Individualism and pluralism: A new mission for study abroad

A recent article in The Washington Post discusses how tribalism in the United States is “intensifying, fuelled by contempt for the other side”.

The tribalism that divides Americans today is “entangled with a visceral dislike of the opposition… (T)he newly embraced academic term for this is ‘affective polarisation’”.

In the article Lilliana Mason is credited with noting that the divisiveness is “…polarisation that’s based on our feelings for each other, not based on extremely divergent policy preferences”.

The contemporary turn towards tribalism represents an extreme manifestation of turning away from two principles inherent in American civil society and its distinctive form of democracy: pluralism and individualism in productive co-existence.

Ironically, education abroad, we assert, is a path to recapture what has been lost in America.

Pluralism, individualism, democracy and the founding of the United States

How can higher education play a role in addressing this emotionally charged tribal divisiveness that threatens our society? The remedy already exists in the high impact learning of education abroad which, at its best, embodies the democratic principles of pluralism and individualism.

Pluralism is a bedrock principle of American life and civil society, providing a framework for respecting the diversity that forms and sustains our democratic republic.

According to an article published recently by the George W Bush Institute: “Specifically, pluralism is social tolerance for individuals or groups who have different backgrounds, views or beliefs. It also provides space for them to express views and practise their beliefs without reprisal – even when they conflict with others.”

As a productive complement to pluralism, individualism sustains and propels Americans forward as free, independent people.

According to the Foundation for Economic Education, “Individualism is a philosophy that views people first and foremost as unique individuals rather than as members of a group. It emphasises the importance of independence, individuality and autonomy.”

The alignment of education abroad with pluralism and individualism lies deep in our nation’s founding principles, where the connection of international experience to advancing a healthy, strong democracy is explicit.

The founders entertained two diametrically opposed views of Americans studying abroad – one against it and one for it.

Those against it – such as Thomas Jefferson – were afraid that young Americans not yet long grounded in democracy would be negatively influenced by exposure to extravagance and monarchy.

Those who perceived the benefits for students cited the advantage of students bringing back to the young nation the best knowledge and practice to which they were exposed abroad and applying that to build the nation.

D Benjamin Rush, another signer of the Declaration of Independence, the founder of three colleges and an outspoken commentator about the direction of America’s schools and colleges, was concerned that if young Americans studied abroad without first gaining a grounding in democratic principles they would be readily and negatively influenced by monarchies.

Nevertheless, he also held positive notions about education abroad and how it could benefit both the individual sojourner and the nation. Rush himself studied abroad – medicine in Edinburgh – and proclaimed the experience as “the best year of my life”.

In his plan for a national university, he was concerned about the intellectual isolation of young American students and recommended that “four young men of good education and active minds be sent abroad at public expense to collect and transmit to the professors of the [federal university] all the improvements that are daily made in Europe” as a way for students to gain new knowledge and practice that would upon return contribute to building a new nation with a new democratic government.

In a 1780 letter Rush addressed to John Foulke, only 23 at the time and bound for Edinburgh to study medicine, he offered 18 recommendations about how to maximise the experience – personally and for the emerging nation.

Strikingly, Rush makes no mention that the young student should be well versed in the emerging US form of government before studying abroad. In fact, he urges him to sever all ties with his friends and acquaintances at home and only to resume them upon return.

Despite their pluralistic views, the founders agreed that education abroad was not merely an educative and developmental option as it is often viewed today.

It was unequivocally a political instrument and a tool of national development, unity and identity, intimately entangled in the advancement of democracy and the core values of a liberal tradition upon which the US was, and is still, based.

This is a lesson that we can apply to our national situation today.

Exposure to different perspectives

How can we educate students to embrace pluralism when it is threatened daily by the affective polarisation that divides us from each other?

An education abroad experience provides an ideal learning opportunity to expose students to perspectives that are different from their own and to encourage them to be aware of the relative nature of these perspectives.

Education abroad provides a window on one’s home culture through encounters with people, events and perspectives that challenge students to consider and address conflict and difference in their lives.

The respect that students develop for cultural differences can enlighten them about the value and beauty of American pluralism. Sometimes this enlightenment just happens to the student, but often it must be guided by those overseeing education abroad experiences.

Rush’s letter to Foulke mentioned above is an early example – perhaps the first in the US – of such advice from a mentor to a student.

At a time when Americans view each other primarily by which group they belong to, the education abroad experience can serve as a powerful reminder that students are autonomous individuals who possess the agency, resources and knowledge to navigate the world in unique ways.

Education abroad can challenge students to rely on their individual resourcefulness and independence to navigate through the challenges of living and learning in a foreign environment.

The personal knowledge and experience offered through education abroad is a distinctive way through which students can be transformed through experiences of pluralism and individualism.

When education abroad leverages these elements of democracy, it can remedy the affective polarisation at home that drives people apart.

Integrating these principles into the fabric of education abroad programmes can move younger Americans to tolerance and respect for others and protect civil society and American democracy from the destructive forces of divisive tribalism.

An education abroad experience can restore respect for the individual, and lead to a student’s ability to see, hear, and understand others as individuals rather than merely as members of one group or another.

Framing education abroad programmes

We propose that education abroad programmes consider these framing elements to foster pluralism and individualism in our students and advance their appreciation of these critical democratic principles.

To advance pluralism in education abroad:

• Frame diversity, equity and inclusion as a call to embrace pluralism. Education abroad has the opportunity both to engage and celebrate the diversity that characterises the host environments and demonstrates for students the connection to American pluralism.

When students become sensitive to people and perspectives different from their own, they ideally will be supported in adopting this view in their lives when they return home.

• Apply intercultural competence in both international and domestic contexts. Intercultural competence advances a pluralistic orientation to the world. By designing education abroad programmes that expose students to diverse perspectives, we foster the skills necessary for effective communication in a globalised world.

This includes equipping students with the tools needed to bridge the cultural gaps they will face when they return to the United States and contribute to their ability to find collaborative solutions to the challenges brought on by divisiveness.

• Emphasise a transdisciplinary approach. Complex global challenges demand multifaceted solutions, and the education abroad curriculum should reflect this reality. Breaking down disciplinary silos and encouraging the synthesis of ideas from various perspectives, prepares students for the interconnected nature of real-world issues.

It also teaches them that in the context of the United States, the best solutions are ones that incorporate a diversity of viewpoints.

To advance individualism in education abroad:

• Prioritise personalised learning. Consider designing education abroad programmes to empower students to tailor their personal academic journeys, fostering a sense of ownership and autonomy over their education.

Education abroad is not one-size-fits-all but rather a dynamic, personal exploration of knowledge and skills.

This brand of personalised learning will develop in students a realisation that each person has a distinctive identity, story and viewpoint that identifies them as an individual more than an affiliation with a group does.

• Foster an entrepreneurial mindset. Encouraging an entrepreneurial mindset is paramount in preparing students for the challenges of the future.

Education abroad can empower students to think critically and develop the resilience needed to thrive in a rapidly evolving global landscape through the qualities that characterise entrepreneurship: creativity, innovation and risk-taking.

In turn, students who embrace an entrepreneurial mindset value the distinctiveness of everyone and the qualities that make each of us unique human beings.

• Nurture global mindedness. Education abroad can be a transformative journey during which students engage with diverse perspectives that help them to develop a sense of responsibility towards the global community.

Programmes can cultivate a generation that values collaboration, empathy and understanding, inspiring students to transcend national boundaries for the betterment of humanity.

The nurturing of an identity as a global citizen will impact how students relate to people in the United States, helping them to see the greater, common good that can be achieved through mutual respect and understanding.

A manifestation of democracy

It is ironic that an educational remedy for our domestic divisiveness and an affirmation of an American style of democracy can be discovered by being abroad.

However, the departure from one’s home country to experience pluralism and individualism abroad is but one part of what ideally will be a continuum of learning experiences that focus on pluralism and individualism and an appreciation that even education abroad itself is a manifestation of democracy in one’s ability to freely cross borders and engage with others.

When students return to their home campuses, they ideally will have opportunities to continue the challenges of global learning characterised by their abroad experience and to practise further the balancing of pluralism and individualism so critical to maintaining a democracy.

The many campus internationalisation strategies that have been successfully implemented by institutions can support students to engage with and act on their knowledge of pluralism and individualism.

Higher education recognises education abroad as a high impact learning strategy. Understanding how it acts as a remedy for our national divisiveness and polarisation only increases its importance.

Dr Brian Whalen is international education leadership fellow at the University at Albany in the United States. Dr William Durden is a visiting scholar at Johns Hopkins University, a contributing scholar at Dickinson College and president emeritus of Dickinson College, USA.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.