From the Head of School: Becoming Citizens of the World

One of my favorite philosophers, Socrates, made a powerful declaration more than 2,400 years ago while standing trial in ancient Athens. Rather than define himself solely by his city or even his country, he described himself as “a citizen of the world.” He argued that membership in the human race brings with it certain obligations that transcend local identity and personal ambition.

I’ve always admired Socrates not only for his philosophy, but because he embodied many of the qualities we hope to cultivate in our students at Hopkins. As one of history’s great educators, his method of teaching was built not on providing answers, but on asking probing questions that broadened perspectives, challenged assumptions, and inspired deeper understanding.

Even during his trial, which resulted in his execution, he remained true to his convictions and used the moment to teach.

In today’s world, Socrates’ vision feels more relevant than ever. Perhaps the greatest responsibility of education is to prepare young people not only to understand the world they inherit, but also to engage with it thoughtfully, ethically, and with purpose.

At first glance, becoming a citizen of the world may seem to describe someone who has traveled widely or experienced different cultures. While those experiences are certainly valuable, I believe the idea runs much deeper. In reality, it begins with a willingness to learn from others. It asks us to approach unfamiliar people and ideas with openness and curiosity, to seek understanding before judgment, and to recognize that our responsibilities extend beyond our own ambitions. Ultimately, it invites us to see the world’s challenges not as someone else’s problems, but as opportunities to learn from one another and work toward the common good.

As one of the four pillars of our strategic plan Hopeful Youths: Renewing Hopkins’ Promise in the 21st Century, becoming Citizens of the World continues to shape the educational experience we strive to create on the Hill. Throughout this issue of Views from the Hill, you’ll see that spirit reflected in many different ways.

Students combined perspectives from three disciplines as they explored food insecurity in Greater New Haven. Across the globe, Hopkins artists collaborated with students at our sister school in China, Yali–Peicui, to create a shared work of art that demonstrates how creativity can build bridges across cultures. Our Speaker Series invited writers, entrepreneurs, artists, scientists, judges, civic leaders, and performers to challenge students’ thinking and engage them with new ideas.

In this issue, you’ll also read about Distinguished Alumna Sarah Merriam ’89 and Spring Fellow Misha Body ’98, whose stories remind us that success is measured not only by professional achievement, but also by a commitment to continual growth. Finally, we celebrate longtime faculty and staff members whose lasting contributions have helped generations of Hopkins students discover their own purpose while strengthening the community around them.

Taken together, these stories bring our collective goal to life. They demonstrate how education reaches its fullest purpose when it prepares students to contribute to something larger than themselves.

I hope this issue of Views from the Hill offers a glimpse of that important work. Whether you are reading as a student, parent, alum, faculty member, or friend of the School, I hope these pages leave you inspired by the many ways Hopkins students, educators, and alumni continue to embody what it means to become citizens of the world.

With gratitude,

Matt Glendinning