For Bernard Stiegler 'the question of philosophy is first of all that of action' (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. These conditions, which have come to be discussed and dissected with reference to such terms as…

When major transnational events occur, such as the 2015 economic crisis within Greece, the 2016 violent conflicts within Turkey, and the creation of political policies such as the 2017 President Trump Executive Orders on visa and immigration, the effects ripple throughout the field of international higher education. How higher education…

The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable…

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our…

The COVID-19 pandemic crisis has exposed the glaring inequities in school systems -- from the broadband and computers needed for online education to training teachers to keep classes going digitally. Most education systems were nimble: they rethought the curriculum, embraced hybrid learning, adjusted school calendars and schedules, and adapted…

It is clear that school leaders recognize that there has been substantial change in the types of technology available to young people today, most of which adults feel less comfortable about than they do. However, when they are probed further, they come to recognize that it is not just technology that has changed, but pretty much everything else…

A world policy agenda for gender equality in education now exists, realising the idea of earlier reformers such as Kartini. This agenda, however, makes assumptions that are strongly contested by research and policy debates in national forums. This essay urges shifting the framework of gender analysis to global scale. It outlines what is involved…

There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. What part does education have to play in helping alleviate rampant climate change and in mitigating its worst effects? In this volume, contributors review and reflect upon…

"Globalization" is a term that, over the past twenty years, has been very frequently used yet remains vague and changeable with respect to the phenomena it refers to and what specifically it connotes. Discussions encouraging globalization have quickly sprung up, spreading the use of terms such as "postindustrial society,"…

Neither the traditionalists nor the structuralists have addressed what schools should be teaching to prepare students for citizenship in the twenty-first century global society. The American Forum's model schools network, part of the global education movement, identifies four domains of student inquiry for future school curricula. Includes five…

This publication is intended for educational planners, administrators, and decision-makers who are confronted in their daily work with the demanding task of bringing about changes in education in order to adapt it to the requirements of modern society. The publication includes studies presented at a Unesco meeting in October 1977 by a group of…

In this paper the author discusses concepts of education and educational change in developing countries and in developed nations. Recommendations related to the role of education in the future are made. (SM)

Criticisms against the way history is being taught today are discussed, and some responses to the criticisms are made. There is a need for a universal view of history--for a history that transcends national and regional boundaries and comprehends the entire globe. (RM)

Asserts that the forces of globalization have overwhelmed the historical political-cultural mission of adult education today by focusing exclusively on productivity. States that world summits have resulted in declarations disabusing the ideas of profits above people, but the resulting policies have not reflected these. Urges adult educators to…

The importance of the current movement for global education in the elementary and secondary schools, and in higher education, has been indicated by the convening of the first national conference on global education, held at Easton, Maryland, in May 1982. During this conference, leaders in the field of global education presented issues and themes…