Centers for Disease Control and Prevention (CDC) ホームページの活用法

Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty, and inequity. The capacity to collaborate globally on addressing these issues remains weak. This historical review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions that research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarizes key findings of 53 peer-reviewed publications, published in English in the period 1994–2020 identified with the search terms “global learning” and “sustainable development”, sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research (Less)

https://www.mdpi.com/2071-1050/13/6/3451/pdf

Global Learning for Sustainable Development: A Historical Review

................................................................................................................. iii LIST OF TABLES ........................................................................................................ vii ACKNOWLEDGEMENTS .......................................................................................... viii CHAPTER ONE.............................................................................................................

Implementation of moral education in Kenyan schools: a study of selected catholic schools from Kitui Central Deanery

Despite continued efforts by educators, UN declarations and numerous international agreements, progress is still limited in handling major global challenges such as ecosystem collapse, accelerating climate change, poverty and inequity. The capacity to collaborate globally on addressing these issues remains weak. This systematic review of research on global learning for sustainable development (GLSD) aims to clarify the diverse directions research on GLSD has taken, to present the historical development of the research area, and highlight emerging research issues. The review summarises key findings of the English language literature in the period 1994-2020 identified with the search terms “global learning” and “sustainable development”, sustainability or GLSD, respectively. The review documented a gradually growing knowledge base, mostly authored by scholars located in the global North. Conclusions point to what we might achieve if we could learn from one another in new ways, moving beyond Northern-centric paradigms. It is also time to re-evaluate core assumptions that underlie education for sustainable development more generally, such as a narrow focus on formal learning institutions. The review provides a benchmark for future reviews of research on GLSD, reveals the emerging transformative structure of this transdisciplinary field, and offers reference points for further research.

https://www.preprints.org/manuscript/202009.0569/v1/download

Global Learning for Sustainable Development: A Systematic Review

/pdf/student-handbook-2018-2019-nlfhixzhpx.pdf

Student Handbook 2018-2019

Soka (value creating) education is a Japanese concept propounded by Tsunesaburo Makiguchi and further developed by Josei Toda and Daisaku Ikeda. This educational philosophy aims to foster individuals who can find meaning in their lives and contribute to the well-being of others to better society. Ubuntu, an African philosophy, espouses togetherness and collectivism. Like value creating education, Ubuntu promotes working for the good of all not solely the individual. Examining these two philosophies, this paper explored their role in promoting humanism. Focusing on the education system in Kenya, this paper investigated how the institutionalization of both philosophies can foster global citizens and realize a more humane Kenya. Furthermore, this paper illustrated the importance of educators as agents of change, aiding students to become global citizens who work towards building a more humanistic society. This paper concluded that integrating both value creating education and Ubuntu in the education system can serve as a tool to nurture individuals who will not only improve their quality of life but also contribute positively to promote a more just and prosperous world.

/pdf/the-role-of-value-creating-education-and-ubuntu-philosophy-1x7o198pms.pdf

The Role of Value Creating Education and Ubuntu Philosophy in Fostering Humanism in Africa

Different Schools, Different Cultures

Odo masquerade ritual is an oral tradition of the people of Umulumgbe, the South Eastern Nigeria, which is passed down from one generation to another through the word of mouth. Umulumgbe Odo ritual is a masquerade festival that is performed once in two years as a symbol of the people‟s belief in the afterlife and as a festival of community unification. However, this study sets out to investigate the effects of modernity on the contemporary performance of Umulumgbe Odo masquerade ritual. The objectives of the study revolved around the question of the impact of modernity in the performance of contemporary traditional Odo masquerade ritual. Specifically, the study interrogates the extent at which the performance of the ritual has on the one hand, defied modernity, while on the other; it has also incorporated new symbolisms and horizon of meaning. These objectives were derived from the assumptions that, for the survival of significant traditional elements, the performance must defy modernity, while at the same time it has of necessity to incorporate new symbolisms of meaning for cultural dynamism and relevance.

/pdf/umulumgbe-contemporary-odo-masquerade-ritual-performance-r2yhtkyy64.pdf

Umulumgbe Contemporary Odo Masquerade Ritual Performance

Umulumgbe is a community in the South Eastern sub-tribe of the Igbo of Nigeria. They are known for their strong belief in the Supreme Being who is known as Chukwu Okike – the Creator and in the anc...

Masumi Odari

Papers

The Role of Value Creating Education and Ubuntu Philosophy in Fostering Humanism in Africa

Different Schools, Different Cultures

Umulumgbe Contemporary Odo Masquerade Ritual Performance

Promoting unity in the modern age through social drama: the performance of Umulumgbe Odo masquerade ritual