Issue 2/2007, 13. Volume
Globales Lernen – erziehungswissenschaftliche Anmerkungen zu einem didaktischen Konzept
The present article discusses the limitations and chances of the concept ‘Global Learning’ in the con-text of globalization. It sets about to expose some of the historical origins of the term ‘Weltpädagogik’ (global pedagogy) in order to better delineate the term ‘global learning’ which has a narrower focus on didactical issues. Issues of teaching and implementing ‘global learning’ are focused on. Corresponding to the ‘Four Pillars of Education’ expressed on the UNESCO report (1998) four didactic principles are identified with reference to polar trends: ‘globality/locality’, ‘universality/plurality’, ‘internationality/ nationality (patriotism)’, and ‘interdisciplinarity/specialization’. Furthermore, ‘global learning’ can be seen as an essential tool for the teaching of ethical values and a discussion of issues such as human rights, tolerance, and peace is pursued here. The final part of the article discusses the limitations and chances of ‘Global Learning’, a conclusion being that a ‘realistic utopia’ may be a practicable way to the improvement and humanization of the world.