Essay on world is a global familu and borders are merely limitations to global unity
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Global citizenship is the idea that all peoplehave rights and civic responsibilities that come with being a member of the world, with whole-world philosophy and sensibilities, rather than as a citizen of a particular nationor place. The idea is that one’s identity transcends geography or political borders and that responsibilities or rights are derived from membership in a broader class: "humanity". This does not mean that such a person denounces or waives their nationality or other, more local identities, but such identities are given "second place" to their membership in a global community.[1] Extended, the idea leads to questions about the state of global society in the age of globalization.[2] In general usage, the term may have much the same meaning as "world citizen" or cosmopolitan, but it also has additional, specialized meanings in differing contexts. Various organizations, such as the World Service Authority, have advocated global citizenship
UsageEdit
EducationEdit
In education, the term is most often used to describe a worldview or a set of values toward which education is oriented (see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations).[3] The term "global society" is sometimes used to indicate a global studiesset of learning objectives for students to prepare them for global citizenship (see, for example, the Global Studies Center at the University of Pittsburgh).[4]
Global citizenship educationEdit
Main article: Global Citizenship Education
Within the educational system, the concept of global citizenship education (GCED) is beginning to supersede or overarch movements such as multicultural education, peace education, human rights education, Education for Sustainable Development and international education.[5] Additionally, GCED rapidly incorporates references to the aforementioned movements. The concept of global citizenship has been linked with awards offered for helping humanity.[6]Teachers are being given the responsibility of being social change agents.[7] Audrey Osler, director of the Centre for Citizenship and Human Rights Education, the University of Leeds, affirms that "Education for living together in an interdependent world is not an optional extra, but an essential foundation".[8]
With GCED gaining attention, scholars are investigating the field and developing perspectives. The following are a few of the more common perspectives:
Critical and transformative perspective. Citizenship is defined by being a member with rights and responsibilities. Therefore, GCED must encourage active involvement. GCED can be taught from a critical and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCED requires students to be politically critical and personally transformative. Teachers provide social issues in a neutral and grade-appropriate way for students to understand, grapple with, and do something about.[9]
Worldmindedness. Graham Pike and David Selby view GCED as having two strands. Worldmindedness, the first strand, refers to understanding the world as one unified system and a responsibility to view the interests of individual nations with the overall needs of the planet in mind. The second strand, Child-centeredness, is a pedagogical approach that encourages students to explore and discover on their own and addresses each learner as an individual with inimitable beliefs, experiences, and talents.[10]
Holistic Understanding. The Holistic Understanding perspective was founded by Merry Merryfield, focusing on understanding the self in relation to a global community. This perspective follows a curriculum that attends to human values and beliefs, global systems, issues, history, cross-cultural understandings, and the development of analytical and evaluativeskills.[7]
PhilosophyEdit
Global citizenship, in some contexts, may refer to a brand of ethics or political philosophy in which it is proposed that the core social, political, economic and environmental realities of the world today should be addressed at all levels—by individuals, civil society organizations, communities and nation states—through a global lens. It refers to a broad, culturally
UsageEdit
EducationEdit
In education, the term is most often used to describe a worldview or a set of values toward which education is oriented (see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations).[3] The term "global society" is sometimes used to indicate a global studiesset of learning objectives for students to prepare them for global citizenship (see, for example, the Global Studies Center at the University of Pittsburgh).[4]
Global citizenship educationEdit
Main article: Global Citizenship Education
Within the educational system, the concept of global citizenship education (GCED) is beginning to supersede or overarch movements such as multicultural education, peace education, human rights education, Education for Sustainable Development and international education.[5] Additionally, GCED rapidly incorporates references to the aforementioned movements. The concept of global citizenship has been linked with awards offered for helping humanity.[6]Teachers are being given the responsibility of being social change agents.[7] Audrey Osler, director of the Centre for Citizenship and Human Rights Education, the University of Leeds, affirms that "Education for living together in an interdependent world is not an optional extra, but an essential foundation".[8]
With GCED gaining attention, scholars are investigating the field and developing perspectives. The following are a few of the more common perspectives:
Critical and transformative perspective. Citizenship is defined by being a member with rights and responsibilities. Therefore, GCED must encourage active involvement. GCED can be taught from a critical and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCED requires students to be politically critical and personally transformative. Teachers provide social issues in a neutral and grade-appropriate way for students to understand, grapple with, and do something about.[9]
Worldmindedness. Graham Pike and David Selby view GCED as having two strands. Worldmindedness, the first strand, refers to understanding the world as one unified system and a responsibility to view the interests of individual nations with the overall needs of the planet in mind. The second strand, Child-centeredness, is a pedagogical approach that encourages students to explore and discover on their own and addresses each learner as an individual with inimitable beliefs, experiences, and talents.[10]
Holistic Understanding. The Holistic Understanding perspective was founded by Merry Merryfield, focusing on understanding the self in relation to a global community. This perspective follows a curriculum that attends to human values and beliefs, global systems, issues, history, cross-cultural understandings, and the development of analytical and evaluativeskills.[7]
PhilosophyEdit
Global citizenship, in some contexts, may refer to a brand of ethics or political philosophy in which it is proposed that the core social, political, economic and environmental realities of the world today should be addressed at all levels—by individuals, civil society organizations, communities and nation states—through a global lens. It refers to a broad, culturally
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