Author & Expert in International Education, Conflict Resolution & Global Literacy
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 >
TEDx: Teaching U.S. Students about the Rwandan Genocide
International Students & Global IQ
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.
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.
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.
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.
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.
"Carl Hobert offers a unique and refreshing approach to studying global conflicts. I attended his two-day workshop at Boston University to gather ideas for teaching a senior elective on resolving global conflicts. Hobert transformed my classroom into a dynamic space for active negotiations. He demonstrated a warm spirit and enthusiasm for working with young people and equipping them with critical skills."
"Carl is an extraordinary communicator. He has an ability to connect with young people from various backgrounds and get them to work together towards a common goal. He is diligent in preparing young people and, like a great teacher and coach, he pushes them to perform at a higher level than they are used to. Negotiation, debate, and compromise are integral skills which Carl both possesses and draws out in students."
"A lot of schools give talk to “global education” but often without the substance, resources, and skills you are able to bring to the table. I love how you helped our students (and faculty) realize the importance of developing and awareness of their place in an ever-shrinking world, the knowledge and skills to be effective participants in a global community, and the insight and sensitivity to craft sustainable solutions to the challenges of our/their time. As you state so eloquently and powerfully, these students will be the ones conducting international diplomacy very shortly."
"Over the past three years, The Out-of-Door Academy (ODA) has had the privilege of hosting four conflict resolution workshops led by Carl Hobert. Without exception, each workshop had a lasting impact on students and faculty. Mr. Hobert’s greatest attribute is his belief in the intellect and empathy of youth…[his] ice-breakers and body language illustrated the importance of connecting with students beyond subject matter. I highly recommend [Mr. Hobert’s] workshops as an experience that will have positive ripple effects on numerous levels throughout a school community."
"I am so happy and so thrilled at how much I learned; I now know that even kids at our age can do things to help save and improve the world. Now I know that I shouldn't be afraid to speak my opinion because America is a free country and everyone has the freedom to speak. I also know that one day, through my actions, I will possibly be able to change the world even if it does take work and time."