International Activities - Edu

43 • Annual Report 2001

International Activities

Bielefeld Summer School, Germany

Learning to Live Together Pedagogy, Israel

Another Kind of UN Ambassador



UNESCO Summer School: BielefeldGermany (30 July — 6 August 2000)

A Student Report

Keep Our Earth Clean

On arrival at the summer school,most of the participants agreed thatthey had received a very warmwelcome from a caring, loving andcheerful team.

Participants were provided withconference t-shirts, name tags andconference bags with all thenecessary information. Visitorswere directed to help themselvesto some delicious food in thecanteen.

Dr. Schoffthaler, of the GermanNational Commission for Unesco,began by saying that we cannotleave the future to governments.We need young people to take partand be active, if we are going tomake changes. The theme of theconference fits in with the overalltheme of UNESCO, the culture ofpeace. This is an opportunity tomeet with others, share ideas andculture, and develop understanding.

Then Ms. Sellin, Director ofEducation, National Agency forEducation Sweden, introduced thetopic of environmental education.

She mentioned important UNESCOenvironmental projects and gave ashort description of the Baltic SeaProject.

Dr. Sigrid Niedermayer, responsiblefor UNESCO/ASP flagship projectsat UNESCO Paris, welcomed all theparticipants, 44 countries fromAfrica, South America, theCaribbean, Asia, the Pacific, theArab states and Europe. “This iswonderful! This is unique!”

Dr. Niedermayer focused on threeissues, the ASP schools, thesummer school, and the vision.There are now over 6,000 ASPschools in 165 countries workingon many projects, such as TheBaltic Sea Project (9 countries), TheCaribbean Sea Project (24territories and islands), The BlueDanube project (10 countries), TheMediterranean project (6 countries)and the Zambezi River Project (4countries). The projects promoteinternational understanding andprepare young people to meet thechallenges of humanity in thefuture.

made possible to the Germansponsor's "Clean CountrysideCampaign" that wanted to dosomething for education and raisethe awareness of young people tothe problems of litter.

On Sunday, the whole group tooktheir first look around in the citythat was going to be their host andhome for the following week.

On Monday, the whole groupmade themselves presentable andwent to the Rathaus for a civicreception. We walked into Bielefeldand assembled on the steps for aphotograph that appeared in thenewspaper. Several students wereinterviewed by the local radiostation. We were then escorted tothe main reception center, wherewe were greeted by Burgermeisterand presented with gifts of Bielefeldwriting pads. He spoke to us aboutBielefeld and welcomed us to thecity.

On Tuesday, our “journey” beganwith a cocktail reception in the Expo.There we separated and continued


in small groups, our bags filled withmaps and information and our t-shirts looking like we’d just left acommercial show. We had thefeeling that we were in a big land ofwonders surrounded by computerscreens, shuttle buses, cable cars,pavilions of flying colors andpictures, falling letters, and wallscovered with dark blue recycledglass. You can see tradition mixedwith the technology of the future.

Most of the participants thought thatthe organization was good, and theyfound the place very interesting. Wewere very happy to have our VIPcards offered by Coca Cola. Theexperience gained us greatknowledge about different parts ofthe world, their problems, traditionsand cultures, and about a possiblefuture for mankind.

On Wednesday, we separatedinto small groups of teachers andpupils, and worked on verydifferent subjects.

1. The CameoThat group learned aboutjewelry, especially about a veryspecial stone for making cameos.They had a debate about whetherjewelry is or is not needed in ourlives. The aim of the workshopwas to teach participants aboutissues related to their habits interms of relationships betweenman and nature.

2. Do Jeans have a Future?This workshop had a discussionabout the history of jeans. They foundthat the color used for the productionof jeans contains poison chemicals,which come from pesticides andinsecticides, and they tried to find asolution for that problem.

3. Let’s Eat Soya, Let’s DrinkSoya, Let’s Live more HealthilyThey all agreed that soya isimportant for people because itconsists of a high amount of proteinand low amount of cholesterol.Besides it is cheap and grows fast.

4. Can’t See the Wood for theTreesThe theme of the workshop was toraise awareness among participantson the value of trees and help themunderstand the management of thisimportant resource.

5. From Waste to MusicWhat can you do with waste? Theydecided to prepare a musicalperformance with instrumentsmade out of packaging materials.They collected tins, buckets, andmany other items of litter andcreated interesting instrumentsfrom them.

6. Save Water, Save Our Rivers,Everyone Lives DownstreamThe workshop aimed to educatestudents on how to protect thewater of our world. They set up anexhibition, which showed acurriculum and a strategy on howto teach environmental awarenessregarding water, which can betranslated into activity.


7. Cars All Over the WorldThe group brainstormed ideas anddecided on the main topics thatshould be discussed using the web.The results were outstanding andsome fantastic information wasfound. The web page was then puttogether with an English-speakingsecretary to help keep the grammarreasonable.

8. The Journalist GroupThe journalists group was veryimportant because it had to keep intouch with all the other groups. Theyhad to collect information from allworkshops. They organized interviewswith some of the participants abouttheir specific ways of work.

9. ChickensThey produced a play on whathappens to chickens before wehave them on our plates with sauceand French fries

On Thursday, everyone convenedto present selected workshopresults to the press and sponsors.Sigrid Niedermayer from Pariswelcomed everyone in the nameof the Summer School. Dr. TraugottSchoffthaler made a speechwelcoming the Summer School andpraising its success. Mrs. GabrieleBehler, Minister of Education andScience in Germany, welcomed theSummer School participants to herhometown.

Mr. Eberhard David, Mayor ofBielefeld, again welcomedeveryone to his city. Heencouraged everyone to toleratedifferent opinions and solveproblems. He also talked aboutthe history of UNESCO. After theprogram students, teachers,VIPs, organizers and officialsmixed to talk to each other andget to know the different cultures.

On the last day, we had theinternational evening. I think it wasvery important to mix with othercountries and cultures. We wereable to learn so much about theirtraditions, and to see differentnations and nationl clothes.


Learning to Live Together Pedagogy,Beit BerlDr. Yael Harel

Explanatory note: The following isa quasi-autobiographical essay thatattempts to establish a fullintercultural pedagogy from theprenatal period through the systemof education to teacher training. Theevents of my life are my source ofinspiration, but the childhood partis of a speculative-retrospectivenature, while the adult part, mainlyfrom the age of 40, when I joinedUNESCO, is based on initiative,experimentation and evaluationresearch. Therefore, my glorifiedchildhood is a time when I wasunconsciously ‘UNESCO’, andadulthood is the factual-documentary conscious ‘UNESCO’part. I hope you will bear with me inthe shift of tone between the twoperiods of my life.

The preparation for the ‘Learningto Live Together’ encounter startsin the womb — the only sterile‘laboratory’ where the ‘learner’, thebaby, is ‘one on one’ with theeducator, the mother. The 9months of pregnancy are thegreatest opportunity to create ahuman being who is a lover of

humanity and a lover of the planetEarth. Long strolls in nature, musicsessions, healthy food and a generalserene mood are all componentsof prenatal education. A pregnancyperiod spent away from the noisyand polluted city, in a nature resort,could do a lot of good to theexpectant mother, the baby and theworld.

I may be thinking of prenataleducation due to the birth of myfirst granddaughter, Ofri, but I amconvinced that my mother musthave strolled the paths of theCarpathian Mountains back therein Transylvania when she waspregnant with me. In her womb Imust have listened to peoplespeaking Hungarian, Romanian andGerman, because I was borntrilingual. At a very early age, mymother started taking me toclassical concerts and to the opera.Then, thanks to my father, I becamea theatre and cinema goer and apassionate reader. Now I know thatesthetic education contributes asense of beauty, critical thinking,psychological insight and an ability

to view an issue from multipleperspectives.

The above takes us to the secondeducating factor for multiculturalunderstanding: the family. Thefamily provides the love that self-esteem stems from. Self-esteem isthe origin of moral strength, whichis necessary in order to meet theother cultures, to accept andtolerate them. A family is aboutmutual respect, truth and justice. Itshould be first of all an island ofharmony and mutual acceptance.Obviously, this is very hard toachieve, and in my family there wasa lot of tension between my parentsdue to the Nazi past and the Stalinistpresent. Sometimes the conclusionto constant fighting could be a deepyearning for peace and that was mycase. Another value conveyedthrough family relationships isopenness to the other, to diversityand to other cultures.

My family was multi-cultural fromthe beginning: my mother wasHungarian and my father wasRomanian, both of Jewish origin.


We also had German friends of thefamily who had been partners in mygrandfather’s business duringWWII. They took part in myeducation and I treated them likeuncles. At the same time, mygrandfather was shot by the Nazisand 39 members of my family diedat Auschwitz. These eventsjuxtaposed, taught me about thecomplexity of multiculturalism.

At the age of 7, I attended the Gypsyelementary school in myneighborhood. This was anotherstage in my multiculturalism. Itprepared me for the majorencounter with representatives of81 countries in Israel, after my ‘aliya’at the age of 12. If there is anyenvironment that can educate onefor multicuturalism, it is Israel, anethnically rich country.

The third factor in the ‘Learning toLive Together’ education is school.School has a tremendous role inintercultural education. It can adoptone of the following approaches orembrace them all simultaneously:

£ Monocurricular — one ortwo hours a week dedicatedto multiculturalism.

£ Intercurricular — a number ofsubjects cooperating on aproject.

£ Transcurricular — conveyingvalues of multiculturalism inevery lesson in school;feminist pedagogy, tolerance,truth, justice, non-violence andpeaceful conflict resolution,human rights, art appreciation,computer literacy, etc.

£ Extracurricular - multiculturalencounters, celebrations andfield trips after school.

School teaches civics, humanrights, sociology, history andecology. School teaches languagessince multilingualism goes togetherwith multiculturalism. But all of theabove can be assimilated oncondition that the subjects are taughtexperientally and cooperatively.Experiential-cooperative learningmethods enhance inner motivation.In these methods the teacher is ateaching engineer, a curriculumdesigner and a facilitator.Undoubtedly, in the case of adedicated charismatic teacher,modeling will occur as well. We allknow that the teacher has noinfluence on the learner, unless thelearner feels interest and trusttowards him. Therefore education


is a relationship that has to bedeveloped and it depends mostlyon the ability of the teacher to createthe bond and to motivate thelearner. A condition sine qua nonfor such a ‘miracle’ to happen is thecommitment of the teacher tointercultural values.

And now, another flashback frommy personal biography to illustratethe theoretical ideas on multiculturaleducation in school. In 1988, whenthe first Intifada broke out, I decidedto act, like every concerned citizen,but I didn’t know in what way. Oncethe intention existed, I met Dr.Esther Lucas, Honorary Presidentof Israeli ASPnet, who enrolled metogether with Beit Berl College,where I lecture, into ASPnet. Thecondition was to include anintercultural project into thecurriculum. Since my teacher-trainees were stationed in Ben-ZviJunior High School in Kfar Saba, Idecided to have them meet an Arabschool after thorough preparation.Together with my trainees, weprepared them in conflict resolutionand in Arab cultures. Then we went

out to meet an Israeli Arab schoolfrom the neighboring town, Tira.

The Ben-Zvi Project has been goingon for 13 years now. It has survivedrough times such as the outburstof the second Intifada and thereforeone may consider it a sustainableproject. The principles of the projectare the following:

£ Full commitment of the schoolprincipals on both sides:former principals, Mr. GhaziIraqui and Mr. Raphael Talbi,and today, Ms. Gila Ben-Yakarand Mr. Radi Kassem.

£ Full commitment of staffs inboth schools. For a year, at theoutset of the project, Prof.Ouriel Zohar from theSorbonne and I offered thema workshop entitled‘Coexistence through Theatre’which created considerablecohesion between theteachers.

£ Children’s encounters basedon artistic creation, sports, field

trips, tree planting, andworkshops, all experiential andcreators of social integration.The encounters includedhome hospitality as well.Hospitality is a value in Arabculture and Jewish childrenhad an opportunity to enjoythe lavish and delicious mealsoffered by the Arab families.At some point I carried out aproject evaluation studytogether with Mr. YitschakGilat, researcher fromLewinsky College of Education.We found significantimprovement in the emotionalattitude towards the otherpeople and eradication ofmutual stereotypes.

During the encounters, thehomeroom teachers and Ms.Carmela Goldglass, the ASPnetrepresentative in Ben-Zvi Junior High,along with the two principals, investedtremendous efforts, but also derivedgreat satisfaction. Research showsthat the sense of mission is one ofthe major factors that make teachingmeaningful and prevent burnout.


£ The parents’ encounters haveswept the family andcommunity into the project.The project has become atradition, and parents bringtheir children to the twinschools expecting theintercultural encounter. As forthe parents’ encounters, manyparents are still on the waitinglist and some ask to continueparticipating even after theirchildren’s graduation. Themeeting that took place afterthe outburst of the secondIntifada, in November 2000,was particularly moving.Parents both Jewish and Arabcame in great numbers as ifthey wanted to belong to anisland of sanity. Anothermemorable encounter was inJune 2001 when children,teachers and parents all tookpart in a full day of activities andcelebrations in spite of theviolence around them.

£ The project is acknowledgedon national and international

levels. The twin schools tookpart in the ’96 NationalCoordinators Seminar for theEuropean Region at Beit BerlCollege, in the ’97, ’98, ’99German-Israeli-Palestinianencounters and in the‘Learning to Live Together’Seminar for InterculturalEduation in Teacher TrainingColleges in Beit Berl 2001. Therepresentatives of the twoschools have taken part indelegations to Jordanparticipated in a variety ofactivities. It is a project thatreinvents itself every year andovercomes all adversities.

£ The Ben-Zvi-Tira project waspresented at a number ofinternational conferences inIsrael, Germany, Portugal,Spain and France. We wouldlike it to be adopted as a modelfor other intercultural twinning.The specific activities areavailable in both schools andtheir addresses feature in theASPnet book of addresses.

The community has an importantrole in intercultural education,but mainly by offering its varietyof services and resources toschools nearby. Some functionshave just been mentioned in thedescription of the Ben-Zvi-TiraProject. Senior citizens can offera lot to the young generation.They are a pool of knowledgeand wisdom. Then volunteeringorganizations can help the younggeneration by enrolling them intheir activities and by educatingfor social contribution. The skyis the limit.

The final major educator formulticulturalism in the system ofeducation is the teacher trainingcollege. The great CanadianEducation Psychologist of ourtimes, Albert Bandura, regardslearning as a process of modeling.In order to educate a teacher whowould be a living model to hisstudents, the College has to providehim with outstanding teachertrainers. The teacher trainer has thesacred mission of educating


teachers able to produce changesin society. The knowledge, the skillsand the attributes of the trainermake him a ‘super model’ ofRenaissance dimensions. Someattributes of the teacher trainer:

£ Firm commitment to humanrights, democracy, humanisticvalues.

£ Deep understanding of humanpsychology, sociology, ecology,surrounding reality and self.

£ Professionalism in constantlyupdated mastery of thephilosophy of education,methodology and didacticsand desire to convey it all tothe trainee out of love andidealism.

£ Ability to connect theory andpractice, the ‘up’ and the ‘down’and pass the skill on to his trainee.

£ Vast knowledge and intellectualcuriosity to an extent that‘contaminates’ the trainee.

£ Interpersonal skills to createthe relationship thatengenders inner-motivationwith the trainee.

£ Personal integrity.

The trainees of my Didactic Seminarin the English Department of BeitBerl College, my alma mater,dedicate their annual project to aUNESCO issue: Children’s Rights,Ecology, World Heritage Educaion,‘Learning to Live Together’ (Innerpeace, Family and friends,Volunteering in the Community,International Organizations). Inmethodology, they learnCooperative Learning, theory andpractice. This is a method thatcreates experiential learning, socialintegration, cognitive and affectiveprocesses and inner-motivation.The general atmosphere in thecourse is humanistic and reflectsmutual respect and respect for theschool children. There is quite a lotof modeling as well.

Another College activity in the area

of intercultural education is mixedprofessional encounters of Jewishand Arab English teachers. I believethat professional encounters arebeneficial because all participantshave equal status and share thesame interests. This year inFebruary, Beit Berl College had thehonor of hosting the First UNESCOInternational Seminar onIntercultural Education in TeacherTraining Colleges ‘Learning to LiveTogether’. Ms. Elizabeth Khawajkie,ASPnet International Coordinator,initiator and main supporter of thisseminar, came along with 20professors from departments ofeducation all over Europe to spendtwo weeks together with Israelis,discussing the subject. Theparticipants decided to come backagain to spend the time in designinga unique curriculum. A wealth ofinformation was exchangedbetween the 25 guest lecturersfrom a variety of fields and theparticipants themselves. Theunderstanding that interculturaleducation is an interdisciplinaryfield without a complete theory, did


not prevent the discussion fromtaking off in all directions. ProfessorIngeborg Thorensen, dean of acollege in Norway, said that ‘Acollege is a pool of knowledge anda tool of action’. She meant thatdedicated college staff operate asloners for their various causes asbenefactors of humanity. A collegethat brings these people togetherand offers them some kind offinancial and moral support will havea treasure of humanists. Theseprofessors would be models for thetrainees.

Towards the end of the Seminar, aTask Force of seven people wasselected. These people will carry oncreating a curriculum, researchingand publishing it; they will alsocollect intercultural educationalmaterials and put them on awebsite. Let us wish them successin creating a complete theory ofintercultural education.

In conclusion, the old Indianproverb that ‘It takes a village to raisea child’, applies in this case too.

Educate him to know, to do, to beand to live together in the wordsof Delors. The activity is complexand almost impossible withoutdemocracy, enlightenment and agovernment that cares and regardsintercultural education as a firstpriority. A bad economy,dictatorship and fanaticism are notconducive to such an education, tomake an understatement. Still,under any regime, justice andrespect for human life are minimalconditions for enlightenedmulticulturalism.

My ‘Learning to Live Together’ Planof Action needs master planningfrom the womb to old age. It is longterm and will probably cover morethan one lifetime until the resultsappear. To get it going, the UN,UNESCO, governments, NGO’s,and large corporations, will have tostart rolling up their sleeves andcooperating. The following are themajor components of the plan:

£ Establishment of natureresorts for pregnant women.

£ Training of family counselors(psychologists, social workersand nurses).

£ In-service training for teachers.

£ Mono, inter, trans and extra-curriculur programmers onintercultural education,including anti-violence andanti-drugs campaigns, inschools on all levels.

£ Pre-service training.

£ In-service training forteacher trainers.

£ Establishment of facultiesfor intercultural educationwhich will take charge of allof the above plus thefollowing

£ Degrees in InterculturalEducation

£ Research

£ Publications


£ Websites

£ National and internationalconferences

£ Curriculum design

£ Special sections forparent education, andin-service training forteachers and teachertrainers.

This plan is ambitious and we canonly expect long-term results.Simultaneously, the fight againstpoverty will have to continue. Butsuch a plan is necessary to givehope and to reaffirm life forfuture generations. The missionof educators, in the broadestsense, in our generation is toeducate the population of theplanet to live together inbrotherhood and harmony.

*Dr. Yael Harel is “OutstandingNational Coordinator” for IsraelASPnet and lecturer in theEnglish Department, Beit BerlCollege, ISRAEL.


Another Kind of UN Ambassador:Dr. Esther LucasGloria Deutsch

At 83 most women would havehung up their figurative boxinggloves and be occupied withknitting bootees for thegrandchildren, but not Esther Lucas.Her lifelong battle for betterinternational understanding is stillin full swing, albeit conducted moreoften than not these days, throughher computer.

Except for a brief period in 1974,after he passing of the infamous‘Zionism is Racism’ resolution, shehas always worked for her aimsthrough the United Nations and itsvarious agencies in this country andcontinues to believe that, in spiteof what the majority of Israelis feelabout the “United Nonsense”, it isstill the only way to go.

In her perfectly enunciated English,she explains why.

“We have nothing better than theU.N. to get nations together,” shesays. “It’s only an agglomeration ofthe people in it, and it’s full ofdictatorships and narrow-mindedpeople, their voice is heard.”

Her reaction is to work throughUnicef (United Nations Children’sFund) in which she is chairman ofthe Education for DevelopmentCommittee in Israel. In what shedescribes as slow but satisfyingwork, she tries to get Englishteachers around the country to doprojects on Unicef. Ashdod is nowa ‘Unicef-friendly town’, whichmeans many sports andeducational activities involve Unicefin one way or another, and anotheragency, Unesco (United NationsEducational, Scientific and CulturalOrganization) encourages contactsbetween Arab and Jewishschoolchildren. One of the mostsuccessful projects, which has beengoing on for 13 years, is thetwinning of Ben Tsvi Junior HighSchool in Kfar-Sava with the nearbyTira Junior High. Joint culturalactivities, home hospitality andparents and teachers get-togethersare all part of it.

“Unicef was never against Israel,”she maintains. “In 1974 I did feelambivalent, but decided that ourpresence was important in

international meetings and thatwhere we are appreciated weshould cooperate. Personally I havenever experienced any hostility.”

Recognition for her efforts hascome in the form of TheInternational Humanism Awardgiven by the International SchoolsAssociation; and she holds the titleof Honorary President of Unesco’sAssociated Schools Project.

When pressed to reveal her lifebeyond her passion forinternational understanding, Lucasdescribes a privileged childhoodrare in the collective history of theJews. She was conceived in Russiaand born in Finland in 1918, hercapitalist father having narrowlyescaped the Revolution.

“We were the merchant class,”she explains. “My father ownedfactories which made blankets forthe Czarist army. After two yearsin Helsinki we moved to London.”

Lucas and her siblings were raisedby nannies and schooled at home


by their governess who gave thembasic reading and writing skills,cooked for them, made theirclothes and organized their parties.Her parents, meanwhile, keenZionists, entertained the likes ofChaim Weizman, Jabotinsky andMoshe Shertok in their Hampsteadhome and had budding musiciansgive concerts in their drawing-room. Hebrew, French, Russian andEnglish were also spoken at home.Winters were spent at hergrandmother’s villa in the South ofFrance where she recalls going todancing class and one of herpartners being the young PrinceRainier of Monaco.

“I can’t remember him stepping onmy toes,” she says in answer to aquestion, ”but I do recall having awonderful picnic with him and hissister Antoinette, known as Tiny,near the Italian frontier. They hadan English governess too, and thetwo women got pally.”

Lucas’s lifelong passion forinternational understanding beganwhen she joined the League of

Nations Union in England while stilla teenager.

”I was always interested in the worldaround me,” she recalls, “and in1935 I visited the League in Genevawhen the Palais of Nations was justbeing built. I heard a speaker lashingout about Mussolini.”

The following year she went up toOxford to read French and German.

“I joined the Jewish Society and theLabour Club,” she recalls. “Oxfordwas a wonderful experience. MyFrench professor was Enid Starkey,an expert on Baudelaire andtutoring in those days was one-on-one, so we got a lot of personalattention.”

She has fond memories of the1938 General Election in Britainwhen she worked for the Labourparty, putting things in envelopesin the company of Indira Nehru asMrs. Ghandi then was, and hearingall about her experiences in prisonwith her father and her closenessto him.

Her first job after Oxford was in thepress library of the Royal Instituteof International Affairs, using herknowledge of languages for whatwas considered part of the wareffort, reading the newspapers anddeciding what was important andshould be kept for reference. Laterthe Institute was taken over by theBritish Foreign Office, making hera civil servant.

During this time she met herhusband-to-be, Eric Lucas, who hadleft Germany in 1939, ran theHabonim ‘Bayit’ in Manchester andwho in 1945 received permissionto immigrate to Palestine.

“I followed in 1946, but before thatI’d been seconded by the ForeignOffice to serve on the UnitedNations Preparatory Commissionas a documents officer involved inconference planning. I was presentat the first Security Council meetingand the first General Assembly ofthe U.N. I stayed a year duringwhich I was sent to Paris for thefounding of the W.H.O. and metMoshe Shertok there. He asked me


if I would join in the Aliya Bet, but Iwanted to go and be with Eric. Myfamily thought I was quite mad.”

In 1946 she came, went straight toKibbutz Kfar Blum and promptlyjoined the Haganah.

“We learnt how to use a gun andthere was a swearing-in ceremonywhich everyone took very seriouslyand I thought was terribly funny. Theaim was to be prepared for attack.We used to sit in the clothespinfactory at night and take out thebullets and polish them, then pretendto be working on the clothespins if

any British soldiers showed up.”

Lucas worked for a time in thePolitical Department of the JewishAgency and by 1950 she and Ericleft the Kibbutz to settle in HerzliaPituach, where their two sons wereborn. Eric, known as a financialwizard, was director of the BritishZionist Federation, later the BritishOlim Society, until his death in 1996while Esther went into teaching,both in Herzlia and at the School ofEducation at Tel-Aviv University. Shestarted the local Scouts group, is stillinvolved as ‘postbox secretary’,organizing pen pals and has just

been to a meeting in Sweden tomake the necessary connections.

She still attends internationalmeetings, corresponds with peopleall over the world and has not givenup on her dreams.

“Although we live in a very differentworld from the one I grew up in, I stillbelieve we can achieve internationalunderstanding through education. Thepersonal relationship betweenteachers and pupils can’t be replacedby electronics. Only through humancontact can we get the young tounderstand what the global issues are”.


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International Activities - Edu