schooling the World).

So, what would a mindful mantra even look like? In my opinion, there would be an element of responsibility. Within the prevailing discourse, or rather the mindless mantra, there seems to be an omnipresent arrogance. As if Western modernization is the only way to live life. As if anything less than becoming part of the mainstream (false) dream is backward and stupid. In truth, many of the countries now adopting the education and development paradigm shift have far more history and long-standing cultural values. It is nearly impossible for me to imagine that here in America, after a marginal 300 years of existence, we have it all figured out. Thus, without any intention toward adapting a variety of cultural practices, demystifying assumptions, or searching for the real truth behind “taken-for-granted truths,” the efforts of the developed world to spread a certain kind of education discourse is somewhat mindless. In sum, it is worthwhile to consider the merits of teachings that foster sustainability, independence, and kindness and also recognize the benefits of seasoned cultural values. These intentional adjustments to the education and development discourse have the potential to help create a more mindful mantra.