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ERIC Number: EJ939879
Record Type: Journal
Publication Date: 2010
Pages: 0
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0145-9635
Going Glocal: Adaptive Education for Local and Global Citizenship
Harth, Chris
Independent School, v70 n1 Fall 2010
Technological advances in communications, transportation, and information processing have deepened and broadened connections on multiple levels, local through global, thickening the webs of interactivity that bind us to each other economically, politically, militarily, socially, culturally, environmentally, and ethically. As with most complex systems, changes in one domain or part of the world affect what happens in others, with small changes often magnified because of the interconnectedness of the system and because of the power of positive feedback loops to reinforce emergent patterns of thought and behavior. With this emergent "glocal" reality as the backdrop, what type of education do young citizens need in order to develop identities and connections to multiple communities? How can educators prepare them for this type of interconnectedness and dynamism? More specifically, what knowledge, skills, and perspectives will best enable them to thrive as glocal citizens? As a starting point, the author argues that all students should have a base level of knowledge in key subject areas, including mathematics, the sciences, the arts, the humanities, and social studies. As E.D. Hirsch, Jr. and others have argued, this essential background information enables people to be "culturally literate" and, therefore, to interact more effectively with others who share such knowledge. He stresses that what matters most is that educators prepare their students for their increasingly connected futures and provide the tools they will need to succeed and lead in multiple communities and a rapidly changing world. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A