The fundamental practices that the education expert must develop in Global Education

In short, the fundamental practices that the education expert must develop in Global Education can be summarized as follows:

– Define and understand the learning group: as in all forms of education, considering the situation and the background of the learning group is fundamental, in global education this is crucial. The age, the number of participants, the social and cultural differences in connection with the chosen themes, time, materials and available space must be taken into consideration mainly in the planning of global education and in the choice of the appropriate methods. Starting from the contexts of those who learn and explore their needs in a cooperative way is an equally fundamental element. Discussions and basic questionnaires are the most used methods for identifying needs and based on them the themes and actions of the educational program.

– Choose the appropriate learning environment: an interactive and student-centered environment is based on the principles of democratic, participatory, cooperative and experiential learning. In such an environment, critical thinking and democratic dialogue and vision are valued and encouraged.

– Adequately address the main concepts related to global issues: these concepts will form the concrete background on which interactive learning will be based. An interdisciplinary approach is used in understanding the social, political, economic and cultural dimensions of any situation and interdependence between different realities and towards developing a sense of responsibility.

– Applying information and knowledge to new situations opens up prospects for a better world through active participation. Evaluating knowledge with explicit criteria, connected to the result of analysis and synthesis, develops the behaviors and skills of a citizen with a critical mind.

– Stimulate curiosity and creativity: very important assumptions to develop critical thinking and hypothetical perspectives for a peaceful and sustainable world.

– Address the inherent disputes in global issues, such as issues of national or cultural identity, often related to migration, xenophobia, stereotypes and human rights.

– Building on personal experiences or simulations: Personal experiences or simulations are forms of experiential learning. Pedagogical theories say that “people learn much more through their own experience, in situations that involve cognition, emotion and action”. The educator must be prepared to handle strong emotions and to know and understand each person in the group.

– Stimulate active involvement through certain practical activities: learners can be helped to undertake collective action to promote transformation in their environment, at the micro level (class, school, community, village, etc.), for example by linking the formal education with non-governmental organizations (NGOs). Through these processes, students can recognize how the participation and ability to respond to real needs improve the quality of life in the community and, hopefully, will lead to a lasting ethical sense or service and civic engagement.

– Create links with other countries, cultures and societies. These links mean concrete and visible solidarity of groups working together. They can, for example, help people living in developed regions to appreciate country life compared to city life.

– Using the media: media education is directly related to global education as it feeds critical thinking through a critical approach to a specific source of information (objective or subjective, ideologically and culturally oriented), through the decoding of signs and symbols, whatever information is transmitted (words, images, sounds, etc.) and through analysis, differentiation and comparison between what is an event or a real situation and what is an opinion or a comment. Media can be used to increase people’s awareness and give visibility to individuals or collective actions of common interest (for example, solidarity actions or cooperation for community welfare, protests against violations, multicultural events, sustainability activities.

Sources:

– The Conference of Regions and Autonomous Provinces, in the session of 4 February, approved – with the abstention of the Regions of Liguria, Lombardy and Veneto – a document on education for global citizenship. The complete text is shown below (also published on the website www.regioni.it in the “Conferences” section).

– http://www.felcos.it/educazione-alla- cittadinanza-globale- 1108-1.html

-http: //for.indire.it/cittadinanzaecostituzione/offerta_formativa/public/documenti/03_EDUCAZIONE-globale_it.pdf

-http: //www.globaleducationmagazine.com/gene-global- education-network-europe /

– http://www.associazionetommaseo.it/node/650

– http://www.funzioniobiettivo.it/glossadid/intercultura/intercultura.htm