Revisiting the Concept of Dialogue in Global Citizenship Education
Revisiting the Concept of Dialogue in Global Citizenship Education
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重新审视全球公民教育中的对话概念
DOI：
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发表时间：
2010
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通讯作者：
Namrata Sharma
中科院分区：
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作者：
Namrata Sharma
正如前一章所讨论的，联合国教育、科学及文化组织（教科文组织）全球公民教育概念维度中的三个学习领域是认知、社会情感和行为，这与学习的四大支柱相对应，即学习去认识、去做、去存在和去共同生活。本章讨论了与学习的社会情感层面相关的问题，从亚洲的角度来选择，发展相互依存和共同的人性，促进对话，反思和变革的学习经验。它探讨了日本思想家池田大作的思想可以重新审视全球公民教育和对话学习模式中的对话概念。
As discussed in the previous chapter, the three domains of learning within the global citizenship education conceptual dimensions of United Nations Educational 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 learning to be from selected Asian perspectives that develop a sense of interdependence and common humanity, and promote dialogic, reflective, and transformative learning experiences. It examines the contributions that the Japanese thinker, Daisaku Ikeda’s ideas can make to revisit the notion of dialogue within global citizenship education and dialogic modes of learning.