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Carl  Hobert

Carl Hobert

Best-Selling Author 

Biography

How good do you really have to be, to invent the term “Global IQ”, or the term “Educide”? You have to be Carl Hobert – very good at what he does, and passionate about it, too. The fall after graduating from Middlebury College (Middlebury, VT) as a political science and French double major, Hobert began teaching in Avignon, France. There, at age 22, he established a US independent school’s (Proctor Academy, Andover, NH) unique French language and civilization study abroad program. Hobert, fluent in English and French, witnessed intense anti-North African sentiment while living and teaching in southern France. So, he began a “conflict resolution education experiment” while living in France. His experiment: To work with US youth from Proctor Academy, and French and North African-born youth from Avignon, on Model UN-based conflict resolution and prevention exercises. It worked like a charm. Read More >

After seven years at Proctor Academy, Hobert went back to Middlebury College to get a Master’s Degree in Spanish. As an important part of the Middlebury Spanish program, he lived in Madrid, Spain, becoming fluent in Spanish. While there, he backpacked around Spain and North Africa, on a tight budget. He also became fascinated by the Basque Region of southwestern France and northwestern Spain - and the separatist / terrorist organization ETA there. He learned what ETA did to recruit children. Hobert decided to learn more about the conflict that existed between the Spanish government, and ETA, while living in Spain. Hobert then returned to Boston from Spain, to attend the Fletcher School of Law and diplomacy, with a 2-year focus on conflict resolution, international security studies, where he began to develop his theory of “Global IQ”, or “GIQ.” Hobert’s Global IQ work has been widely featured in the The Boston Globe, The Chicago Tribune and a host of scholarly journals, including Independent School magazine. While at the Fletcher School, he got to know Roger Fisher and Bill Ury, co-Founders of the Harvard Negotiation Project, and co-authors of the best-selling book Getting to Yes.

Hobert went on to teach, and to become Assistant Head of School, at Belmont Hill School (Belmont, MA). He then left Belmont Hill School and took the conflict resolution non-profit organization he had founded, Axis of Hope, to “incubate” at Boston University. He decided that his vocation was to teach students how to think globally and to help create curricula for schools and community groups. Under the auspices of Axis of Hope, Hobert began conducting conflict-resolution workshops for middle and high school students and educators and teaching a course (Educating Global Citizens) at Boston University School of Education. And while there, he wrote the best-selling book, Raising Global IQ: Preparing our Students for a Shrinking Planet (Beacon Press).

In the book, Hobert proposes grading America's schools on how well curricula are training students in areas such as conflict-resolution skills and foreign languages, and encouraging travel abroad and service-related activities. Hobert weaves in a number of entertaining anecdotes about his own experience to illustrate his points and describes traveling abroad with his parents, shepherding high school student trips and conducting a workshop about conflict resolution.

Hobert draws on his over thirty years as a foreign language and international relations/conflict resolution educator, using what he calls “the Intellectual Outward Bound case-study approach to conflict resolution. One example of such a case study is now famous and used around the world: “Whose Jerusalem?”, which Hobert authored with Race to the Top and Massachusetts Department of Elementary and Secondary Education funding.

Hobert will be touring both in the US and abroad beginning in September, discussing Raising Global IQ: Preparing Students for a Shrinking Planet, and now Educide? And something that will be featured in his on-site and video conference speaking engagements: The incredible 1.5 years he has spent in Rwanda, including research for his book, and helping to improve Rwandan and US counter-terrorism efforts since President Kagame and Trump met in Davos, Switzerland. How? By working with youth being actively recruited by Boko Haram, al-Shabaab, ISIS, al-Qaeda and FDLR, what Hobert calls “preventive diplomacy.” Hobert will also speak about almost dying of a hemorrhagic stroke while living in Rwanda, a brush with death that he experienced in March 2018.

In his exciting life, Hobert has lived on three continents, and traveled extensively on five. During his travels, he has caught toxoplasmosis, had brain surgery to rid him of yours of suffering from epilepsy, and suffered a nearly-fatal hemorrhagic stroke while living and working in Africa. He has experienced geo-political conflicts in Chad, Rwanda and the DRC firsthand. And Hobert has not only managed to survive all of this, and press on. He is an excellent conflict resolution educator who is loved by his students and has taught negotiation to hundreds of government leaders, corporate executives, academic administrators, professors and teachers, and college undergraduate and graduate students around the world. Read Less ^

Speech Topics

Raising Global IQ: Preparing Our Students for a Shrinking Planet

In Prof. Hobert’s interactive lecture, which can also be a webinar, participants learn about the complex challenges facing American educators, parents and corporate leaders as they seek to improve the global competency of their children, their communities or their workforces. During the lecture, Prof. Hobert presents creative pedagogical solutions to help improve children’s / communities’ Global Intelligence Quotient (GIQ) by presenting five key portions of his Global IQresearch and findings:  1. Foreign language and cultural fluency, including teaching / acquisition of such non-western languages as Mandarin Chinese, Arabic, Urdu, Farsi, all considered by the U.S. State department to be “critical languages”, as well as the more traditional European languages such as Spanish and French; 2. Technology and media literacy as means to make international issues more alive in classrooms, living rooms and boardrooms; 3. Expanded international exchange programs and other forms of cross-cultural engagement; 4. “Getting to Yes” problem solving and exciting, participatory “Intellectual Outward Bound” case study-based role play exercises, focusing on global, national and local crises, such as the Arab-Israeli conflict, immigration reform, and bullying, and; 5. Important local, national and international service-learning opportunities.

International Students & Colleagues: Effective Ways to Find, Welcome & Mentor Them in Our Schools & Corporate Climates

Prof. Hobert has developed effective international branding and recruitment to expand: 1. International student enrollment in US schools and universities, and; 2. International professionals’ employment in US for-profit corporations and non-profit organizations. Hobert teaches participants how to provide comprehensive support for international students and professionals before and when arriving in the US, including effective orientation sessions, creating a caring study or work environment, providing strong ESL training and establishing a local, national and international support network. In addition, he teaches schools, companies and organizations how to develop “global classrooms” with advanced distance learning techniques, achieving better idea -haring with others here and overseas before, and after, their arrival.

Educide

Hobert argues that the greatest challenge of the 21st century is educational inequality around the world. Reflecting on over 30 years as an educator in the US and overseas, he explores some of the kinds of educational repression and suffocation children face, noting that there is a huge gain to be had if a society educates boys and girls and ushers those who are better-educated into the labor force.

How to Increase Your International Student Enrollment - Carefully

Hobert addresses effective international branding and recruitment of US high schools, colleges and universities, to expand international student enrollment in US schools and universities. He teaches participants how to provide comprehensive support for international students, including how to plan effective orientation sessions, and create a caring and supportive academic and social environment.

Why Students Should Study the World Every Day

This generation of students is full of passion to change the world, but they need tools to do so more effectively. Hobert explores the importance of creating “Global Issues” courses and discussion groups, focusing on important and often-complex modern day global issues. He demonstrates with personal stories how his “Intellectual Outward Bound” conflict resolution role-play exercises have helped thousands of students and adults to understand our rapidly changing world, and to hone their own, personal conflict analysis, management and prevention skills, as well.

Preventive Diplomacy: Training a New Generation for Peace

Thwart Terrorism with Education

Teach Deeply: Why We Need to Educate American Students About the World

International Conflict Resolution: Improving Corporate Executives’ Negotiation & Conflict Resolution Skills