Daisaku Ikeda’s Philosophy of Value Creating Global Citizenship Education and Africana Humanism

2020 ◽  
Vol 9 (SI) ◽  
pp. 69-79
Author(s):  
Joy Williams
Keyword(s):  
United States ◽  
21St Century ◽  
Citizenship Education ◽  
Global Citizenship ◽  
The United States ◽  
First Century ◽  
Educational Models ◽  
Global Citizenship Education ◽  
Kwame Nkrumah ◽  
The World

Daisaku Ikeda proclaimed that Africa would be the beacon of hope for the world in the twenty-first century. Contemporaneously, Kwame Nkrumah was excited about the potentially galvanizing role a united Africa might play on the world scene. Nkrumah envisioned the reawakening of an African personality, which would provide the foundational essence for the United States of Africa and accelerate African psychological, political, and economic decolonization. Nkrumah’s conceptualizations of unity mesh with Ikeda’s paradigms of global citizenship. This paper shows how Ikeda’s philosophy of value-creating education for global citizenship could amalgamate Africana educational models toward global citizenship as a unifying factor in Africa and the diaspora and as an instrument for making Africana Humanism the spirit of the 21st century.

The World of Uncertainty: Is America Losing Its Leverage Towards a Looming New China–Russia Alliance?

2021 ◽  
Vol 13 (04) ◽  
pp. 92-106
Author(s):  
Vitaly KOZYREV
Keyword(s):  
United States ◽  
21St Century ◽  
World Order ◽  
The United States ◽  
Great Power ◽  
Window Of Opportunity ◽  
The Us ◽  
The World ◽  
Alliance Building

The recent deterioration of US–China and US–Russia relations has stumbled the formation of a better world order in the 21st century. Washington’s concerns of the “great power realignment”, as well as its Manichean battle against China’s and Russia’s “illiberal regimes” have resulted in the activated alliance-building efforts between Beijing and Moscow, prompting the Biden administration to consider some wedging strategies. Despite their coordinated preparation to deter the US power, the Chinese and Russian leaderships seek to avert a conflict with Washington by diplomatic means, and the characteristic of their partnership is still leaving a “window of opportunity” for the United States to lever against the establishment of a formal Sino–Russian alliance.

scholarly journals United States and China: One evidence of the changing global geopolitical environment

2021 ◽  
Vol 3 (5) ◽  
pp. 6-16
Author(s):  
Ruth Ortiz ◽  
Eusebio Ortiz Zarco ◽  
Gerardo Suárez Barrera
Keyword(s):  
United States ◽  
Empirical Analysis ◽  
21St Century ◽  
International System ◽  
The United States ◽  
Research Paper ◽  
Economic Indicators ◽  
The World

This research paper examines the commercial and monetary interdependence that has been built during the period 1990 - 2018 between two main economies of the world; this is an empirical analysis, based on a statistical scrutiny of economic indicators and Granger causalty tests. The result is a contribution to the understanding of the 21st century bundled international system, characterized by a changing global geopolitical environment, where the United States and China are the main actors.  

Conclusions

1998 ◽  
Author(s):  
W. W. Rostow
Keyword(s):  
United States ◽  
Political Economy ◽  
21St Century ◽  
World Economy ◽  
Industrial Revolution ◽  
The United States ◽  
Population Increase ◽  
The Political ◽  
The World ◽  
The Government

I have tried in this book to summarize where the world economy has come from in the past three centuries and to set out the core of the agenda that lies before us as we face the century ahead. This century, for the first time since the mid-18th century, will come to be dominated by stagnant or falling populations. The conclusions at which I have arrived can usefully be divided in two parts: one relates to what can be called the political economy of the 21st century; the other relates to the links between the problem of the United States playing steadily the role of critical margin on the world scene and moving at home toward a solution to the multiple facets of the urban problem. As for the political economy of the 21st century, the following points relate both to U.S. domestic policy and U.S. policy within the OECD, APEC, OAS, and other relevant international organizations. There is a good chance that the economic rise of China and Asia as well as Latin America, plus the convergence of economic stagnation and population increase in Africa, will raise for a time the relative prices of food and industrial materials, as well as lead to an increase in expen ditures in support of the environment. This should occur in the early part of the next century, If corrective action is taken in the private markets and the political process, these strains on the supply side should diminish with the passage of time, the advance of science and innovation, and the progressively reduced rate of population increase. The government, the universities, the private sector, and the professions might soon place on their common agenda the delicate balance of maintaining full employment with stagnant or falling populations. The existing literature, which largely stems from the 1930s, is quite illuminating but inadequate. And the experience with stagnant or falling population in the the world economy during post-Industrial Revolution times is extremely limited. This is a subject best approached in the United States on a bipartisan basis, abroad as an international problem. It is much too serious to be dealt with, as it is at present, as a domestic political football.

Global citizenship education: A new ‘moral pedagogy’ for the 21st century?

2020 ◽  
Vol 19 (6) ◽  
pp. 506-524
Author(s):  
Sara Franch
Keyword(s):  
Social Justice ◽  
International Education ◽  
21St Century ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Ideal Types ◽  
Educational Discourse ◽  
Global Citizenship Education ◽  
International Education Policy ◽  
Moral Structure

In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in the 21st century. Combining the perspectives that emerge from the scholarly literature with the findings of a qualitative study based on Constructivist and Informed Grounded Theory, the article proposes a typology of GCE ideal-types. The typology illustrates two ‘mainstream ideal-types’ of GCE (neo-liberal human capitalism and cosmopolitan humanism) and two ‘critical ideal-types’ (social-justice activism and critical counter practice). In the province studied, the dominant perspective is cosmopolitan humanism. GCE is essentially conceptualised as a ‘new moral pedagogy’ that reflects adherence and commitment to a universal moral structure based on humanistic cosmopolitan values. The author believes that critical GCE perspectives in line with social-justice activism and critical counter practice should find expression in both policies, curricula and practices. However, this is recognised as a challenge which could be partially addressed through teacher education and an alliance between academia and practice.

Innovate America: The Technology Innovation Program at NIST

1969 ◽  
Vol 15 (4) ◽  
Author(s):  
Andrew S Klein ◽  
Mrunal S Chapekar
Keyword(s):  
United States ◽  
Technology Innovation ◽  
Job Training ◽  
The United States ◽  
First Century ◽  
Comprehensive Strategy ◽  
Scientific Education ◽  
Us Congress ◽  
The Us ◽  
The World

9 August 2007, the US Congress established the Technology Innovation Program (TIP) through the America COMPETES Act, a comprehensive strategy to keep the United States, the most innovative nation in the world, competitive by strengthening scientific education and research, improving technological enterprise, attracting the world's best and brightest workers, and providing twenty-first century job training. The new program, TIP, is located at the National Institute of Standards and Technology (NIST) in Gaithersburg, MD (www.nist.gov\tip).

What Do We Ask of Global Citizenship Education? A Study of Global Citizenship Education in a Canadian University

2010 ◽  
Vol 3 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Lynette Shultz
Keyword(s):  
International Relations ◽  
Deliberative Democracy ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Educational Goal ◽  
Global Citizenship Education ◽  
Deliberative Dialogue ◽  
The World ◽  
Deliberative Processes ◽  
Equity And Inclusion

This article presents findings from a study of a Canadian university that has named 'global citizenship' as a key educational goal. Drawing on theories of globalization, deliberative democracy, and deliberative processes including discursive closure, this study examines the multiple demands made of 'global citizenship' in higher education and the subsequent educational projects that are designed to meet this educational goal. The research questioned whether discursive closure was being engaged to limit 'global citizenship' to a modernity project where, as the literature suggested, (neo) liberalism and universalism ultimately served to make the world the un-gated playground of the elite where they might work, play, and consume without national or local political and cultural restrictions. In contrast, we wondered whether these policy openings might also be reflections of shifts in practices toward justice, equity, and inclusion with considerations of the historical and cultural histories and legacies of international relations of colonialism and imperialism. Using deliberative dialogue as a data collection method, the researchers were able to surface educators' multiple understandings of global citizenship as well as possible discursive closure and/or emerging social justice in the courses, projects, and policies of this institution.

China 2020: An Introduction

2020 ◽  
pp. 1-5
Author(s):  
John Bellamy Foster
Keyword(s):  
United States ◽  
World Economy ◽  
The United States ◽  
First Century ◽  
Social Formation ◽  
The World ◽  
Twenty First Century

In the twenty-first century, all signs are pointing to another period of hegemonic struggle over the world economy, this time between the United States and China, although complicated in this case by the unique, indeterminate aspects of the post-revolutionary Chinese social formation, which is neither entirely capitalist nor entirely socialist.

Borders, Mobility and Belonging in the Era of Brexit and Trump

2018 ◽  
Author(s):  
Mary Gilmartin ◽  
Patricia Wood ◽  
Cian O'Callaghan
Keyword(s):  
United States ◽  
United Kingdom ◽  
Political Participation ◽  
21St Century ◽  
The United States ◽  
Political Debate ◽  
Donald Trump ◽  
Ripple Effects ◽  
The United Kingdom ◽  
The World

Questions of migration and citizenship are at the heart of global political debate with Brexit and the election of Donald Trump having ripple effects around the world. Providing new insights into the politics of migration and citizenship in the United Kingdom and the United States, this book challenges the increasingly prevalent view of migration and migrants as threats and of formal citizenship as a necessary marker of belonging. Instead the book offers an analysis of migration and citizenship in practice, as a counterpoint to simplistic discourses. It uses cutting-edge academic work on migration and citizenship to address three themes central to current debates: borders and walls, mobility and travel, and belonging. Through this analysis, a clearer picture of the roots of these politics emerges as well as of the consequences for mobility, political participation and belonging in the 21st century.

Industrialization, Hubs, and Catch-up

2020 ◽  
pp. 145-161
Author(s):  
Deepak Nayyar
Keyword(s):  
United States ◽  
Western Europe ◽  
Industrial Revolution ◽  
The United States ◽  
First Century ◽  
Rapid Decline ◽  
The Past ◽  
Early Twenty ◽  
The World ◽  
Catch Up

This chapter analyses the striking changes in the geographical distribution of manufacturing production amongst countries and across continents since 1750, a period that spans more than two-and-a-half centuries, which could be described as the movement of industrial hubs in the world economy over time. Until around 1820, world manufacturing production was concentrated in China and India. The Industrial Revolution, followed by the advent of colonialism, led to deindustrialization in Asia and, by 1880, Britain became the world industrial hub that extended to northwestern Europe. The United States surpassed Britain in 1900, and was the dominant industrial hub in the world until 2000. During 1950 to 2000, the relative, though not absolute, importance of Western Europe diminished, and Japan emerged as a significant industrial hub, while the other new industrial hub, the USSR and Eastern Europe, was short lived. The early twenty-first century, 2000–2017, witnessed a rapid decline of the United States, Western Europe, and Japan as industrial hubs, to be replaced largely by Asia, particularly China. This process of shifting hubs, associated with industrialization in some countries and deindustrialization in other countries in the past, might be associated with premature deindustrialization in yet other countries in the future.

Sign in / Sign up

Export Citation Format

Share Document