Empowering Global Citizens

development have forced educators and society at large to confront new
challenges within and outside of nation—states that were earlier unimag—
ined. These challenges have crept their way into schools and classrooms
and affect the very processes of teaching and learning. As with national
citizenship, which, as Kandel noted a century ago, is not antithetical
to global citizenship, individuals can be equipped with the disposition
to be more efficacious in exercising such rights and responsibilities, in
seizing the opportunities, and in understanding and addressing the chal—
lenges. As global citizens, we can contribute to the mitigation of global
risks, the creation and sustenance of global compacts to steward shared
interests, and the advancement of personal and national interests. In this
sense the new global education differs from the traditional education
for cosmopolitanism in that there is now a greater need not only for an
international understanding in order to sustain peaceful relations among
nations but also for an understanding of the process of globalization
itself and for the ability to live and to be efficacious in more globally

integrated societies and institutions.

NEW \VAYS T0 THINKABOUT HUMAN DEVELOPMENTAND LEARNING

Over the last several decades, the study of human development has contrib—
uted to an expanded conception of humanity, one that goes beyond knowl—
edge and dispositions and consequently to a new way of thinking about
learning and teaching. In the education field, these developments have
found expression in a movement to advance what are called “twenty—first—
century skills” (Reimers 8c Chung, 2016). There are clear parallels between
the emphases on the twenty—first—century skills movement and those on the
progressive education movement, of which Dewey and Kandel were pro—
ponents (Little, 2013). Tom Little (2013) has drawn parallels between the
principles of progressive education articulated by the Progressive Educators
Network in 1987 and the emphasis of twenty—first—century education on a
number of subjects. The principles of progressive education as defined by
the Network of Progressive Educators include the following: