Republicans: IB Program’s Global Citizenship is Irritating (January 15, 2012)

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Earlier today I enjoyed Sunday brunch with two high school classmates, Faith and Gary. Gary and I have been inseparable for the better part of 20 years, while Faith and I always kept in touch as we went off to college, started careers, married, reared children (her case), divorced (mine) and reinvented those careers (both). The three of us were all part of the prestigious International Baccalaureate (IB) program as secondary school chums. The IB curriculum’s Swiss founders, presciently foretelling the coming of a flat, borderless economic, technical and social planet, engineered the program in 1968 with a goal of helping young people “develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.” There are 3,318 IB schools in 141 countries.

IB, quite literally, prepares one for the multicultural complexities and rigors of life. There are no lazy U.S.-based educational standards to provide students with a free pass to college. I never worked so hard, with such a sense of reward. On graduation day in June of 1996, I held two diplomas in my hands: one from the Chicago Public School system and one from the IB Program. I knew I had earned both and had the skills to compete with any 18 year-old student from any nation. When I walked onto campus as a freshman at the University of Illinois at Urbana-Champaign, no slouch an institution of higher learning by any means, I was floored by the freedom and comparatively undemanding workload I enjoyed.

The goal of the IB Program, per its website, is to put young scholars through a “demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.” Indeed. I took no less than seven, three-hour long IB exams in subjects ranging from French composition to advanced biology to trigonometry, theory of knowledge and psychology. I completed a 4,000 word extended essay in the subject area of my choosing with the help of a faculty advisor, and satisfied the 100-hour requirements of CAS activities (community service, arts and sports). It was a full and diverse life, in addition to the AP exams, SATs and other milestones of the American high school career.

It’s quite true that with all my extracurriculars, scholastic demands and a steady boyfriend, I didn’t have an abundance of free time. But I lived smack in the middle of the City of Chicago and I didn’t have occasion to fall into any of the Windy City’s urban traps for wayward students either. Between the years of 1992 and 1996 when Gary, Faith and I were enrollees, Lincoln Park High School was the only institution within city limits to sponsor the program. Grade school students from all corners of Chicago prepped for the entrance exams, with immense peer competition for the roughly 120 spots. The program was expected to have a 50 percent attrition rate by the time all IB exams were completed. In other words, half of us were expected to fail.

The Lincoln Park High School of the early 1990s isn’t quite what it is today. Low-income students from nearby Cabrini Green outnumbered WASPy, middle-class types. Gang activity was a daily event and Chicago Police were no strangers to the hallways. Yet as a student of the IB program, there was no time or energy, not even the temptation really, to indulge in drugs, alcohol or violent pursuits. I simply had too much riding on my day-to-day effort. I came from a broken home and the IB program, quite frankly, was my ticket out. If my resolve should wobble, I need only remind myself the dropout halflife experienced by my non-IB counterparts.

All things considered and precociously exacting as my teen years were, it was the best situation in which I could have found myself, especially when set in relief against the structure-free, violently unpredictable, toxic environment of my family life. Academics and the other requirements of the IB program were an escape, one that required me to think broadly and forwardly with a clear-head.

Within this general and personal context, who on the planet could view the IB program through the prism of sinister anarchy and unpatriotic indoctrination? Michele Bachmann (R-Minnesota), the Tea Party’s poster crackpot.

Back to brunch with Faith and Gary. Faith mentioned in passing that Ms. Bachmann had publicly decried the program this past summer as a force undermining American unity. I took the Internet upon my return home and found the following explanation from Mother Jones magazine: [Bachmann and other] “right-wing critics argued that IBO was quietly weaning kids off the antiquated notion of national sovereignty and American ideals and pushing them to become world citizens. (This, among other reasons, is why conservatives were so irked by Obama’s statement that he considers himself a ‘citizen of the world’). IBO students would be taught to revere the United Nations Declaration of Human Rights and embrace a doctrine of moral relativism that values gay rights, redistribution of wealth, and the notion that the earth itself is a living organism.”

Well we can’t have that now, can we? If American students are to continue their competitive decline and complete their transformation into the ignorant, distracted sheep so valued by Big Business, Big Banks, Big Oil and a corrupt U.S. government, better to keep them away from lofty, radical notions that we’ve only got one race and one planet to protect.

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