Reflecting on my own experience within this class is somewhat difficult. Each term begins and I quickly become enveloped in the madness and pace of a ten-week term. Over the years, I have found that the classes I take overlap and supplement one another. The ideas and concepts learned in my INTL courses translate seamlessly into other subjects. I have come to welcome this reality because I feel like I am receiving a more holistic education. When I can no longer delineate the lessons and values from one class to another, and instead see the education I am receiving as one big picture I feel more fulfilled by my University experience.

I think this viewpoint lends itself well to some of the topics we have grappled with this term. There has been this overarching question of “What is Education?” that finds its way into every reading, discussion, and class presentation. I am not going to even begin to try and find an answer to this question. Rather, admit that there cannot be any simple answer. For me, an education is what you make it, and I think this class has been a great example of that very idea. We came together, a group of students from diversified backgrounds, led by a teacher with little to no experience. These realities never hindered our ability to learn. As an individual and as a group I believe we have turned this class into a space where we can posit tough questions, receive constructive criticism and leave with more questions that we came in with. All of these factors elucidate the kind of effort that makes for a great education. As the Right to Education reading says, “the learning experience should be not simply a means to achieve certain outcomes but also an end in itself, which has intrinsic worth.”

Considering this, I have appreciated what this class has offered. First, it has certainly been a learning experience, not solely a class. The environment has felt raw, not pretentious or filled with high-stakes, just real. This kind of atmosphere has created a learning environment that stifles the need to achieve specific outcomes and instead encourages being mindful of what it means to have this opportunity to learn. Moreover, this class has inspired me to continue striving to become a freethinking individual, to ask tough questions, and say what is on my mind, to look at things from a number of perspectives, and always dig deeper. I think it is this kind of inspiration, and these kinds of experiences that allow us to achieve freedom. The freedom necessary to understand who we are as individuals and accept ourselves as we are, the freedom to admit when we are wrong, and the freedom to always ask more questions and settle for less answers. These freedoms are all a component of education. These freedoms are necessary for any learning experience like Paulo Freire says in the Pedagogy of the Oppressed, “Freedom is acquired by conquest, not by gift. It must be pursued constantly and responsibly. Freedom is not an ideal located outside of man; nor is it an idea which becomes myth. It is rather the indispensable condition for the quest for human completion.” Ultimately, it is important to indentify what kinds of experiences foster these feelings of freedom and not take them for granted. Therefore, we can be sure to find ourselves in more situations that compel us to grow, learn, and continue searching for freedom.

At this point, the conflict in Syria has become so convoluted and violent, it is nearly impossible to identify the root of all the violence. In an attempt to educate myself on the history of conflict in Syria, I read through a BBC timeline. From what I can gather, conflict between the government and different ethnic groups in Syria has brewed for decades. Not to mention, the ongoing international conflict with Israel, and perpetual international sanctions against nuclear weapons within the country. The conflict in Syria is disruptive, cruel, and destructive. With no apparent solution in sight, the conflict continues. Alone, conflict and violence are detrimental, but what are the other social impacts?

Within the last six months, nearly one million Syrians have fled the country. Refugees are forced to migrate to neighboring countries such as Lebanon and Jordan. The influx of Syrian refugees is staggering. Now, Jordanian and Lebanese governments and policy makers must figure out how to best cater to these refugees in a sustainable and humane way. With so many displaced, and more Syrians seeking refuge each day, serious issues such as education are called to question. International organizations are working to meet the educational needs of Syrians both in the country and those who have already fled, however their needs will be almost impossible to meet, “The U.N. Syria Regional Response Plan 4 anticipated and planned for coverage for up to 1.1 million refugees through the end of June, but this estimate has been surpassed and is projected to swell to 3.45 million by the end of the year.” Prior to the most recent outbreak of conflict in Syria, over “93 percent of children were enrolled in primary school and 67 percent in secondary school.” Now nearly 90 percent of Syrian children and youth have no means, no infrastructure, and no compelling motivation to go to school.

The international community is faced with a huge monetary burden to try and support Syrian refugees in countries like Lebanon. Brookings own colleague Kevin Watkins estimated that the international community would need to contribute $500 million to support displaced Syrians. Education is a crucial provision, even during times of war. Syrian society is already facing extreme social ramifications. The consequences of failing to educate the Syrian population will only lead to more degradation in the future. In addition, educational issues become exacerbated in times of conflict, and it is important when consulting and deliberating solutions that the international communities keep certain things in mind.

For example, unemployment in the Middle East is already extremely high. Syrians, now faced with conflict, forced to leave their homes, as well as overcome language barriers are even more affected by the pressures of unemployment. Additionally, conflict creates even more gender disparity. Both the discomfort of mixed gender schools and fear of student safety restrict Syrian girls from accessing education. As we learned previously in the term when discussing gender-based educational issues in Afghanistan, providing suitable access and options for female students is a conflict in and of itself. Overall, as more international actors become involved, and the number of Syrian refugees increases, it is crucial that the international community keep in mind the influence of education, despite brewing conflict, and find creative and innovative ways for implementing education access.

Acherman, Xanthe. “Responding to Syria’s Education Crisis: Critical Points for the International Community.” Brookings . 24 10 2013: n. page. Web. 24 Nov. 2013. <http://www.brookings.edu/blogs/education-plus-development/posts/2013/10/24-syria-education-crisis-ackerman?rssid=education plus development>.

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.