The Place of Ubuntu in Global Education

2018 ◽  
pp. 223-248
Author(s):  
Joseph Mukuni ◽  
Josiah Tlou
Keyword(s):  
Global Education ◽  
Knowledge Systems ◽  
Global Competence ◽  
Conceptual Frameworks ◽  
Global Competencies ◽  
Indigenous Philosophy ◽  
The World ◽  
Different Cultures

Global competencies can be promoted only if people from different cultures share their knowledge systems and traditional conceptual frameworks with the rest of the world. It is in this context that the authors propose that global education can benefit from ubuntu, Africa's indigenous philosophy of being. This case study highlights, among other things, how ubuntu aligns with the global competencies articulated in the Global Competence Matrix.

Using Personal Life Experiences and Global Competencies to Build an Orphanage for Abandoned Children

2018 ◽  
pp. 58-76
Author(s):  
John Shinsky
Keyword(s):  
International Collaboration ◽  
Life Experiences ◽  
Personal Life ◽  
Mutual Respect ◽  
Global Competencies ◽  
Personal Story ◽  
Working Together ◽  
Work Done ◽  
Different Cultures

This case study tells the personal story of how an American orphan's life experiences and passion to give back led to the building of an orphanage in Mexico for abandoned children. As we expand international collaboration as part of humanitarian efforts, global competencies can provide a framework for deeper understanding of the issues we are addressing, an awareness and sensitivity to different cultures, and mutual respect for different opinions. The work done in Mexico demonstrates that, working together, we can make a difference in the lives of children who come from deplorable living conditions.

scholarly journals Need to Restructure Teacher Education in India with reference to Globalization and Localization

2017 ◽  
Vol 7 (2) ◽  
pp. 73
Author(s):  
Sangeeta Srivastava ◽  
P.K. Srivastava
Keyword(s):  
Teacher Education ◽  
Cultural Identity ◽  
Global Education ◽  
Present Position ◽  
The World ◽  
Education In India ◽  
World Class ◽  
The Individual ◽  
Globalization Of Education ◽  
Different Cultures

<div><p><em>Globalization is a feeling that the individual is not only a member of his/her state, but a citizen of the world</em><em> and subsequently teacher education should reflect this global outlook. Now the question arises:</em><em> How teachers' education can be transformed from a traditional country bound training program to a new globalized teachers’ education? </em><em> One of the global challenges which are appearing in this context is to have a gestalt development of any country with all its special cultural identity together with globalization. Only globalization of education is inadequate without localization to pay attention towards the preserving of cultures. It should treat each unique culture and society with due respect, realizing that global education is not only learning about all innovations occurred globally, but also studying different cultures of the world and maintaining them as a cultural heritage of universe. This paper is an attempt to analyze the present position of teacher education in the context of globalization and to explore the need and ways to restructure and redefine teacher education with reference to globalization and localization. It concludes that restructuring teachers' education with reference to globalization and localization is an urgent need so that we may get such teachers who not only will possess world class knowledge but also right attitude to work and live with open mindedness, and will take them forward in global scenario for the welfare of mankind. </em></p></div>

Developing Competencies for Global Engagement

2018 ◽  
pp. 1-20
Author(s):  
Terry K. Smith
Keyword(s):  
Global Education ◽  
International Travel ◽  
Low Socioeconomic ◽  
Socioeconomic Environment ◽  
Global Engagement ◽  
The World ◽  
Global Projects ◽  
Student Reactions ◽  
Global Project

This case study tells the story of a teacher who developed and integrated global projects in an elementary classroom, established connections with other teachers around the world, and worked with a university initiative to partner with a school in Taiwan. Going beyond connecting on the internet, this case study shows how leveraging a global project relationship led to international travel experiences for a group of elementary students from a low-socioeconomic environment. Experiences within the Taiwanese culture and student reactions to those experiences are provided. Educators are invited to use the processes, ideas, and methods from this case study to begin their own journey into global education.

HIGHER EDUCATION AND GLOBAL COMPETENCE: RENEWING THE EDUCATIONAL CONCEPT OF UNIVERSITIES IN RUSSIA

2018 ◽  
Vol 1 ◽  
pp. 444-453
Author(s):  
Marina Polukhina ◽  
Maria Doskovskaya
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Global Education ◽  
Global Competence ◽  
International Mobility ◽  
Specific Knowledge ◽  
Four Dimensions ◽  
Economic Competitiveness ◽  
Educational Concept ◽  
The World

The world is changing at an increasing pace. We are living in a time of dramatic transformations such as globalization with its impact on economic competitiveness and social cohesion, international mobility, new occupations and careers, advances in technology and its use. Such processes affected the higher education of many countries, including Russia, and created the concept of global education. Nowadays our students have the opportunity and challenge of living and working in such a diverse and rapidly changing world. Thus, renewing the educational concept of universities is becoming relevant. In this article, the authors consider definitions and dimensions of global competence as an essential component of training young specialists as well as 21st century learning in the context of global competence. The authors present how global competence is defined as the combination of the four dimensions and how each dimension builds on specific knowledge, skills, attitudes and values: Also, the paper considers the ways of renewing higher education in Russia and points of growth.

Promoting Global Competencies in India

2017 ◽  
pp. 160-174 ◽  
Author(s):  
Aakanksha Rajeev Sharma
Keyword(s):  
Information Literacy ◽  
Global Citizenship ◽  
Global Competence ◽  
Regulatory Structure ◽  
Global Competencies ◽  
Effective Interactions ◽  
The Core ◽  
Different Cultures

The Organization for Economic Co-operation and Development (OECD) defines global competence as the capacity to analyze global and intercultural issues critically and to engage in open, appropriate and effective interactions. Since media forms the basis for attaining and sharing information, formulating ideas and opinions about people, events and situations, exploring different cultures, perspectives, rejecting notions as well as accepting truths, media and information literacy (MIL) is an effective and essential way to attain this global competence. As MIL competencies are closely aligned with global competencies, interlinking the two helps in attaining true global citizenship. This chapter explains the problems, prospects and possibilities for MIL training in India. The history and evolution of media and its regulatory structure in India and how this has impacted and continues to influence the spectrum of media and information literacy is the core of this study.

scholarly journals What is the Colour of the Feeling (A Case Study of English Idioms with Colour Components)

2019 ◽  
Vol 10 (3) ◽  
pp. 714-721
Author(s):  
Tatyana B Pasechnik ◽  
Inna G Savelieva
Keyword(s):  
Color Naming ◽  
Semantic Structure ◽  
Huge Number ◽  
Language And Culture ◽  
Literal Sense ◽  
Current Trends ◽  
The World ◽  
Similarities And Differences ◽  
Different Cultures

The present article explores English phraseological units with the meaning of emotion that have been fully or partially rethought and have a colour component. The emotive component of the idioms mentioned, is, thus, the object of the present study. In this paper we endeavor to show that the colour nominations which correlated to the concepts of ‘warmth’ and ‘coldness’ define the semantics of the whole idiom which is used for figurative naming human emotions. Looking at the use of colour components in an idiom, we cannot, but consider the key element of an idiom, i.e. idiomaticity, which we understand as the reinterpretation of an expression and the murkiness of its meaning. The article contains the analysis of both idioms which can be traced to free collocations and expressions which are not used in their literal meaning. The group of idioms in question primarily comprises the expressions of murky semantic structure. The examples of colour names exemplify the situation, when reinterpretation can apply no just to a single expression, but also to its components. In this case the colour component of the idiom acquires new semantics, i.e. It no longer means the colour in its literal sense, thus adding the meaning of ‘emotion’ to the semantic structure of the idiom, giving it a new meaning. It is worth pointing out that the number of colour nominations that can be viewed from this perspective is limited. At the same time a huge number of words denoting colours and shades have now emotive meanings whatsoever. However, if we look at other languages, we might find such examples, which in turn can be explained by the fact that people of different cultures perceive the world differently. Language is very good at capturing similarities and differences. The questions raised in the article are of utmost importance as they resonate with the current trends in linguistics, namely with the theory of secondary nomination in various languages and the issues of ideas’ verbalization in phraseological units. Typological and etymological studies of dozens of languages have revealed a set of universal mechanisms in the system of color naming. However, along with universal mechanisms, there are language and culture specific ones. The analysis of such kind gives us a better understanding of this part of the worldview in different cultures.

Culture and the plasticity of perception

2020 ◽  
Vol 43 ◽  
Author(s):  
Michael Lifshitz ◽  
T. M. Luhrmann
Keyword(s):  
Cultural Context ◽  
Sensory Experience ◽  
Cultural Learning ◽  
The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

HIPEREMESIS GRAVIDARUM PADA IBU HAMIL DI KLINIK BIDAN SUPRIYATI SRIBIT BERBAH SLEMAN

2019 ◽  
Vol 14 (1) ◽  
pp. 51
Author(s):  
Pramukti Dian Setianingrum ◽  
Farah Irmania Tsani
Keyword(s):  
Blood Pressure ◽  
Pregnant Women ◽  
Hyperemesis Gravidarum ◽  
Unwanted Pregnancy ◽  
The Body ◽  
Nausea And Vomiting ◽  
Daily Activities ◽  
World Health ◽  
The World

Backgroud: The World Health Organization (WHO) explained that the number of Hyperemesis Gravidarum cases reached 12.5% of the total number of pregnancies in the world and the results of the Demographic Survey conducted in 2007, stated that 26% of women with live births experienced complications. The results of the observations conducted at the Midwife Supriyati Clinic found that pregnant women with hyperemesis gravidarum, with a comparison of 10 pregnant women who examined their contents there were about 4 pregnant women who complained of excessive nausea and vomiting. Objective: to determine the hyperemesis Gravidarum of pregnant mother in clinic. Methods: This study used Qualitative research methods by using a case study approach (Case Study.) Result: The description of excessive nausea of vomiting in women with Hipermemsis Gravidarum is continuous nausea and vomiting more than 10 times in one day, no appetite or vomiting when fed, the body feels weak, blood pressure decreases until the body weight decreases and interferes with daily activities days The factors that influence the occurrence of Hyperemesis Gravidarum are Hormonal, Diet, Unwanted Pregnancy, and psychology, primigravida does not affect the occurrence of Hyperemesis Gravidarum. Conclusion: Mothers who experience Hyperemesis Gravidarum feel nausea vomiting continuously more than 10 times in one day, no appetite or vomiting when fed, the body feels weak, blood pressure decreases until the weight decreases and interferes with daily activities, it is because there are several factors, namely, hormonal actors, diet, unwanted pregnancy, and psychology.

Social Design for Services Framework

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Melanie SARANTOU ◽  
Satu MIETTINEN
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Research Group ◽  
Design Research ◽  
Service Design ◽  
Social Design ◽  
Practical Action ◽  
The Social ◽  
The World

This paper addresses the fields of social and service design in development contexts, practice-based and constructive design research. A framework for social design for services will be explored through the survey of existing literature, specifically by drawing on eight doctoral theses that were produced by the World Design research group. The work of World Design researcher-designers was guided by a strong ethos of social and service design for development in marginalised communities. The paper also draws on a case study in Namibia and South Africa titled ‘My Dream World’. This case study presents a good example of how the social design for services framework functions in practice during experimentation and research in the field. The social design for services framework transfers the World Design group’s research results into practical action, providing a tool for the facilitation of design and research processes for sustainable development in marginal contexts.

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