New Dimension of Inclusion and Diversity in Educational Policy:
a Balance Between Inclusion and Exclusion.
Copyright © 2016 Marina P. Bonser, Ph.D.
A "lawn mower" of unification which works well for grass can kill the sprouts of trees and bushes. Inclusive programs can ruin the development of outstanding talents.The policy “no child left behind” should be enriched with the policy “no talent left behind”. Advanced human potential is the highest value of civilization and the main force for its development.The world cannot afford to waste it, especially in the century of complex global problems. Inequalities can challenge peace. However, unification can challenge peace also. To ensure sustainable peace keeping via education we need a policy of inclusion of exclusive programs which will accommodate the needs of diversity of talented individuals. Along with that, all human beings should have access to professional guidance and help to find their talents, life purposes, peace and happiness. It is time to stop ignoring the existence of inner factors which determine the development of human potential, and start working on a policy of non-discrimination on the basis of the presence or the absence of certain talents.
These are my thoughts about the next step for UNESCO "Education 2030 Framework for Action". Incheon Declaration, 2015, provides a great strategy for educators around the globe for inclusive and equitable quality education and lifelong learning for all. No doubt, it is very important to expand equatable quality education and get everyone in our global world covered and involved. This strategy definitely goes along with the natural process of world's integration, it is a part of globalization, and inclusion is certainly an important dimension in education which works toward peace in the world.
However, it seems to me that after a few years of working under this policy of "widening" education a "deepening" component also needs to be included into the world's educational policy. To keep maintaining sustainability in the world via education, to keep raising the sustainable consciousness of the world's population we need to take the strategy of inclusion and diversity to the next level and include varieties of exclusive programs. After accomplishing inclusion of diversity of races, beliefs, ages, etc. we should start taking care of another dimension of diversity, the diversity of talents without regards of races, beliefs, ages, etc.
Meanwhile, education management around the world really needs clarification from UNESCO that promoting programs toward inclusion and diversity doesn't mean leaving exclusive programs behind. Many key people in charge need an explanation that a "lawn mower" of unification which works well for grass can kill the sprouts of trees and bushes. The policy “no child left behind” should be enriched with the policy “no talent left behind”.
Surely everyone has the potential to succeed in basic knowledge and skills programs. However, there are inner and outer conditions which determine the development of human potential so the fact that not everyone can succeed in advanced programs should be admitted by educational communities and no one should be discriminated against for the need of an exclusive program. In fact, talented and gifted children don't do well with inclusive ordinary programs because those programs are simply out of the range of their interests, and it is very difficult for creative people to succeed without internal motivation. Placing gifted students into “inclusive” programs for everyone is abusive for them and can be fatal for their talents. Everything man made in our living environment exists due to gifted and talented people. Advanced human potential is the highest value of civilization and the main force for its development.The world cannot afford to waste it, especially in the century of complex global problems.
The wonderful in many aspects inclusive policy of “no child left behind” was practiced in the USA for years along with the view that anyone can learn anything, it is just a matter of finding the right educational technologies which work for particular people. It is definitely true that every mentally healthy human being can learn any basic knowledge and develop any basic skills but it is doubtful that the “average” student can acquire very advanced knowledge of any kind. However, if some students are learning faster and easier than others their teachers get blamed for not using the right technologies which can accommodate all learners. Every educator who disagrees with this “inclusive” policy is mistakenly blamed for nazism, and even the term “exclusive program” causes negative reaction in many communities. This misunderstanding needs to be fixed for everyone's benefit and peace.Research work around the world concerning inner factors which determine human potential, including the ability to learn, genetics and critical periods of the maturation of human brain cannot be ignored. My exploration of scientific literature on human development for multidisciplinary research work in 2004 led to the following summary. A motivation can be developed comparatively easily along with any educational program. It is more difficult, but possible, to develop creativity; there are varieties of programs for that. However, it is very difficult to influence the development of intellect (70% of IQ is determined by inner factors according to H.J. and M.V. Eysenck). This is only an example of an inner factor which cannot be easily developed with the help of education. Students with advanced abilities in anything need advanced educational programs which can help them to reveal their potential, and not let it fade away. Broadly used in educational psychology, Vigotsky's theory of human development via social interactions, confirms that education needs to match a student's developmental needs in order to be effective. That's why all inclusive programs should be only basic, and education should be enriched with varieties of advanced exclusive programs. However, the American education system succeeds in accommodating people with learning disabilities but little has been done to accommodate talented and highly intelligent students. Moreover, inclusive programs which are designed to accommodate the average student “dumbed down” education in the whole country.
Surely inclusive educational programs generally work toward peace. However, if education won't meet the needs of talented people it will no longer work toward peace in the long run. To ensure sustainable peace keeping via education we need a policy of inclusion of exclusive programs which will accommodate the needs of diversity of talented individuals.
No one should be discriminated against for being talented; however, absence of a talent in a certain field shouldn't be grounds for discrimination either. Gifted people need to be protected from any discrimination of their talent in order to successfully develop it. Anyone who are not selected for certain exclusive programs shouldn't feel discriminated also. They need to be ensured that they just haven't found their talent yet, and receive guidance and proper professional help for finding their talents and developing them when being included into exclusive programs, or assistance with finding other ways to their life purpose and happiness. Placements into inclusive or exclusive programs should be open to a reconsideration depending on students' needs and success. It is time to stop ignoring the existence of inner factors which determine the development of human potential and start working on a policy of non-discrimination on the basis of the presence or the absence of certain talents.
These are my statements, the foundations for the next step for the inclusion and diversity strategy:
1. Besides outer (educational and socioeconomic) factors, there are inner (genetics and critical periods in stages of brain development) factors which determine human potential and its development.
2. Inclusive programs for everyone designed to meet everyone's needs can ruin the development of a talent which is above average.
3. Gifted and talented people should have a right for exclusive education which meets their needs.
4. No human should be discriminated against for having or not having a certain talent.
5. Everyone should have a right for professional guidance and help to find their special talents and to be included in a proper exclusive educational program which is open to reconsiderations of placements depending upon students' needs and success.
6. Everyone should have access to professional help for finding life's purpose, peace and happiness.
Sure, inequalities can challenge peace. However, unification can challenge peace also.
Let's find a sustainable balance between inclusion and exclusion, and develop the next step of inclusive strategy in education:
inclusive diversity of exclusive programs;
inclusive diverse life-long guidance and help for successful integration of everyone into society, for finding life's purpose, peace and happiness.
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