Titlebook: Value-Creating Global Citizenship Education; Engaging Gandhi, Mak Namrata Sharma Book 2018 The Editor(s) (if applicable) and The Author(s)

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te level background in mathematics, and will serve professional geometers and computer scientists as an introduction and motivation for further research.978-3-540-50478-8978-3-540-46013-8Series ISSN 0075-8434 Series E-ISSN 1617-9692

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Namrata Sharmars to my attention. In this revised edi­ tion considerable effort has been made to remove a number of minor errors that had found their way into the original. I978-3-540-53601-7978-3-642-58239-4Series ISSN 1434-8322 Series E-ISSN 2198-2589

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Introduction,eloped by the Japanese educators, Makiguchi and Ikeda is compared to the ideas of Gandhi, the Indian political leader. This chapter explains the important contributions of this work and describes how these can enhance both the discourse and practice within United Nations Educational, Scientific and

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Global Citizenship Education and Non-Western Perspectivesof global citizenship education (GCE) are cognitive, socio-emotional, and behavioral. These correspond to UNESCO’s four pillars of learning that are learning to know, to do, to be, and to live together. This chapter contributes to the cognitive dimension of . through a study of the Asian thinkers, M

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Revisiting the Concept of Dialogue in Global Citizenship Educationucational Scientific and Cultural Organization (UNESCO) are the cognitive, socio-emotional, and behavioral, which correspond to the four pillars of learning that are, learning to know, to do, to be, and to live together. This chapter discusses issues related to the socio-emotional dimension of . fro

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Can Active Citizenship Be Learned? Examining Content and Activities in a Teacher’s Education Module United Nations Educational, Scientific, and Cultural Organization (UNESCO), which are the cognitive, socio-emotional, and behavioral. In particular, it explores the behavioral dimension of . that involves a critical analysis of what it means to be an active citizen. For instance, a study of the Asia

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The Practice of Value-Creating Global Citizenship Education the previous chapters for a practice of global citizenship education (GCE). The proposed six themes are, (i) a sense of interdependence, common humanity, and a global outlook; (ii) an awareness of climate change as planetary citizens; (iii) a commitment to reflective, dialogic, and transformative l

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Culminating Lessons, Moving Forwardmodes of thinking, behaviors, and strategies as active protagonists within their respective countries. The proposals made in this chapter are not typical formal lesson plans but include teaching guidelines that can be used to integrate non-Western perspectives to develop a global outlook within teac