An Integral Analysis of International Mindedness

Abstract

The purpose of this chapter is to report on a study that examined contextual interpretations of international mindedness by International Baccalaureate (IB) Diploma Programme students in different school contexts in the Czech Republic. The conceptual framework was based on Wilber's integral theory and integral methodological pluralism, a novel application in the study of international mindedness. Using an empirical methodology, international mindedness was shown to be widely applicable, developmental, and experiential in nature. Through a hermeneutic phenomenological methodology, findings revealed the experience of international mindedness was characterized by the development of an intercultural identity, the ability to take alternate perspectives, and the capacity to resolve disconnection from important people in their lives. Contextual factors of privilege and exposure to diversity also influenced students' experience of international mindedness. Implications for improving education for international mindedness at the level of the school and the IB organization are discussed.