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Topic 2c. Educating for glocality, democracy and interculturality.
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Topic 2. Table of contents
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Globalization threatens to impose a damaging cultural uniformity. The cultivation and dissemination of unique identities and values must be closely linked to the local, regional and national community, in order to use this base to open up to the world and, by adopting a universal outlook, create citizens who can commit themselves to the world’s problems and appreciate and value cultural diversity as a source of enrichment of world heritage.
Globalization is a term used to describe an interconnected world, not a single world Delanty, 2008). According to Delors, people need to gradually become world citizens without losing touch with their roots and while continuing to play an active part in the life of their nation and their local community. A key dynamic is the local-global relation; cosmopolitanism arises when the local contexts of interpretation are transformed in light of the encounter with the global. Universities are located in a space that is neither global nor national, as they involve the interaction of both. Therefore, they can be seen as having a particularly significant role to play as cosmopolitan agents of social change (Delanty, 2008).
More emphasis should be placed on including aspects that are currently “marginal” areas of education programs: emotional intelligence; the knowledge and opportunity to adapt to and function in unfamiliar contexts; and collaborative skills for work in groups, often with members from highly diverse backgrounds and perhaps even from across former conflict lines.
Globalization is a term used to describe an interconnected world, not a single world Delanty, 2008). According to Delors, people need to gradually become world citizens without losing touch with their roots and while continuing to play an active part in the life of their nation and their local community. A key dynamic is the local-global relation; cosmopolitanism arises when the local contexts of interpretation are transformed in light of the encounter with the global. Universities are located in a space that is neither global nor national, as they involve the interaction of both. Therefore, they can be seen as having a particularly significant role to play as cosmopolitan agents of social change (Delanty, 2008).
More emphasis should be placed on including aspects that are currently “marginal” areas of education programs: emotional intelligence; the knowledge and opportunity to adapt to and function in unfamiliar contexts; and collaborative skills for work in groups, often with members from highly diverse backgrounds and perhaps even from across former conflict lines.
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Delanty, Gerard (2008). The University and Cosmopolitan Citizenship Special Contribution I.2 in GUNI (2008), Higher Education in the World 3. Higher Education: New Challenges and Emerging Roles for Human and Social Development. Basingstoke: Palgrave Macmillan pp. 28-31
UNESCO (1996). Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First Century. UNESCO Publishing, Paris.
Delanty, Gerard (2008). The University and Cosmopolitan Citizenship Special Contribution I.2 in GUNI (2008), Higher Education in the World 3. Higher Education: New Challenges and Emerging Roles for Human and Social Development. Basingstoke: Palgrave Macmillan pp. 28-31
UNESCO (1996). Learning: the treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First Century. UNESCO Publishing, Paris.
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