The aims of this study are theoretical research for reconceptualizing Education for International Understanding(EIU), and developing holistic pedagogy model for new EIU in the 21st century. Research methods in this study are review of references, Del ...
The aims of this study are theoretical research for reconceptualizing Education for International Understanding(EIU), and developing holistic pedagogy model for new EIU in the 21st century. Research methods in this study are review of references, Delphi researches, focus group interviews, and field study. And qualitative method was used in analysis of interviews with teachers, activists, researchers.
Major contents of this study are the review of concepts related with EIU and discussion of its directives in the 21st century, a socio-historical study of education on the transitional process of EIU, international comparative study on EIU: based on the regional analysis of Europe, North America, Asia Pacific, and Africa, and developing holistic pedagogy of EIU for the 21st century.
The results of this study are as follow.
First, in ‘the review of concepts related with education for international understanding and discussion of its directives in the 21st century’ study, we reviewed similar concepts(international education and global education) and the related concepts(cultural diversity education, global citizenship education(GCED)), human rights and peace education, and education for sustainable development(ESD) with EIU. These concepts share and overlap the contents and intentionality with EIU. And while EIU has the general position for the related and similar concepts, these concepts function the particular for EIU. Similar concepts were appeared according to historical situations and the related concepts have different points for the needs of times. But although the related concepts emphasize some aspects for EIU, nowaday viewpoints and stances of nations are taken seriously. Especially in global environment of the 21st century agencies of international relationship is diversifying beyond nation-centered international relationship according to reinforcing power and effectiveness of civil society.
Second, ‘A Socio-Historical Study of Education on the Transitional Process of Education for International Understanding’ research puts an emphasis on clarifying whether EIU is still relevant to the changing global environment of the 21st century by the socio-historic approach of education to the changes of international communities before and after 1974 when EIU recommendation were adopted by UNESCO Assembly. EIU is the comprehensive peace education through international understanding and cooperation based on the principle of friendly relations between people and States having different social and political systems and on the respect for human rights and fundamental freedoms. Thus EIU aims to raise the glocal(global+local) citizenship with which an individual stands in the field of life and lives for the purpose of thinking globally, acting locally beyond supranational global citizenship education against a narrow-minded nationalism. Based on the socio-historical review of the transitional stages of EIU, the first period of reorganizing world system after World War II, 1945-1968 is characterized as UN-centered EIU. The 2nd period of cold-war between the East and the West period, 1968-1989 is focused on the disarmament-peace education. The 3rd period of neo-liberal globalization period, 1989-2008 is for the EIU based on universal values such as peace, human rights and democracy. The 4th period of the neo-liberal globalization period, since 2008 is seen global citizenship centered EIU. As a consequence of socio-historic review, EIU is seen a relevant terminology towards the 21st century for the purpose of raising symbiotic human beings coping for the glocal agenda.
Third, It’s international comparative study on EIU: based on the regional analysis of Europe, North America, Asia Pacific, and Africa study. EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the 「1974 Recommendation on EIU」.. However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes “glocalism”, connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.
Finally, it’s ‘developing holistic pedagogy model of EIU for the 21st century’ study. This model is consisted of principles, learng modes, teaching approaches, and learning contents. Principles of this model are integration of local, global, international, historic reflection of wrold, fully developing human-being and learning network beyond school. Teaching approaches are critical thinking, participation, collaboration and interaction, and transformative. Learning modes are learning to know, learning to be, learning to do and learning to live together. Learning contents based on principles, teaching approaches, and learning modes are consisted of glocal provision, glocal conscientization and glocal issues. Goal of this model is fostering glocal citizenship.
Conclusionally, based on these research findings, this study proposes glocalism perspective, connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century. Furthermore EIU in the 21st century has to contribute the realization of universal values of human-being based on responsibility as glocal citizen and removing inequality in the world, and prepare new EIU as lifelong education beyond schooling.