Education for Global Citizenship and Social Responsibility
[2023-06-30 05:24:59]
1. Students can examine the meaning of democracy and citizenship from various perspectives, including non-dominant and non-Western perspective.
2. Students explore the various rights and obligations that citizens can possess in the region, country, and world.
3. Students will understand and contemplate careers and benefits related to their lives, participatory democracy and universal happiness of the world society.
4. Students will explore the relationship between global citizenship and environmental responsibility
1. Students are familiar with basic national and international laws, documents and legal issues related to civil rights, democracy and human rights.
2. Students can identify ethical responsibilities of citizens and citizens in specific fields / occupations
Students will be able to compare and evaluate institutional, community, state or national policies in the context of their philosophical and cultural values.
4. Students study various social policies and institutions (education, economics, politics, law, media, military etc) to promote citizenship, democracy, respect for diversity, human rights and the environment can.
5. Students study the personal and professional decision-making / behavioral relationships to society and the environment.
Join the knowledge and skills of responsible citizens at region, state, country, and world level.
1. Citizenship requirements are open to important discussions among citizens of different nationalities such as nationality, race, color of skin, belief, gender, religion, ability, disability, sexual orientation , I will learn about increasingly diversified society and the world.
2. Students can find information from various sources, identify basic values, and investigate the accuracy of information.
3. Students can identify and investigate problems, review basic assumptions, integrate information, develop solutions, identify supporters, create discussions, and identify appropriate forums for action I can do it.
4. Students understand and practice various forms of citizenship skills. Self Empowerment / Confidence, Media Analysis, Writing of Letters, Evaluation of Candidates, Lobby Activities, Organization, etc.
5. We encourage students to demonstrate the development of skills in participatory democracy by completing community service, citizen participation, or social activity projects. (SCSU Citizenship and Democracy Liberalism Education Subcommittee, 1997) *
Global citizen education includes social responsibility. Because it motivates students to influence society. The Korean government has always advocated global citizenship education by incorporating the concept of democratization, diversity and creativity into the citizen's curriculum. The development of a curriculum combining the concept of diversity and global problems will create a sense of belonging to the international community and explain the similarities between people. From May 30, 2016 to June 1, the 66th UN / PR NGO Conference was held in Gyeongju, Korea, focusing on citizenship education around the world. Some of these youth representatives, including me, have the opportunity to draft the "Gyeongju Youth Declaration".
The emergence of advances in technology and communication has made global citizenship education necessary, not extravagant, and makes it even more feasible than ever. Social entrepreneurs have established a model to integrate global citizenship education into formal and informal educational opportunities for young people in the United States. These initiatives are developed at the individual level, but they are proven models that can be adopted and expanded. For example, in 2005, a small number of students in New York City piloted a Global Citizenship Team program that trained 1,100 young leaders in 8 countries and gathered 24,000 young people around the world. did. Students can talk, interact and build friendship with colleagues around the world using the