Part one, breaking down conflict and offering the fundamental educational tools.

Globalization through Education

While often a term scorned, globalization is an inevitable consequence of the unilateral epoxy which civilization attends to. The pitfalls of the process are simple to see, in catastrophic terms of economic instability, a self imposed bigamy through the misapprehensions of foreign influx and consequent miscommunications which lead to conflict, and the fundamental sense of nationalism which is in direct contradiction of globalization. The benefits, most often in end matters, are a greater equilibrium in economic interaction (at the cost of the embargo card, which allows for more competitive prices), a foundation of intercultural understanding, and a more open trade of information and, therefore, a potential for progressivism in the Arts and Sciences.

The global educator must first begin the task of breaking down cultural conflicts, analyzing and finding compromise between fundamental contradictions in the moral and ethical standards, which define the respective people. In this, one must be a scholar-diplomat, courting the contemporaries of said cultures education and spiritual systems. Through a mutual exchange of educational pursuits, one can transmit the necessary intercultural niceties to students, allowing for less potential miscommunication. Naturally language skills are a paramount prerequisite to such ends.

Language skills, in turn, must be achieved through a thorough literacy program, so well as an exchange of representative students of sufficient caliber to both teach and learn languages, those intuitive in both sciences and arts, and those versed in the history of respective cultures. These exchange systems, while certainly in discretion to the individual educators, should be mediated projects of the government treaties, assuring mutual spending in every action, with a main portion of appropriated funds to purchase literature and media from respective cultures for the schools.

Primary on the standard domestic education should be sociology, with projects of demography alongside all language studies as a means of communication and mutual education. Students should discover foreign economics, cultural foods and festivals, arts & crafts, and historical landmarks.

They should also have education on applied protocol and proprieties when visiting foreign cultures, including proper house etiquette, laws and customs, and exchange rates. At best, three months of preparation into a foreign country with such intensives as these would allow for a finer framework for an easier transition through foreign lands, offering both specialist principles, and an overall evaluation to essentially operate as envoys of cultural understanding.