2015年8月24日 星期一

What is Global Citizenship Education?

Global citizenship refers to a sense of belonging to a broader community and common humanity. It emphasises political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global. Global citizenship education entails three core conceptual dimensions: cognitive, socio-economical and behavioural.



Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peaceful world.

Global citizenship education aims to enable learners to:

  • develop an understanding of global governance structures, rights and responsibilities, global issues and connections between global, national and local systems and processes;
  • recognise and appreciate difference and multiple identities, e.g. culture, language, religion, gender and our common humanity, and develop skills for living in an increasingly diverse world;
  • develop and apply critical skills for civic literacy, e.g. critical inquiry, information technology, media literacy, critical thinking, decision-making, problem solving, negotiation, peace building and personal and social responsibility;
  •  recognise and examine beliefs and values and how they influence political and social decision-making, perceptions about social justice and civic engagement;
  • develop attitudes of care and empathy for others and the environment and respect for diversity;
  • develop values of fairness and social justice, and skills to critically analyse inequalities based on gender, socio-economic status, culture, religion, age and other issues;
  • participate in, and contribute to, contemporary global issues at local, national and global levels as informed, engaged, responsible and responsive global citizens.


Extracted from: Global Citizenship Education: Topics and Learning Objectives. (Paris: UNESCO, 2015).


世界公民教育

宗旨
透過參與式、賦權的學習過程,讓學習者從行動中學習,理解世界上不同群體、地區之間的相互依存,讓人有能力從日常事件中,找到全球、國家、本地與個人之間的連繫,並以批判思維探討,以及用行動回應世界上的貧窮與不公義問題。

目標
1. 意識到自己是世界的一分子
珍視世界上群體、地區、物種等等之間的相互依存,並在日常生活中,願意探究和反思自己與本地、國家和全球社會的關係,以作出負責任的回應。

2. 尊重自己和他人
尊重每個人的尊嚴、權利和價值。

3. 建立和活出正面的價值觀
擁抱公義、多元、愛、和平、可持續發展等價值觀,並願意在日常生活中實踐這些價值。

4. 培養批判思維
懂得批判地閱讀世界,有能力了解自己和他人的想法從何而來,又有何限制,並明白每個人對世界的理解都是不完整的。世上並沒有誰「最正確」或「知得最多」。

5. 培養責任感和使命感
意識每個選擇和行為都會帶來後果,而每個人都能以行動為世界帶來正面或負面的改變。


教學元素
世界公民教育的內容包括「信念和意願」、「知識」及「能力」三個範疇,各涉及不同教學元素。
信念和意願
知識
能力
尊重人的價值和自主
多元
批判性思考
尊重多元和相互依存
相互依存
自我反省
同理心
多角度了解與世界發展相關的重要概念
調解衝突
對社會公義有承擔
多角度探討貧窮或社會不公平的成因、影響和解決方案
聆聽他人,表達自己
謙遜
認識自我、個人身分和個人的世界觀
能設身處地,以同理心理解他人
感謝的心

協作
相信每個人都能令世界變得更好或更壞

解難;將意念轉化成行動


重要學習概念
世界公民教育涉及不少對當代世界發展很重要的概念,例如:貧窮、和平與衝突、多元、相互依存、公義、人的基本權利和需要、人的價值和尊嚴、可持續發展等。

摘錄自:《世界公民教育學校指引:理念‧實踐‧經驗分享》,(香港:樂施會,2011),頁4-5