Schooling and Citizenship in a Global Age: An Exploration of the Meaning and Significance of Global Education.

Autor/in	Anderson, Lee
Institution	Indiana Univ., Bloomington. Social Studies Development Center.
Titel	Schooling and Citizenship in a Global Age: An Exploration of the Meaning and Significance of Global Education.
Quelle	(1979), (498 Seiten)Verfügbarkeit
Beigaben	grafische Darstellungen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Citizenship Education; Communications; Culture; Definitions; Economic Development; Educational Change; Educational Needs; Elementary Secondary Education; Futures (of Society); Global Approach; Human Geography; International Education; Political Socialization; Quality of Life; Social History; State of the Art Reviews; Transportation; World Affairs; World History; World Problems + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Nachrichtenwesen; Kultur; Begriffsbestimmung; Wirtschaftsentwicklung; Bildungsreform; Educational need; Bildungsbedarf; Future; Society; Zukunft; Globales Denken; Humangeografie; Internationale Erziehung; Politische Sozialisation; Lebensqualität; Sozialgeschichte; Entwicklungsstand; Verkehrswesen; Weltpolitik; Weltgeschichte; Weltproblem
Abstract	The full meaning of global education and the realities which make it imperative are discussed in this work. Global education is defined as "consisting of efforts to bring about the changes in the content, in the methods, and in the social context of education in order to better prepare students for citizenship in a global age." This definition contains three major propositions that have far reaching implications for education. The first proposition is: "The students now in the nation's schools are becoming citizens within the context of a global era in human history." In connection with this proposition, the author illustrates the global quality of life in the contemporary world; provides a brief historical overview of the globalization of the human condition; discusses how the history, the geography, the economics, the politics, and the sociology of the human condition have become globalized; and argues that the cumulative consequence of these developments is the creation of a global society. The second proposition is: "The demands of citizenship in a global age call for the development of competencies that have not been traditionally emphasized by the schools." In regard to this proposition, the author discusses the meaning of citizenship, indicates four ways in which citizenship has been altered by the globalization of the human condition, and outlines four kinds of competencies that appear central to the exercise of citizenship in a global age. The third proposition is "Certain changes must take place in the content, in the methods, and in the social context of education if schools are to become more effective agents of citizen education in a global age." The author argues that there is a need to globalize the content of education, to personalize the methods of education, and to internationalize the social context of education. (Author/NE).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01