Research looks into caring as the heart of teaching and learning in IB World Schools.
A report prepared by researchers at the University of Nottingham in the U.K. and published by the International Baccalaureate organization last month summarized a study that aimed to develop a better understanding of the role of “caring” across the continuum of IB programs (IB-PYP, IB-MYP and IB-DP).
NOTE: Notre Dame Preparatory School and Marist Academy is authorized by IB to offer IB-PYP, IB-MYP and IB-DP; however, it was not part of this study.
Caring is one of the ten attributes that comprise the International Baccalaureate’s (IB) learner profile. The IB defines the learner profile as “the IB mission statement translated into a set of learning outcomes of the 21st century” (IBO, 2014). The caring learner profile attribute states that:
“We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us” (IBO, 2013).
This study had two broad objectives. First, it aimed to establish the extent to which students in IB World Schools are caring, and secondly, it sought to understand how IB World Schools attempt to develop a disposition of caring among their students.
Notre Dame Preparatory School and Marist Academy is authorized by IB to offer the IB-Primary Years Program, IB-Middle Years Program and IB-Diploma Program to its students.
However, care is not something that flows in one direction from teacher to student, but should be seen as an aspect of the organizational culture that radiates in all directions. Caring makes a difference when everyone in a community recognizes their responsibility to care for everyone else. The authors argue that “caring” should be reframed in the context of social solidarity in which individual self-interest is underpinned by a commitment to reciprocity and the common good.
The schools in this study valued the emphasis the IB places on holistic education in general, and pro-social learning in particular, through the learner profile. They also valued the flexibility they are given to enact this philosophy in their own community, and saw the importance of school leadership in enabling them to respond flexibly to cultural differences at the national and school level. While it is clear that schools do not want detailed prescriptions about how to incorporate caring into their curriculum, further advice and guidance from the IB in this area could be beneficial. Additionally, schools could benefit from further guidance on effective modeling and dialogue, and a richer language for ensuring continuity in discussing caring behavior across the programs.
The schools participating in this research were all continuum schools, meaning that for the purposes of this study, they offered the Primary Years Program (PYP), Middle Years Program (MYP) and Diploma Program (DP).
The complete summary of the report is available here.
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About Notre Dame Preparatory School and Marist Academy
Notre Dame Preparatory School and Marist Academy is a private, Catholic, independent, coeducational day school located in Oakland County. The school's upper division enrolls students in grades nine through twelve and has been named one of the nation's best 50 Catholic high schools (Acton Institute) four times since 2005. Notre Dame's middle and lower divisions enroll students in jr. kindergarten through grade eight. All three divisions are International Baccalaureate "World Schools." The Marist Fathers and Brothers sponsor NDPMA's Catholic identity and manages its educational program. Notre Dame is accredited by the National Association of Independent Schools, the Independent Schools Association of the Central States and the North Central Association Commission on Accreditation and School Improvement. For more on Notre Dame Preparatory School and Marist Academy, visit the school's home page at www.ndpma.org.