Education and the Global Citizen Prem K Kalra, Department of Electrical Engineering, Indian...

Education and the Education and the Global CitizenGlobal Citizen

Education and the Education and the Global CitizenGlobal Citizen

Prem K Kalra , Prem K Kalra ,

Department of Electrical Engineering,Department of Electrical Engineering,

Indian Institute of Technology,Indian Institute of Technology, Kanpur Kanpur

A Global Citizen (Oxfam’s definition)

• is aware of the wider world and has a sense of their own role as a world citizen,

• respects and values diversity

• has an understanding of how the world works economically, politically, socially, culturally,

technologically and environmentally,

• is outraged by social injustice,

• participates in, and contributes to, the community at a range of levels from local to global,

• is willing to act to make the world a more sustainable and equitable place,

• takes responsibilities for their actions

Evolution and Education• Social and Cultural• Biological• Science • Technology,• Information and Knowledge Science• Educating both, head and heart both

Aristotle “..the fate of empires depends on the education of the youth.”

Link to all continents/people

socially through telecommunications culturally through movements of people economically through trade environmentally through sharing one planet politically through international systems of

regulationsEquip people with the range of competencies necessary to lead productive, fulfilling lives fully integrated into their societies and communities.

• Proficiency in more than one language • Cultural and traditions• Why different and thus pluralistic

I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any.

• Multi dimension • Multi Directional • Knowledge Creation at Interface• Multiple Opportunities

Earn education to live , Earn education to live life and Earn education to live beyond life

‘The frog in the well marvelled at the expanse of water before it. But the frog could not comprehend the ocean outside the well.’ (Chuang Tzu quoted by Leask 2005)

The challenges: Exploring beyond the silo? Moving out of our comfort zones?

Education about peace, sustainability, human rights ….Accommodating responseEmphasis on content, information, knowledgeEasily integrated into curricula and existing paradigmsMay not change values and behaviours

Education for peace, sustainability, human rights ….Adaptive response - Learning for changeIncludes knowledge, values and skillsReform curricula but within existing paradigms Values contradictions may occur between taught & practised values

Transformative response – Learning as as change – Content = ContextEmphasises process, quality learning, the whole person, whole school community, facilitates transformative learning experiencesCreative, participative, dynamic, integrated, holistic, relational, collaborative

TransdisciplinarityBased on Universal Values &

Principles

PROCESS - Holistic Integrative Education

Education is about the development of the whole person;physically, intellectually, emotionally and spiritually (Delors)

A Pedagogy for the Whole Person 

An integrative, holistic methodology brings together:

cognitive – intellect – knowledge & awarenessaffective – emotions – attitudes, valuesbehavioural - physical skills – actions & behavioursspiritual – inspiration – commitment to transform

& to bring about change (all)

FOUR PILLARS OF LEARNING

Learning to Know HEAD Knowledge

Learning to BeHEART Awareness Understanding

Learning to Do HAND Skills, Actions

Learning to Live VALUES Attitudes

Together Sustainable

Learning to Transform is a process which involves all pillars

CONTEXT - THE PLACE OF THE LEARNER

World

Nation

Community

Family

Self as individual &

member of

society

Person as Local, Communityand Globalcitizen

Challenges Ahead Challenges Ahead Challenges Ahead Challenges Ahead •Management of large projects among multi –Management of large projects among multi –institutesinstitutes•Development of Leaders for global educationDevelopment of Leaders for global education•Nurturing and implementing idea house Nurturing and implementing idea house •New Financial Education Centric ModelsNew Financial Education Centric Models•Holistic development using-educationHolistic development using-education•Linkages among different models of educationLinkages among different models of education