Abstract
In contrast to the dominant individualistic-neoliberal paradigm for education, a value-creating education framework at the most basic level aims at enhancing relationships. A shift in paradigm and perspectives will have a significant bearing on the praxis and the three domains of learning within the conceptual dimensions of UNESCO—the cognitive, socio-emotional, and behavioral. These correspond to the pillars of learning—learning to know, to do, to be, and to live together. This chapter develops the goal of learning to live together. It discusses the theme: a belief in the value-creating capacity for social and self-actualization, uncertainty, and change, and brings together the various strands and elements discussed in this book that can expand the current emphasis in global education on individual empowerment to fostering citizens for a contributive life.
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Notes
- 1.
For more practical strategies for teaching controversial issues, also see resources offered by OXFAM: https://www.oxfam.org.uk/education/resources/teaching-controversial-issues
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- 4.
As examples, ANGEL at UCL-Institute of Education, London (https://angel-network.net/); Global Education Network Europe (GENE https://gene.eu/); the International Research Center on Global Citizenship Education at the University of Bologna (https://scienzequalitavita.unibo.it/it/ricerca/centri-e-gruppi-di-ricerca/centro-di-ricerca-gloced-international-research-center-on-global-citizenship-education); and others such as listed by the UN (https://academicimpact.un.org/content/global-citizenship-education)
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Questions that emerge from the present uncertainty are centered on how will the global pandemic, violation of human rights, especially related to race relations and gender, and other urgent issues likely to transform the nature and existence of higher education, schools, and learning in general. For example, for higher education, a greater emphasis might be centered on debates around human rights and sustainability issues. More research funding would possibly be directed to the transformation of university instruction, which is likely to witness substantive changes in not only the modes of delivery but also the nature and role of formal education; the space in which learning might take place beyond schooling, for example, within the learner’s home and community; and how learning and teaching can be geared to prepare the next generation to meet the future effects of present global challenges. For UNESCO’s response to COVID-19, see: https://en.unesco.org/covid19/educationresponse/
- 6.
For an overview on global digital divide, see: https://unctad.org/en/PublicationsLibrary/der2019_en.pdf and https://www.khanacademy.org/computing/ap-computer-science-principles/global-impact-of-computing/the-digital-divide/a/the-global-digital-divide
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Every year, the Buddhist leader and educator Daisaku Ikeda (b. 1928) publishes a peace proposal which explores the interrelation between core Buddhist concepts and the diverse challenges global society faces in the effort to realize peace and human security. In addition, he has also made proposals touching on issues such as education reform, the environment, the UN, and nuclear abolition. Retrieved from https://www.daisakuikeda.org/sub/resources/works/props/
- 8.
As Paris and Donovan (2019) suggest in their report, “deepfake” is a video that has been altered through some form of machine learning to “hybridize or generate human bodies and faces,” whereas a “cheapfake” is an audiovisual (AV) manipulation created with cheaper, more accessible software (or, none at all). Cheapfakes can be rendered through Photoshop, lookalikes, re-contextualizing footage, speeding, or slowing.
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Sharma, N. (2020). Conclusion: A Belief in the Value-Creating Capacity for Social and Self-Actualization, Uncertainty, and Change. In: Value-Creating Global Citizenship Education for Sustainable Development. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-58062-9_7
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