There is an old adage that school is about the three R’s—Reading, wRiting and aRithmatic—the core subjects that support every young person’s success in the world. But in the modern world, I now see a fourth R that we have to add to the mix: Respect. For me this is a key element of every student’s education. In my view there are two primary elements to truly understanding respect: first, a focus on continuous character education, the molding of engaged and involved citizens and, second, respect for differences—primarily ethnic and cultural differences that are so common in today’s multicultural Canada. Both are important, but I would like to focus here on the second component of respect….respect for diversity. This is much more than simply building a sense of tolerance for others different than yourself. The notion of tolerance is simply not enough – tolerance should be a given between people, even people lacking education. I am thinking about something much more profound than tolerance. I want every student in our school to be intrigued by difference, not afraid of it, not ignorant of difference. To call oneself truly educated, one needs to learn to reach out, be proactive and want to know about “the other.” Who is “the other” you ask? Those who are profoundly different than ourselves.

This is exactly why the development of a global perspective is one of the most important attributes one can develop while in high school. In addition to reading, writing and arithmetic, the capacity to be familiar with and navigate the waters between different cultures is a key set of skills that will contribute to success in life as adults. Historically, this has been a hallmark of Canadians—bilingual, rooted in French and British colonial roots and traditions, close to our American friends and open to the world through generations of immigrants coming to this land of opportunity. However, in recent years, I think teenagers in Canada have actually become too spoiled, too soft, too complacent, and too comfortable with our high standard of living and the many blessings of this very special country. Unfortunately, in Canada at large, actively reaching out and learning about different cultures and investigating things foreign is not seen by enough young people as necessary. It’s not on enough personal agendas.

However, such a perspective just won’t do anymore. As we move forward into the second decade of the 21st century, youth need to be sure how to read, write and calculate. However, I assert that perhaps most important, students need to stop and consider how they are building their own sense of global awareness. This is the global toolbox that will equip young people to navigate the currents of multiple cultures intersecting on a daily basis during the balance of their lives.

This will require youth to step into new and sometimes difficult situations outside their Canadian comfort zones. With increasing frequency, they will be forced to define and question core values and what really matters to them. In short, to gain a truly global perspective, students must be proactive, outward-looking and willing to test themselves through active learning experiences. In the process they will likely change, but likely for the better—more insightful, wiser and resilient.
Here at LCC we have created many opportunities for students to enhance their global perspectives. Our classrooms, clubs and activities, community fundraising initiatives, international exchanges and service projects abroad present a host of amazing opportunities that can be life-changing.

So a new core component of our curriculum is a desire to be better connected to the many cultures and historical traditions that weave across the tapestry we call earth—an active celebration of differences. On a personal level, this requires some courage, but students find the journey fulfilling, challenging, exciting and full of the unexpected. If you don’t believe me, just ask one of the dozens of LCC students who have actively developed a stronger global perspective. I am proud to say, they are the best ambassadors for our unique programs that develop actively engaged global citizens. —Chris Shannon, Headmaster