Research On Thoughts Of Education For "World Citizen"

At end of the20thcentury, the world economy’s development has presented the trend ofglobalization, all countries in the world has increasingly become a whole linked closely toeach other. Affected by globalization, all countries of the world are closely contacted inpolitics, culture, science and technology through the bridge of economy, then all countriesbecome a whole. In the21thcentury, the world has been a whole, which is described as “globecitizen society”“world citizen society”“globe community”“globe village”“world republic”by many researches.Globalization has posed urgent challenges to all countries and peoples, no matter whichcountry or nationality, you have to be a “world citizen”. Globalization makes “world citizen”.“World citizen” should have the concept and horizon of the world, and have correspondingabilities.“World citizen” should perform his obligations and rights in the double range ofnation and world. Adapted to the need of “world citizen”, education for “world citizen” arises,which aims to cultivate “world citizen” with the concept and horizon of the world, and theworld consciousness.The paper studies thoughts of education for “world citizen”, and tries to clear its forming,researches its content and feature, describe its effect and limit, then look forward to its future.The whole paper has five parts:The first part is introduction. This part is the base of the whole research, including itsreason and value, review of related researches, definition of concepts, and the idea andmethods of the research.The second part is the forming and developing of thoughts of education for “worldcitizen”. This paper tries to make clear its developing vein, and divide it into breeding (before1950), producing(from1950to1970s), developing(from1970s to1990s) and rising(from1990s to now) periods according to time. The paper describes typical thoughts of each period,including Comenius, Kant, Habermas, Martha Nussbaum, Otfried Hoffe and UNESCO’sthoughts of education for “world citizen”.The third part is the content and feature of thoughts of education for “world citizen”.Thoughts of education for “world citizen” has its new comprehension of “world citizen” andhow to cultivate “world citizen”. As concerned as “world citizen”, in thoughts of educationfor “world citizen”, modern citizens have multi-citizenship,“world citizen” is just one of it.Modern citizens live in the whole world nowadays, so it is necessary to reread citizenshipfrom a view of world. The right of “world citizen” will be human rights, and the obligationwill be fulfilled in the whole world. As concerned as how to cultivate “world citizen”, in thoughts of education for “world citizen”, education for citizen is an education to cultivatehumanity. Humanity is common in humans, and is highly abstracted. For each specific person,the highly abstracted humanity is ones individuality. So, culturing humanity is in fact toculture individuality. Only by developing one’s individuality can a person to be a free citizenhaving free thoughts and control his own reason. To cultivate this kind of free citizen,education should train thinking abilities, including abilities of critical thinking, narrativeimagine and so on. Training these abilities should pay more attention to literal studies.Compared to traditional thoughts of education for citizen, thoughts of education for “worldcitizen” has transcendentality and reality.The forth part is the effect and limit of thoughts of education for “world citizen”. Thispart first chooses two fields to describe the effect, one is the field of educational practice, theother is theoretical research. In the field of educational practice, one is practiced by theUNESCO, the other is by many countries and regions, such as the USA and Hong Kong andso on. In the field of theoretical research, it is divided into two aspects too, one is educationtheory research, the other is theory of other fields besides education, mainly in internationalrelationship field. Then this part describes the limits of thoughts of education for “worldcitizen”, including its limits in theoretical construct and practice influence.The fifth part is challenge and opportunity of thoughts of education for “world citizen”.Development is a dynamic process, and a process with both challenges and opportunities. Thechallenges mainly include: Thoughts of education for “world citizen” need further thinking tosolve several relationship, and its development is limited by social development.While thedevelopment of thoughts of education for “world citizen” also has many opportunities.Globalization is a dynamic process, during the process, the world and people of the world hasbecome an integral whole and has a common destiny, then the world consciousness has beenpromoted, which is the necessity and the pursuit for the development of thoughts of educationfor “world citizen”.