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Integrating Philosophy, History, and Practice in Global Education

University of the People

EDUC 58010-01 - AY2025-T4

Archhana Vadeyar

23 April 2025
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Introduction

My philosophy of education is grounded in the belief that learning should be inclusive,

inquiry-driven, and globally relevant. At its core, education must prepare students not just for

exams or employment, but for life in an interconnected world. This vision resonates with the

principles outlined by Reimers (2009), who argues that the ultimate goal of education is to

develop global citizens equipped with the skills, knowledge, and values needed to thrive in a

diverse and rapidly changing society.

My Philosophy of Education and the Role of Schools in Society

I believe that the purpose of education extends beyond academic instruction. It is a

transformative process that cultivates empathy, critical thinking, cultural awareness, and a sense

of shared responsibility. Education should empower students to question the world around them,

understand complex systems, and engage meaningfully in their communities and beyond.

Schools, therefore, play a pivotal role in shaping society. They are not merely institutions

of learning but are foundational spaces for social development and civic engagement. As

Mansilla and Jackson (2013) highlight, developing global competence is essential in a world

where political, social, and environmental issues transcend borders. Schools must embrace this

role, integrating global perspectives into curricula and cultivating a culture of inclusivity and

respect.

Enacting this Philosophy in Schools and Classrooms

To translate this philosophy into action, schools must adopt pedagogical approaches that

emphasise collaboration, critical inquiry, and real-world relevance. In the classroom, this means
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incorporating student voice, encouraging cross-cultural dialogue, and designing interdisciplinary

units that address global challenges such as climate change, inequality, and migration. For

example, project-based learning that centres on the UN Sustainable Development Goals (SDGs)

can make abstract issues tangible for students.

Moreover, school culture should reflect these values. Leadership must model integrity,

curiosity, and openness. Educators should engage in continuous professional development to

remain responsive to the needs of a diverse student body. Initiatives such as service learning,

international partnerships, and language immersion programmes can also support the

development of global competence.

Historical Precedents for Global Learning

The roots of global education can be traced back to humanistic traditions in education,

where learning was seen as a means to understand humanity and promote peace. Thinkers like

John Dewey and Paulo Freire emphasised the importance of education in promoting critical

consciousness and social responsibility. Dewey’s belief in experiential learning aligns with

today’s emphasis on inquiry-based and student-centred learning, while Freire’s Pedagogy of the

Oppressed underscores the need for education to empower the marginalised (Dewey, 1938;

Freire, 1970).

In more recent history, international movements such as UNESCO’s Education for

Sustainable Development (ESD) and the rise of the International Baccalaureate (IB) programme

have reinforced the importance of a global outlook in education. These initiatives have laid the

groundwork for a more integrated and globally aware approach to teaching and learning.
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Contemporary Issues Driving the Vision for Global Education

Today’s educators face a range of urgent global challenges, including the climate crisis,

technological disruption, forced migration, and growing social inequalities. These issues

necessitate a rethinking of traditional educational models. As Sinek (2009) argues, organisations,

and by extension, schools, must start with a clear sense of "why." For schools, this "why" is

about preparing learners not only to succeed but to contribute meaningfully to a global society.

Incorporating global education is no longer optional; it is a necessity. Global competency

is not a standalone subject but a lens through which all learning should be viewed. By nurturing

global awareness and empathy, schools can help build a more just, peaceful, and sustainable

world.

Conclusion

My philosophy of education centres on the transformative power of learning to build

globally competent citizens. In response to the challenges of a rapidly changing world, this

vision calls for a reimagining of education. One that is centred on inquiry, empathy, and social

responsibility, rather than outdated traditions that no longer serve today's learners. As educators,

we are uniquely positioned to guide the next generation towards becoming thoughtful,

compassionate, and active global citizens.

References

Dewey, J. (1938). Experience and education. Macmillan.

Freire, P. (1970). Pedagogy of the oppressed. Herder and Herder.

Mansilla, V. B., & Jackson, A. (2013). Educating for global competence: Learning redefined for

an interconnected world. In H. Jacobs (Ed.), Mastering Global Literacy (pp. 5-27). New

York: Solution Tree.

http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20

Short%20HHJ.pdf

Reimers, F. M. (2009, September 1). Leading for Global Competency. ASCD.

https://www.ascd.org/el/articles/leading-for-global-competency

Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Portfolio.

https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?lan

guage=en