Education and the Global Citizen Prem K Kalra, Department of Electrical Engineering, Indian Institute of Technology, Kanpur

A Global Citizen (Oxfams 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 n socially through telecommunications n culturally through movements of people n economically through trade n environmentally through sharing one planet n politically through international systems of regulations Equip 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 response Emphasis on content, information, knowledge Easily integrated into curricula and existing paradigms May not change values and behaviours Education for peace, sustainability, human rights …. Adaptive response - Learning for change Includes knowledge, values and skills Reform curricula but within existing paradigms Values contradictions may occur between taught & practised values as Transformative response – Learning as change – Content = Context Emphasises process, quality learning, the whole person, whole school community, facilitates transformative learning experiences Creative, participative, dynamic, integrated, holistic, relational, collaborative

Transdisciplinarity Based 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 & awareness affective – emotions – attitudes, values behavioural - physical skills – actions & behaviours spiritual – inspiration – commitment to transform & to bring about change (all)

FOUR PILLARS OF LEARNING Learning to KnowHEAD Knowledge Learning to BeHEART Awareness Understanding Learning to DoHAND 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, Community and Global citizen

Educational Preparation for Global Society Decision Makers Role Understandi ng of Society, Politics and Economics Pluralism (Tolerance and respect to other beliefs ) Creativity and Innovation Collaboratio n and community building Social Relevance Promoting Intellectual diversity Culture Sensitivity and Respect Ethics & Value System

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