On the Need of Ethical Foundations for Global Education

• Authors: Bernat Paweł , Ciążela Helena
• Languages of publication: EN

Abstracts

EN

The concept of global education is based on the recognition of the world as a network of interdependencies and on realizing the fact that the current direction of the development of civilization is leading to environmental and humanitarian disaster. On the other hand, there is a belief that there is still a chance to change this state of affairs by means of education. The purpose of education is recognized as not only a transfer of knowledge, but also as a transfer of morals that are able to generate a shift in attitudes. In order to strengthen the impact of the global education project, it is necessary to provide a coherent description and axiological analysis of the values behind it. In the paper, we argue that ethicists should work on building philosophical arguments for the development and implementation of global education programs. We argue further that such a philosophical framework should be based on the ideas of new humanism (proposed by Aurelio Peccei) and global responsibility (formulated by Hans Jonas).

Keywords

EN

ecological conscience; global education; global responsibility; moral education; new humanism; sustainable development; sustainability

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Studies in Global Ethics and Global Education
• Year: 2016
• Issue: 6
• Pages: 3-13

Dates

published

2017-04-26

Contributors

author

Bernat Paweł

• Katedra Filozofii Moralności i Etyki Globalnej, Instytut Filozofii i Socjologii, Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej

author

Ciążela Helena

• Katedra Filozofii Moralności i Etyki Globalnej, Instytut Filozofii i Socjologii, Akademia Pedagogiki Specjalnej im. M. Grzegorzewskiej

References

• [MGED] Maastricht Global Education Declaration (2002). Retrieved from: http://www.jcyl.es/web/jcyl/binarios/345/211/Declaracio¦ün-Mastrichts-app1.pdf (19.12.2016).
• [NCDC] National Climatic Data Center (2014). Retrieved from: http://www.ncdc.noaa.gov/sotc/global/2014/10 (14.12.2016).
• Becker C. (2012). Sustainability Ethics and Sustainability Research. Dordrecht: Springer.
• Bernat P. (2010). Techno-science as a New Paradigm of Thinking about Reality: The Role of Contemporary Knowledge in Organization. Academic Research, 25 (2), 19-29.
• Cairns J., Jr. (2003). A Preliminary Declaration of Sustainability Ethics: Making Peace with the Ultimate Bioexecutioner. Ethics in Science and Environmental Politics (ESEP), 2003, 43-48.
• Ciążela H. (2006). Etyka odpowiedzialności Hansa Jonasa a ‘trwały i zrównoważony rozwój’ (Imperatywy i dylematy). Problemy Ekorozwoju, 1, 107-114.
• Ciążela H. (2007). Antycypacja idei ‘rozwoju trwałego i zrównoważonego’ w koncepcji ‘nowego humanizmu’ Aurelio Peccei. Problemy Ekorozwoju, 2, 60-67.
• Curran M.A. (2012). Life Cycle Assessment Handbook: A Guide for Environmentally Sustainable Products. Hoboken: Wiley-Scrivener.
• Dower N., J. Williams. (2002). Global Citizenship: A Critical Reader. Edinburgh: Edinburgh University Press.
• Ekvall T. et al. (2005). Normative Ethics and Methodology for Life Cycle Assessment. Journal of Cleaner Production, 13 (13-14), 1225-1234.
• Elgin D. (2009). Voluntary Simplicity: Toward a Way of Life That is Outwardly Simple, Inwardly Rich, 2nd rev. ed. New York: HarperCollins.
• Gawor L. (2010). Filozofia zrównoważonego rozwoju – preliminaria. Problems of Sustainable Development, 5(2), 69-76.
• GENE [Global Education Network Europe] (2009). Edukacja Globalna w Polsce: Europejski proces partnerskiego przeglądu edukacji globalnej. Krajowy raport na temat edukacji globalnej w Polsce. Warszawa: Global Education Network Europe.
• Global Education Guide: Concepts and Methodologies on Global Education for Educators and Policy Makers (2008). Lisbon: North-South Centre of the Council of Europe. Retrieved from: http://fed.home.pl/teg/images/geguidelines-web.pdf (18.12.2016).
• Global Perspectives: A Framework for Global Education in Australian Schools (2011). Retrieved from: http://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf (18.12.2016).
• Gosseries A.P. (2001). What Do We Owe the Next Generations. Loyola of Los Angeles Review, 35, 293-355.
• Hicks D. (2003). Thirty Years of Global Education: A Reminder of Key Principles and Precedents. Educational Review, 55, 265-275.
• Hildebrand D. von. (1960). Technology and its Dangers. In: Technology and Christian Culture, Robert Paul Mohan (ed.). The Catholic University of America Press.
• IPCC Climate Change (2014). Synthesis Report (2014). Retrieved from: https://www.ipcc.ch/pdf/assessmentreport/ar5/syr/SYR_AR5_FINAL_full_wcover.pdf (19.12.2016)
• Jonas H. (1985). The Imperative of Responsibility: In Search of an Ethics for the Technological Age. Chicago: The University of Chicago Press.
• Kermath, B.M. (2007). What is Sustainability? University of Wisconsin: The Global Environmental Management Education Center (GEM). Retrieved from: http://www.uwsp.edu/cnr/gem/ambassador/What_is_sustainability.htm (16.11.2016).
• Kostecka J. (2010). Retardacja przekształcania zasobów przyrodniczych jako element zrównoważonego rozwoju. Biuletyn KPZK PAN, 242, 27-49.
• Langhelle O. (1999). Sustainable Development: Exploring the Ethics of "Our Common Future”. International Political Science Review, 20(2,: 129-149.
• Lipska-Badoti, G., et al. (2011). Edukacja Globalna w Szkole. Warszawa: Centrum Edukacji Obywatelskiej.
• Meadows D. at al. (1972). The Limits to Growth: A Report for the Club of Rome’s Project on the Predicament of Mankind. New York: Universe Books.
• Millennium Ecosystem Assessment (2005). Ecosystems and Human Well-being: Synthesis. Washington, DC: Island Press.
• Papuziński A. (2013). Aksjologia zrównoważonego rozwoju: próba typologizacji. Problemy Ekorozwoju – Problems of Sustainable Development, 8(1), 5-25.
• Peccei, A. (1977). Die Qualität des Menschen. Plädoyer für einen neuen Humanismus. Stuttgart: Deutsche Verlags – Anstalt GmbH.
• Peccei, A. (1981). One Hundred Pages for the Future: Reflections of the President of the Club of Rome. Oxford: Pergamon Press.
• Shelton D.L. (2010). Intergenerational Equity. In: Solidarity: A Structural Principle of International Law, Rüdige Wolfrum, Chie Kojima (eds.). Heidelberg: Springer.
• Suchodolski B. (1947). Wychowanie dla przyszłości. Warszawa: Książnica Polska.
• Thomson P.B. (1997). Sustainability as a Norm. Philosophy and Technology, 2(2), 75-94.
• Tyburski W. (2013). Dyscypliny humanistyczne i ekologia. Toruń: Wydawnictwo Naukowe UAM.
• Van Zanden J.L., et al. (2005). How Was Life? Global Well-being since 1820. OECD Publishing.
• WCED (1987). Report of the World Commission on Environment and Development, 1987. The UN General Assembly document A/42/427.
• Woodward R.T. (2000). Sustainability and Intergenerational Fairness: Efficiency, Uncertainty, and Numerical Methods. American Journal of Agricultural Economics, 82(3), 581-593.

Notes

DOI: 10.5604/01.3001.0009.9103 URL: https://sgege.aps.edu.pl/resources/html/article/details?id=145833