Personal Essay – Leslie Stein Buerki
I’m certainly excited to travel throughout Israel this July and to participate in the
three-week Summer Institute for Teachers at your International School at Kibbutzim
College. Three years ago, I volunteered to teach a newly developed course on global
awareness to my Air Force Junior Reserve Officer Training Corps (AFJROTC) high
school students. I also served as a consultant to the course’s textbook editor and was a
participant in on-going surveys about the methodologies and media used in the yearlong
course. I enjoyed my global education instruction and I’d like to think I’ve had many
teachable moments with my rural southwestern Ohio vocational school students. My
classes are only offered as an elective credit; AFJROTC is not a required course for
secondary school graduation. Two years ago, all AFJROTC instructors—United States
Air Force retired officers or noncommissioned officers hired by local high school districts
and the USAF JROTC headquarters—to now include a curricular module on global
education, along with a survey course covering studies on aviation, space, civics, and
military history, as well as on leadership and organizational skills.
I am intrigued to discuss my observations on many adolescents’ apathy or their
lack of curiosity about geopolitics, world geography, diversity, and ethnicity. Moreover, I
am chagrined that some of my students who plan to enlist in the Armed Forces after
graduation are eager to fight “the enemy” overseas, yet, most are unsure where exactly
southwest Asia or other potential areas for military expeditions or postings are located on
the globe. Challenging my students to think outside their zip code to learn of variations in
the human experience, to analyze conflict, tragedies (both natural and man-made),
investigate governance, currency, cuisine, and beliefs has been an exciting adventure for
me as a teacher. Sadly, I recognize that some of my fellow citizens are so immersed in
their lives that they tend to disregard the desperation of others in the world not residing in
peace or safety. I imagine Israeli teens approach their coming of age far differently; in
turn, their global awareness is intensely valued. I have observed my students’ fear of
unemployment, debt, ill health, and terrorism to exact a feeling of xenophobic pride.
When I teach about the wars in Vietnam, Korea, Europe, and the Pacific, I require my
students to research topics about the Allies or on the enemy nations the United States has
fought over the past 100 years. I also have had students conduct research on genocide,
especially the Shoah. Challenging my students to learn about subjects never addressed in
their schooling thus far has been rewarding to them and to me as a teacher. Although
these young people may be initially disinterested in these curricular topics, most
eventually want to know more and become better equipped to understand the news and in
turn, be part of a wiser voting citizenry.
Most American high schools and military science JROTC curricula are including
global education modules in their curricula. Universities, too, are increasing global
education offerings in most academic departments, from public health and business, to
environmental studies, social work and, of course, in Reserve Officers’ Training Corps
(ROTC) officer commissioning programs. World-class education in the United States
requires curious students and confident citizens. Following my first career as a United
States Air Force officer in public affairs and management, I chose to become an
AFJROTC instructor. For the past 13 years, I have attempted to expand the horizons of
my students. If I can help my students connect to world happenings past and present,
perhaps I can help them relate better to their place on the world stage as productive and
responsible adults.