ETHOS WINTER 2015

Q: What is «Success» compared to «Significance»? How does this apply to an Educational Institu-tion?

The dictionary defines Success as accomplishing an aim or purpose. Significance, on the other hand, is defined as something being important or worthy of attention; something noteworthy.

A Successful Academic Institution is accomplish-ing its mission, vision, beliefs and goals with great success. Therefore it is closely related to the com-mitments that the institution itself has set as goals.

-cess in varied ways. For example, if the mission of

education” to its students, then one measure of suc-cess could be the percentage of job placements for its graduates within 6 months of their graduation.

However, a Significant Academic Institution fulfills two conditions:

◉ Sustaining Excellence, in the process of fulfilling its mission, vision, commitments and goals for

-istration, board members, parents, and alumni

◉ Continuously serves humanity (the community the institution belongs to as well as the region, the nation, and the world). In other words, the institution is engaged in transforming the com-

Success & Significance

Q&A with the President,

Dr. S. Gialamasby Leda Tsoukia, Editor in Chief,

ACS Athens Creative Director

munity, for the benefit of all people, especially for the less fortunate or less privileged. These institutions are driven by the belief that “the world is changed by our example and not only by our opinion”.

Q: Does the responsibility of Education evolve over time?

According to Jenkins (in Hayden and Thompson, 1998, p93): “... teaching students about the realities of the future seems to be a responsibility we have no right to shirk if our education is to mean anything. Teach-ing about these realities without exploring solutions and the action students, as future citizens, can take would seem a barren response to a very real future shock.

Therefore academic institutions now more than ever play a leading role in preparing young people to cope with and to be productive members of an increasing-ly global society. The opportunities and the learning outcomes for students attending schools are directly related to the educational experience they receive (Gi-alamas S. & Pelonis P. 2008). So what should educa-

sgnieb namuh gnidlom tuoba eb dluohs noitacudEcapable of responding to the fast and multiple chang-es in today’s society rather than being usurped by these changes and becoming devoid of emotions, in-capable of forming community bonds, their only pur-pose that of becoming organizational drones trained for specific jobs (Gialamas. S, Pelonis, P. 2008).

Furthermore, as Gellar (in Hayden, Thompson and Walker 2006, p31) rightly indicates, we live in a small and fragile world, the citizens of which are increas-ingly dependent on one another. Thus knowledge of subjects is not enough.

Q: Why is knowledge of subjects not enough today? What more should the schools provide to the students?

Schools have a responsibility to adhere and promote universal values. This is precisely what distinguishes internationally-minded schools from others; as well as providing a curriculum that teaches world history, literature and looks at the interdependence of cultures and nations, international mindedness also aims at upholding certain ‘universal’ values and transferring them to the children it houses. Thus the responsibility of educating becomes an ethical one as well.

According to Hayden and Thompson (in Hayden,

Shaping the minds of young people with EthosIn a Holistic, Meaningful & Harmonious way,to make the world a peaceful and better place to live in

Thompson and Walker 2006, p40) many have aimed at defining international institutions without con-sensus. Hayden and Thompson suggest that we think along the lines of ‘international mindedness’ which, according to the UNESCO declaration (Hill in Hayden, Thompson & Walker 2006, p21), considers certain uni-versal values, among them ‘freedom, intercultural understanding and non-violent conflict resolution’. In this sense one could argue that internationally -mind-ed schools provide optimal and well-rounded educa-tional experiences by using a curriculum free of local and national bias, faculty from all over the world, in-novative teaching and learning enhanced by technol-ogy, and guided by universal principles and values.

One might then conclude that what Haywood (in Hayden , Thompson and Walker 2006, p171) refers to

students an experience that will help promote a world view based on cross-cultural understanding, leading

towards more peaceful collaboration between people and nations’.

It is then to the benefit of the world to provide such exceptional opportunities and experiences to stu-dents from the local or national community hosting the international school. In particular, making such opportunities available to exceptional local students (who one day may become local or national leaders in a position to influence) is a goal to strive for, both for society as well as the global community.

Internationally educated kids are privileged material-ly, socially and educationally due to the opportunities available to them and ‘the first-hand experiences of history, geography, religions, languages and cultures that other children might learn about only through books or the internet’ (Hayden, 2006, p52).

The great educational institutions of the future will not be the same as defined today.

midst of all drastic changes in society. There will be a new type of “knowledge”, wisdom: The ability to utilize knowledge with the goal to discover creative solutions to societal challenges.

I strongly believe that all Academic Institutions of the future will have to establish and support an insti-tutional culture fostering innovation, respect for all

principal and values.

Faculty Leader in Educational institutions of the futureA Faculty Leader acts always on behalf of its students, builds trust, provides them with the most fulfilling, and challenging Holistic Meaningful and Harmonious educational experience.

All of his/her decisions are guided by the underlined principle of Innovation together with continuous learning that enhances the educational experience of

every student.

Q: How can an institution become significant by influ-

students?

An Institution can become significant for all its mem-bers through its commitment to:

◉ Serving Humanity

◉ Developing Social Interest: According to Adler, social Interest is an aptitude, which deems one responsive to social situations (Adler, 1981). So-cial Interest may include interest beyond peo-ple (animals, environment, the entire universe). Social Interest is an extension of one’s self into the community.

◉ Social Engagement: The ability to put interest into practice. Becoming aware of a social con-dition is the first step; developing an interest towards improving the social condition is the second; finding ways to engage in bettering the condition is a step further towards taking responsibility for part of the solution.

◉ Social Commitment: The betterment of a sit-uation or the improvement of a person’s life be-comes a way of life for students as they develop a positive mindset towards improving as many aspects of society as possible

Q: Has ACS Athens provided educational programs to its students, in the past, to raise awareness for problems of less fortunate members of our community? What were the ultimate goals?

-grams over the years, to name a few:

◉ The Wellness program, which takes place

yearly in the school. Wellness Month at ACS Athens, adhering to the philosophy of providing a holistic education for students, aims at help-ing our school community make wellness a way of life every day. We welcome speakers who of-fer workshops, information and coping tools on such topics as stress management, substance

education, internet safety, anti-bullying and more. The month culminates in a “Celebrating Wellness” event involving everyone on campus.

◉ The Village Project, began in 2007. 53 ACS Athens students arrived in Zacharo,a village in Peloponnese that had just experienced the 4th

ACS students taught the Lepreo kids how to test the safety of their drinking water; others visited a woman whose house burned down and do-nated more than 200 olive trees to be replant-ed. The biggest contribution however was the commitment to see the school improve its fa-cilities so that they could establish a technolo-gy center where the local children and residents could learn computer skills. Since that very first journey, ACS students visit nearly twice a year and have engaged in a number of projects with the local youth to raise awareness for the pre-vention of fires and preservation of the forests.

◉ The yearly visit to the Retirement home in Pyrgos: some students spend time with the se-nior citizens while the rest help them by buying groceries to add to the stock of food collected from our school wide food drive.

◉ The IB Retreat to the Therapeutirion Le-hainwn; where the physically and mentally “challenged” challenge our ability to accept

help those in need. The IB Diploma Course stu-dents visit this institution every year; they help

Current page from left to right:Wellness month celebration, 2014

The Song and Dance Show, 2015

painting the walls of the institution, bringing them gifts, and spending time with them.

◉ The Song and Dance Show, which takes place every spring, All members of our school work

Instead of money entrance is bought with a bag of groceries. All bags are collected and distrib-uted to the Discounted Social Grocery stores of Aghia Paraskevi.

Q: Becoming a significant international educational in-stitution: Does an international institution have a larger moral responsibility to help its members as well as the members of the local/global community? Why?

We are certain that internationally-minded schools -

lenge ourselves by questioning whether local excep-

should be able to receive scholarships or/and financial

to students who are financially disadvantaged?

Mary Hayden (2006, pp39-40) further contends that international school students vary culturally, linguis-tically, in educational backgrounds and in reasons for attending international schools. Commonly however, students attend international schools because par-ents find it a valuable investment for the future. Yet Hayden quotes Lowe (2006, p40) who indicates that

-

of the local positional competition on the one hand and a globalization of that competition on the other

edge by taking qualifications that they hope will give them a local advantage. At the same time ... will give access to a labor market that is becoming increasing-ly globalized.’

Back to our original compounded question(s): is the accumulation of knowledge so expensive that it is available only to the privileged few of society? Does this selection of the few consider and optimally use society’s available brain power? If internationally minded education provides such advantages, should the ethical responsibility of a school and (perhaps) a country be to make it available to those who cannot

We believe such provision should become anoth-er ethical responsibility in internationally-minded schools. This then leads to the question of how such initiatives can be financed. Fundraising, collaboration with businesses and other organizations, developing programs to generate revenue and profit, keeping

-ment agencies and investing in business endeavors are some ways to achieve this initiative successfully.

The skill and responsibility of school leadership should be geared to identifying ways to educate initially at least a handful of under-privileged local children. This type of leader, according to Hayden (2006, pp94-99), is unique in being adaptable, flexible in thought and

demands they face. Depending on the responsibili-ties, a leader is both a manager and an administrator; one who is willing and able to work well with the local community and authorities as well as with the global community, promoting the international-minded val-ues in any and all situations.

Q: How can the educational experience have a bigger im-pact on our students, when they try to «grasp» the reali-ties of today’s world, even if these realities do not directly

teaching methodologies should be redefined. A cul-ture of freedom of expression should be established while respecting the community. Therefore, there has

ETHOS WINTER 2015

to be a balance between personal freedom and the respect of commonly accepted community principles and values.

◉ The Combo Class in ACS Athens High school is -

gy applied in our curriculum. 10th Grade Combo Class is an integrated Amer-ican Studies course, which combines American Literature and American History and Govern-ment. Students engage in a variety of thematically based units that connect them to their learn-ing. In history class, the students explore the concepts of absolute freedom, constitutional law, historical precedents, and the inner work-ings of the three branches of the U.S. govern-ment. In American Literature, students utilize methods of persuasion, use of figurative lan-guage, and application of structure

Other examples include activities that took place in the past, opportunities to engage students, faculty,

◉ The Tyros Water ProjectIn 2006, 9th grade students were engaged on a semester long Project including a fieldtrip to clean a beach in Tyros, Kynourias on “World En-vironmental Day”. The Project was aimed to enhance content spe-cific and related learning,helping students de-velop a higher level of self –esteem, self worth

◉ building integrity and ethos

◉ teaching modesty and humility

◉ nurturing empathy and acceptance for others

◉ fostering a deep sense of civic responsibil-ity for the well being of their community

◉ The Israeli-Palestinian ProjectIn 2010, ACS Athens Students traveled to Isra-el and Palestine in order to create a mini docu-mentary on the Israeli-Palestinian struggle, in cooperation with Newscoop, a media organi-zation based in the US

Q: How can we raise awareness and empower our stu-dents to understand today’s global problems (poverty, famine, population displacement etc.) but also to equip

?smelborp eseht ot snoitulos dnfi ot sloot eht htiw mehtCould you give us examples? Are there any programs in the School capable of influencing the global community?

There is a new program in ACS Athens, a sustainable program for refugee children in Greece, which will take place this year. It is called:

“Make a Child Smile, Keep the Hope Alive”It is a joint program of ACS Athens, AHEPA, and the

Regional Authority of Attiki. 72 Children, 60 children (ages or 9-12) and 12 older children (ages 14-17) will be engaged in creative activities learning by playing, athletics (Soccer, tennis, climbing, etc.) art (drawing, painting, 3 dimension creations). They will learn Fun-damental English or Greek and they will meet similar age students from ACS Athens.

It has to do with a global issue helping children and young refugees from several countries other than Greece. It involves all members of the institution (stu-

and friends of ACS Athens). The program is addressing a holistic challenge for these young people with the goal to re-integrate them in society from the isolation of the refugee camps.

Resources will include:

◉ Volunteers to run the program (students, facul--

ens

◉ Volunteers to identify the children for the pro-gram and make appropriate arrangements with authorities to transport them and accom-pany them to ACS from a refuge camp (AHEPA and Regional Authorities)

◉ Shirts, Bottles and bags (ACS Athens)

◉ Funding and Arrangement for Busses (Regional

Opposite page:The Combo Class, 10th graders in action!

Current page, top:The Tyros water project,2006

Current page, bottom:The Israeli - Palestinian Project, 2010

MAKE A

KEEP

ALI

VE

THE HOPE

CHILD SMILE

Authorities and/ or AHEPA)

◉ Food – Lunches (all partners)

◉ Educational Materials (ACS Athens)

Q: What is the ultimate goal? Who do you think will ben-efit more, by participating in programs like «Make a child smile, keep the hope alive»?

All parties will benefit. At the end, World Peace will be benefited. Uneducated children or children with-out «morfosis» are easily manipulated by any type of bias (religion, race, nationality, and gender). They, therefore, become peons and tools of dangerous movements with violence and conflict as a result.

students, a high quality international minded educa-tional experience, as well as, the opportunity to devel-op the foundations and become tomorrow ‘s leaders with ethos and responsibility will create greater foun-dations for the future. It will produce leaders who can give back to society by becoming the catalysts for making innovative educational experiences available to more and more students, free of national biases, religion fanaticism and race discrimination.

Q: What happens next? What is the aftermath for both our students and all other children who will participate in the program: «Make a child smile, keep the hope alive»?

What is the next step? Do you think that this program could become life changing? How?

I hope we can motivate other educational institu-tions, or organizations, or governments to consider the program for adoption, taking into consideration their special conditions. Programs like this can pre-vent isolation and become the vehicle for re-integrat-ing children and youth into society.

The accomplishment of the goal of the program would like to see inspiring decision makers to view morfosis not as an employment tool but the founda-tion for world peace and prosperity.

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For a full text of the article quoted above please check the following reference:

Gialamas , S. and Pelonis, P. “Providing Exceptional Educa-tional Experiences to Students with Financial Need: A mod-ern challenge for International K-12 Schools”. International Schools Journal. Volume XXXlll, No. 1, November 2013

https://practicalthinkingclassrooms.wikispaces.com/file/view/International+Schools+Journal.pdf