Re- imaging global education

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Provide a thorough response in APA format, to the questions provided below. Your responses should be reflective and analytical in nature and should have a minimum of 350 words and a maximum of 500 words double-spaced (for all questions).

1. Define the following concepts and analyze their role in relation to developing a global perspective: a) global education, b) global pedagogy, and c) Hanvey’s 5 dimensions of global perspective. Make sure you include evidence from the readings to support your analysis.

2. develop a concept map illustrating what all three readings have in common. Your answer should be thoughtful and provide analysis through specific citations from the readings.

Readings:

1. Toward a Pedagogy..

2. Re- imaging global education…

3. An Attainable Global..

 

Create a reflection based on the Habits of mind article that answers the following:

As you recall the habits of mind (HoM), which ones do you think you use most?
Was this a new habit of mind? Or was it one you have already mastered?

 

Sample Solution

Re-imaging global education

Global education is an education perspective which arises from the fact that contemporary people live and interact in an increasingly globalized world. This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. Global education aims at opening a global dimension and a holistic perspective in education in order to help people understand the complex realities and processes of today`s world and develop values, attitudes, knowledge and skills that will enable them to face the challenges of an interconnected world.

Following him, Fausto Zevi and Giuseppina Cerulli Irelli had to work hard to resolve the problems caused in Pompeii by the earthquake of 1980. Then in 1984 Baldassare Conticello started an extensive and systematic restoration of buildings in Regio I and II, where excavation work had already been completed.

The excavation of the Complesso dei Casti Amanti was done ex novo (from scratch). The present director, Pietro Giovanni Guzzo (who started his stint in Pompeii in 1994) has had to confront many management and financial problems in order to plan the finishing of excavations and the complete restoration of the buildings. In the most recent years, excavations have been carried out outside the Porta Stabia, and also in Murecine, near the river Sarno, where the Hospitium dei Sulpici has been uncovered.

Many areas are still to be uncovered in Pompeii, but it is even more important to restore what has already been excavated. Today 44 of the 66 hectares of urban area are visible, and it is unanimously considered that the other 22 hectares must be left under the volcanic debris, in order to preserve this important part of our past for future generations.

The nine books of Antichità d’Ercolano Esposte by the Accademia Ercolanese (from 1757 onwards), as well as the works of Winckelmann, Francois Mazois and William Gell, informed the whole of Europe about what was being revealed as the ancient Roman towns of Herculaneum and Pompeii were slowly being uncovered.

The discoveries aroused great interest, and emotion, among Enlightenment circles – and offered many new subjects for cultural debate. Slowly a new, Neo-classical, attitude emerged, influencing philosophers, men of letters and artists. Painters, sculptors, jewellers, upholsterers, cabinet-makers, joiners, decorators – all made explicit reference to the findings in the towns that Vesuvius buried, and there was a constant demand for books illustrated with accurate pictures.

Many European countries, thanks to the new importance given to the ancient world, opened academies in Naples and Rome to offer hospitality to those who wanted to study the newly excavated towns. In this period the younger members of many of the noble and rich families of Europe completed their education by doing a ‘grand tour’ of Europe, and a visit to Pompeii, Herculaneum and the Museo Archeologico in Naples was considered an essential pa

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