Global Pedagogy: Developing Global Philosophy - Essay Example

Global Pedagogy Global Pedagogy Introduction The theme of global philosophy is the perception that various philosophical approachesmay involve more considerably with each other to help in finding global solutions to pertinent issues. Global philosophy is a new and timely approach that encourages perception beyond traditions. It seeks to search for new horizons in improving clarity touching on global philosophical burning issues. Global philosophy is a promising approach that provides an expansion in the range of resources available for strengthening ability to offer more compelling solutions. Global philosophy aims at solving issues that cut across the world. Such issues include global warming, attempts by culture diversities to maintain inequality and oppression against women or children slavery. It also seeks to analyze merits of cultural diversity towards pushing for moral relativism, as well as sustainable management of waste. Global pedagogy incorporates modern methods of achieving democracy, liberty, and equality for all across the world (Noddings, 2013). Pedagogical methods results into global educational transformation through provision of practical and accessible information. Global pedagogy enhances availability of scholarly resources that learners and staff of various institutions need to promote a world over philosophy and citizenship. Developing Global Philosophy Developing global philosophy involves many processes. The process demands that individuals, organizations, and states play their respective roles. Appreciating and utilizing world’s cultural diversity is one of the ways we can develop global philosophy and citizenship. Diversity involves differences in age, sex, races, ethnicity, and religious backgrounds. When such cultural differences become a tool for enhancing global philosophy, the world achieves a desirable blend of people (Noddings, 2013). Such blends have an advantage concerning specialization and generation of ideas. Developing global pedagogy involves study and practicing of religion. Therefore, utilization of teachers to employ their professional and rights towards giving students a free environment to study and practice religion is vital (Noddings, 2013). The globalized world, therefore, achieves diversity in terms of professionals, careers, good decision making and unity. Teachers, therefore, should incorporate lessons involving importance and benefits of cultural diversity in their pedagogical efforts. Working with people of diversified colors, political backgrounds, and physical appearances more likely creates unity (Behbehanian & Burawoy, 2014). Damages caused due to negative ethnicity, and religious differences are so massive that many people now prefer appreciating cultural diversities for global peace. Students, therefore, require a sense of diversity into their system to promote global philosophy and citizenship. In an attempt to develop global philosophy and citizenship, pedagogy plays a vital role. Teaching lessons to do with global citizenship promotes peace. Education for peace for that reason should take a central point in promoting global philosophy and citizenship. Instructional methods for global philosophy and citizenship calls for us to values humanity and respect lives. Such pedagogical methods will establish peace at the expense of war. Consequently, nations and regions embrace dialogue and democracy in solving diplomatic and civil rows. Similarly, students develop a dialogue and democratic mindset when resolving conflicts. Learners study the destructive effects of war as well as designing amicable solutions to such situations of war. Global pedagogies should also create a sense of respect to humanity among future leaders by emphasizing on the need to spare innocent lives rather than engaging in war (Zajda, 2010a, p. 24). Governments and organizations need, therefore, to put more efforts in constituting peace studies in the school curriculum. Most political histories focus so much on war and curricula organization is around traditional disciplines. Education planners should revise such curricula giving them a modern organization that promotes global philosophy and citizenship (Zajda, 2010b). Improving the syllabus provides peace instructors with an opportunity to have a well-defined guideline for peace education. Besides addressing war, peace education should also address issues to do with women oppression, homosexuals, and racial minorities if it is to result into global philosophy and citizenship. In addition, religion sponsored peace movement groups also ne incorporation in peace education. In recent days, religion has become associated with terrorism and conflict. That is why it is vital that religious groups get address in teaching peace education. Teachers for that reason will help learners to understand roles religious groups play in creating peace. Religious groups urge the world to change from patriotism to love that encourages global philosophy and citizenship (Garfield, 2011). Mathematically, teachers can also ask their students to trace the war casualty figures for the previous centuries. The horrifying numbers will help learners to appreciate the need for global peace and citizenship. Education system for that reason will help learners to shift their attention from military actions to a peaceful resolution of conflicts thereby encouraging global philosophy. Thinking broadly is an important way of achieving global philosophy and citizenship. Most educators have always focused in offering instructions confined within units of family, town, class, school, and nation. The approach fails to widen the sense of loyalty and care among students (Arnot, 2009, p. 57). To achieve global philosophy and citizenship, teachers need drive sense into the learners’ minds to start thinking beyond national margins. In addition, pedagogical methods should enable students to stop viewing worlds beyond their national boundaries as competitors, rivals, or threats. To achieve the goal of thinking beyond the borders, incorporation of technology into the education system is vital. Technological advances promote global citizenship by networking people from all over the world. Pedagogies that help learners acknowledge the role of technology in enhancing proper inter-racial and religious relationships globally (Loomis, Rodriguez & Tillman, 2008). Education designers and planners, therefore, should put more effort to expand technological applications in the education systems. Teachers too need to update their technical and instructional skills to deliver exceptional content to learners effectively. My Role in Global Philosophy Every member of the society has a part to play towards achieving global philosophy and citizenship. Individuals should emulate what other people do in other parts of the world to achieve development. I have varied individual roles with commitment to helping achieve global philosophy. The first role is to ensure that gender balance is a reality in the entire globe (Grange, 2012). It is my role to fight and eliminate women oppression to ensure that there is equality and gender balance, worldwide. There must not be areas of professionalism, career, religion, or even education that remain a preserve for one particular gender. My role and part also involve helping students to learn and understand the importance of global philosophy in integrating the world into a global village. In the global village, everyone remains liberal, democratic, and free to socialize politically with anyone across the world. In conclusion, pedagogy is an important tool in ensuring that global philosophy and citizenship is a reality. Governments and non-governmental organizations should make it easier towards achieving the goal of global philosophy and citizenship. References Top of Form Bottom of Form Arnot, M. (2009). Educating the Gendered Citizen: Sociological Engagements with National and Global Political Agendas. London: Tailor and Francis. Behbehanian, L. & Burawoy, M. (2014). Appendix: Global pedagogy in a digital age. Current Sociology, 62(2), 285-291. doi:10.1177/0011392113515799 Garfield, J. L. (2011). The Oxford Handbook of World Philosophy. New York NY: Oxford University Press. Grange, J. (2012). John Dewey, Confucius, and Global Philosophy: Sunny Series in Chinese Philosophy and Culture. New York: Sunny Press. Loomis, S., Rodriguez, J., & Tillman, R. (2008). Developing Into Similarity: Global Teacher Education In The Twenty-First Century. European Journal of Teacher Education, 31(3), 233-245. doi:10.1080/02619760802208288 Noddings, N. (2013). Education and democracy in the 21st century. New York, NY: Teachers College Press. Zajda, J. (2010a). Globalization, Comparative Education and Policy Research: Schooling for the Future. Dordrecht: Springer. Zajda, J. (2010b). Global Pedagogies: Schooling for the Future. Dordrecht: Springer. Read More