Suchergebnisse

Intro -- Preface -- Contents -- About the Authors -- Introduction -- Moral Visions of Global Education -- Goals and Challenges of Global Ethics Education -- Practices of Global Ethics Education -- References -- Part I: Moral Visions of Global Education -- Chapter 1: Cosmopolitanism and Educating the Citizen of the World -- 1.1 Introduction -- 1.2 Cosmopolitanism -- 1.3 Global Consciousness -- 1.4 Globalization: The Reality -- 1.5 The Problem of Inequality -- 1.6 Inequality and Education -- 1.7 Global Bioethics -- 1.8 Teaching Ethics in Times of Inequalities in a Global Society -- 1.9 Implications for Bioethics Teaching -- 1.10 Conclusion -- References -- Chapter 2: Global Bioethics and Global Education -- 2.1 An Evolving Global Context for Ethics, Bioethics and Ethics Education -- 2.2 The Pathway to Understanding and Adapting to This New Context -- 2.3 From Individual Health to International Health and Global Health -- 2.4 Causal Underpinnings -- 2.5 The Currently Dominant Belief System -- 2.6 Moving Ahead with Activities to Improve Health Locally and Globally -- 2.7 Global Health Ethics -- 2.8 Teaching Global Health and Global Health Ethics -- 2.9 Conclusions -- References -- Part II: Goals and Challenges of Global Ethics Education -- Chapter 3: Goals in Global Ethics Education -- 3.1 Introduction -- 3.2 Challenges Relating to Reaching a Global Ethics Consensus -- 3.3 Global Ethics Education Opposing Moral Imperialism -- 3.4 Global Ethics Education in Opposition to Coloniality -- 3.5 Can Global Ethics Education Contribute Towards Overcoming Situations of Moral Imperialism and Coloniality? -- 3.6 Final Remarks -- References -- Chapter 4: Priorities in the Teaching of Ethics in a Globalized World -- 4.1 Introduction -- 4.2 Reality and Challenges in a Globalized World -- 4.3 Setting New Priorities in the Teaching of Ethics.

Der Autor stellt ein Modell Globalen Lernens vor, das von vier Säulen getragen wird. Globale Erziehung im Sinne des Autors vollzieht sich nicht allein durch die Beschäftigung mit globalen ökologischen oder ökonomischen Problemen, sondern muss von einer grundlegenden Veränderung unseres (industriellen) reduktionistischen Blickwinkels und Bewusstseins - hin zu einem holistischen Selbstverständnis begleitet werden. (DIPF/Orig.)

Foreword by Irina Bokova, Director-General of UNESCO ; Incl. bibl. ; Arabic version pub. in 2018

The United States has long been crowned one of the most powerful nations in the world. This power extends beyond economics and the military; the United States has significant cultural impact on global markets such as entertainment, fast food, and education. The Americanization of global education has been an underlying matter for years, causing the majority of international education to be primarily eurocentric and class based. Because of this, we see higher levels of education being limited to select groups, creating an unhealthy incentive for many students to Americanize their beliefs and education. As such, we have conducted a study to see the range of effects that this "filter" in education has on different groups of students. To do this, we have used archival research: looking into previous accounts of data such as SAT and AP test scores provided by the College Board as well as surveys provided to different target groups in order to perform a comparison between the effects of Americanization in the institute and the quality of education amongst international and American students. After examining our survey results, we found that there were linguistic, geographic, and financial disparities hindering international students from reaching the same academic success as American students. We also found that much of the global historical curriculum is emphasized on American history; for example, institutes in Asia focus more on American history than Asian history in history classes. Using the results from this research, we hope to bring light to the innate problems present in American education to the masses.

The United States has long been crowned one of the most powerful nations in the world. This power extends beyond economics and the military; the United States has significant cultural impact on global markets such as entertainment, fast food, and education. The Americanization of global education has been an underlying matter for years, causing the majority of international education to be primarily eurocentric and class based. Because of this, we see higher levels of education being limited to select groups, creating an unhealthy incentive for many students to Americanize their beliefs and education. As such, we have conducted a study to see the range of effects that this "filter" in education has on different groups of students. To do this, we have used archival research: looking into previous accounts of data such as SAT and AP test scores provided by the College Board as well as surveys provided to different target groups in order to perform a comparison between the effects of Americanization in the institute and the quality of education amongst international and American students. After examining our survey results, we found that there were linguistic, geographic, and financial disparities hindering international students from reaching the same academic success as American students. We also found that much of the global historical curriculum is emphasized on American history; for example, institutes in Asia focus more on American history than Asian history in history classes. Using the results from this research, we hope to bring light to the innate problems present in American education to the masses.