Educational philosophies play an important role in curriculum development. They provide a foundational framework for organizing a curriculum. For globalization perspective to sink into the consciousness of educators we need to address this at a philosophical level. Purpose of public schooling is to raise our children to live in a democratic way of life. According to Dewey, “democratic society is participatory and emergent.” The participatory part refers to understanding the precepts of democracy, analyzing social political issues and acting independently in the interest of society as well as personal life. The emergent part refers to anticipating the emerging changes of social and political events and deal with them accordingly. Consequently, democratic society offers us a culture where citizens are free to pursue their interests, exercise their rights, and take responsibilities for their actions. It also provides us choices, and as citizens we make informed choices as we pursue life, liberty and happiness. Globalization has changed the way we act, work, and communicate with others. I strongly believe that this democratic purpose may not fully realize for the next generation if we do not prepare our children to deal with the realities of globalization.
The renewed framework that I propose, demands that we create a shift in the approach to education. We need to prepare our students with dual identities; an identity as an American citizen and also an identity as a citizen of the world. This I call making of Global Citizens, which encompasses both identities. The term ‘global citizens’ is alarming to some people. They fear that perhaps this will destroy our allegiance to the American flag. That is not the case. The concept of ‘Global Citizens’ focuses upon positive change that unites us as one humanity and one earth, and it is more uniting than separating. Global Citizenship is not something that replaces our traditional bonds with our country rather it extends a global dimension to it. A global citizen is more aware of the wider world, views all cultures and people as connected, respects and values diversity, and considers impacts of his/her actions on people across the world (Adams & Cargfagna, 2006). At the same time, a global citizen is still obligated to protect the rights and responsibilities of the democracy that he/she is endowed with as an American.
One of my friends, a physician, remarked once that he believes in treating all patients who come to his door, regardless of their insurance, because "human pain does not discriminate". Rich or poor both hurt the same when they are sick. That is a uniting factor. Anytime any of my students feel apathetic towards others I always remind them that people from other cultures feel sadness, experience love, hurt and pain, just like we do. A global citizen views all people with this uniting view.
The shift in foundational perspective of global citizenship lies in the following ideas. I recommend these ideas should be churning in the background, in everything we teach
- World interdependence: All ideas should be taught as inter-connected and related to the world outside our own microcosm. Connections are everywhere, and we can use our ingenuity and creativity to use connections to create solutions to our advantage.
- World Diversity: Cross cultural awareness is necessary to communicate with others and to find new solutions. A basic idea of acceptance and respect does not mean we reject our own ideas. Rather it is acceptance of the fact that people of other cultures may offer solutions that we have not consider. Learn from that and adapt it to our lives to solve problems. Take what works and ignore what does not.
- Change : Children should be taught how to learn new skills and knowledge to get along successfully as the time changes. It is the ease by which we are willing to learn new skills is what is important. In the 80s, when Japan was exporting massive technology to US, we thought learning Japanese would be a great thing. In the 90s some programs were offering French and Spanish so our students can work in Europe. Now it is Arabic and Mandarin. The idea here is that languages are important and not only should our students learn at least one other language, the students should also know how to learn a new one if the situation changes.
- Equity and Justice: As we teach equity and justice in our nation same principles apply to all people.
This is not an exhaustive list but it is a start. At an individual level education should provide activities that would make our students live life to the fullest. Check out the teaching link for Apple Learning I added, it has some very wonderful ideas to teach from global perspective.
Anju Jolly, Ed.D.
References
References
- Adams, Michael J. & Carfagna, Angelo (2006) Coming of Age in a Globalized World: The Next Generation. Bloomfield CT: Kumerian Press Inc
- Dewey, John (1916) Democracy and Education, New York: McMillan
