Global education and shaping appropriate attitudes in the didactic process

Abstract

In this article the authors consider the problem of global education related to developing and shaping attitudes of children, students, and/or adult population in the range of, among others, acquiring ecological knowledge together with the aspects of sustainable development in the teaching process. Global education is understood as a functioning trend of philosophical experience. It is deeply embedded in the process of world globalisation associated with various fields, including business, economic, social, educational and political ones. Its assumptions should be implemented as early as kindergarten, during classes, and during all sorts of educational workshops and competitions/contexts. It aims to make students/children aware of the differences between countries/cultures. Global education gives teachers the opportunity to develop in students appropriate awareness and skills in the behaviours of students so as to create a so-called sense of responsibility for themselves and for others in the surrounding environment. The idea of dialogue is also included in education and requires trust, kindness, understanding and, in particular, a sense of responsibility for shaping appropriate attitudes, common goals, rules and norms from all users. Global education helps to develop key competencies for the human system in the modern world; such competences include: critical thinking; possibility of argumentation in the range of personal views; creative use of acquired information to make right decisions; empathy; cooperation at local, national and international levels. Therefore, we should also be aware of the fact that we must show understanding of and respect for others, since people live together on the same planet. For that reason, people have to be shown the possibility of their personal impact on modern world. Consequently, it is also worth paying attention to other cultures and natural environment. For that reason, during classes involving particular aspects of global education, teachers can cover the following topics: climate change, international trade, international relations/ foreign affairs, consumption, poverty, natural resources, conflict, and human rights. Children of the 21st century should be rational, able to distinguish and properly analyze the phenomenon and processes around them, as well as to be able to cooperate with others. Furthermore, they should be sensitive to harm done to their relatives, they should take care of the environment and everything around them.