Global learning

from Wikipedia, the free encyclopedia

The global learning educational concept aims to educate people to be open to the world and empathy . It is holistically oriented in terms of content and method. It provides interdisciplinary knowledge content and skills to one-world themes and uses open educational concepts such as project learning , project work , project teaching , learning labs , learning stations and many other participatory learning methods.

Global learning is an educational response to globalization processes . The attempt is made to get away from categorical thinking ( first world , second world , third world ) and to think and act with a view to the entire world. The question of the realization of human rights, global justice and the conditions for a peaceful world (peace education) play an important role.

Subject areas

Global learning addresses problems and perspectives of global development and also works on opportunities and possibilities for joint action by the South and North. There is a great deal of closeness and intersections with regard to the following sub-topic areas:

Within the approaches to global learning, key problems are mostly assumed, since in this way the complexity of globally networked societies can be dealt with. At all levels of education, it is a matter of conveying or making people aware of a global perspective of thinking, judging, feeling and acting. The focus is on action-oriented learning that should be holistic and participatory. Here the proximity to a number of reform pedagogical approaches becomes clear. While relevant discussions and concepts have so far mainly been developed in educational science, relevant threads are now also being taken up within political education. The global development orientation framework of the German Conference of Ministers of Education and Cultural Affairs (KMK) shows how the content and competencies of global learning can also be integrated into other subjects and into the areas of primary school and vocational education as a whole.

For a long time, the relationship with environmental education was difficult, as it has built its own profile and developed its own understanding, in which issues of the north-south relationship were sometimes less clearly visible. The international discussion about the implementation of Agenda 21 has led to a common frame of reference, which is identified by the term " Education for Sustainable Development ". Within the UN decade of the same name , which began in 2005 and ended in 2014, a stronger integration of the sub-thematic areas was to be achieved. This decade was followed by a UN world action program, which was initially intended to bundle further activities for three years. In the same context, the German Conference of Ministers of Education and Cultural Affairs (KMK) and the Federal Ministry for Economic Cooperation and Development (BMZ) initiated the development of an "Orientation Framework for the Learning Area of ​​Global Development" (KMK / BMZ). This recommendation was put into effect in 2007 by the Conference of Ministers of Education and Cultural Affairs and is intended to provide the federal states with suggestions on how global issues and topics of sustainable development can be integrated into curricula. While the orientation framework in the first version referred to relatively few school subjects, in a new version from 2015 it covers almost the entire range of subjects. Now global questions should no longer only be dealt with in politics or biology, but also in history, mathematics or art.

Recently there has been criticism of global learning from the post-colonial discussion. Global learning (and also education for sustainable development) does not take sufficient account of the effects of colonial structures that continue to this day . This criticism is vehemently contradicted, whereby the focus of the counter-criticism is the lack of discussion of the "postcolonials" with the currents of global learning.

literature

  • Andreas Brunold (2004): Global Learning and Local Agenda 21: Aspects of Communal Education Processes in the 'One World'. Wiesbaden
  • EPN - Hessen (ed.) - Global learning in Hessen, Frankfurt 2011
  • Günter Gugel, Uli Jäger (2007): Practicing peace together. Didactic Materials for Peace Education and Global Teaching in Schools. Download from http://www.peacexchange.eu/dasProjekt/material.html ISBN 978-3-932444-23-4
  • Führing, Gisela (2003): The Global Classroom. Contributions to a competition. Muenster
  • Geisz, Martin (2011): Global Learning: Refugees. Buchverlag Kempen, Kempen 2011, ISBN 3-86740-187-X
  • Geisz, Martin (2011): International Politics I: Security and Peace. Wochenschau-Verlag, Schwalbach 2010, ISBN 978-3-89974-594-8 .
  • Gritschke, Hannah; Metzner, Christiane; Overwien, Bernd (Ed.): Recognize, evaluate, (fair) action. Acquiring skills in global change. Kassel 2011, see: http://www.uni-kassel.de/upress/online/frei/978-3-89958-744-9.volltext.frei.pdf
  • Hallitzky, Maria; Mohrs, Thomas (2005): Global Learning. School education for global citizens. Schneider-Verlag Hohengehren
  • Hirschmann, Markus; Geißler, Katja (2007): Around the world with 18 trees - A workbook for environmental education and global learning. Oekom publishing house. Munich, ISBN 978-3-86581-066-3
  • KMK / BMZ: Orientation framework for the learning area global development. Bonn 2007 ( http://www.kmk.org/fileadmin/veroeffnahmungen_beschluesse/2007/2007_06_00_Orientierungsrahmen_Globale_Ententwicklung.pdf ). New edition Bonn 2015 ( http://www.orientierungsrahmen.de )
  • Lang-Wojtasik, Gregor; Lohrenscheit, Claudia (Ed.) (2003): Developmental Education - Global Learning - International Educational Research: 25 Years of ZEP. Frankfurt / Main
  • Leewe, Hanne (2010): Desire to encounter the world. Global learning in Protestant schools. Jena ISBN 978-3-941854-29-1
  • Moegling, Klaus; Overwien, Bernd; Sachs, Wolfgang (Hrsg.): Global learning in political classes, Immenhausen near Kassel 2010
  • Overwien, Bernd; Rathenow, Hanns-Fred (Ed.): Globalization calls for political education. Political learning in a global context. With the collaboration of Ghassan El-Bathich, Nils Gramann, Katja Kalex. Opladen 2009
  • Overwien, Bernd: Wrong Polarization - The Critical Whiteness Critique of Global Learning does not do justice to its subject. In: Blätter des IZ3W, Heft 3 (2013) ( http://www.globaleslernen.de/sites/globaleslernen.de/files/files/link-elements/iz3w-overwien_globales_lernen_neu_kurzbeo-24-07-2013end.pdf )
  • Richter, Sonja (2009): Global learning in developing countries - experiences and challenges. Hochschulpraxis Erziehungswissenschaft series. Kramer Published by Hamburg.
  • Scheunpflug, Annette; Hirsch, Klaus (Hrsg.) (2000): Globalization as a challenge for education. Frankfurt / Main
  • Scheunpflug, Annette: (2003): Keyword: globalization and educational science. In: Zeitschrift für Erziehungswissenschaft, issue 2, pp. 159–172
  • Schmitt, Rudolf (Ed.) (1999): A world in school. Grade 1-10. Frankfurt / Main: Working Group Primary School - The Primary School Association, 2nd edition
  • Schrempf, Volker; Wolters, Jürgen (2004): School partnerships as an instrument of global learning. Backgrounds, experience reports, impulses. Workshop materials No. 54, BLK program “21” - Education for Sustainable Development
  • Seitz, Klaus (2002): Education in the world society. Social theoretical foundations of global learning. Frankfurt / Main
  • Solidarisch Leben Lern ​​(Ed.) (2002) (Red .: Martin Geisz and Nina Melchers): Practice book Global Learning: Handbook for teaching and educational work. Frankfurt
  • Uphues, Rainer (2007): Globalization from the perspective of young people. Theoretical foundations and empirical studies. Geography didactic research. Volume 41. Weingarten
  • VENRO (Hrsg.): Yearbook Global Learning 2010. Global learning as a challenge for schools and civil society, see: http://www.venro.org/fileadmin/redaktion/dokumente/Dokumente_2010/Publikationen/Maerz_2010/jahrbuch_GlobalesLernen_2010.pdf
  • Association for Peace Education Tübingen, Federal Center for Political Education (Ed.) (1999, update 2001): Global learning: Learning in times of globalization. Tübingen: Association for Peace Education
  • Welthaus Bielefeld (Ed.) (2004) (in cooperation with: Bread for the World, Deutsche Welthungerhilfe, German Development Service, Misereor): Handy-Welten. Global learning using the example of mobile phones. Teaching material for grades 8–13. Bielefeld

Web links

Individual evidence

  1. ↑ Overwien, Bernd; Rathenow, Hanns-Fred (Ed.): Globalization calls for political education. Political learning in a global context. Leverkusen-Opladen 2009
  2. ↑ UNESCO World Action Program: Education for Sustainable Development. In: bne-portal.de. German UNESCO Commission, accessed on August 7, 2017 .
  3. ↑ KMK 2007/2015 Framework for the learning area Global Development. Accessed on May 27, 2016
  4. ↑ Aram Ziai: The Empire Strikes Back . In: Weltsichten . No. 10/2013 . Association for the Promotion of Development Policy Journalism, October 2013, ISSN  0013-2810 ( full text ).
  5. ↑ Krämer 2013 archive link ( Memento of the original from March 22, 2014 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.welt-sichten.org
  6. ↑ Overwien 2013 http://www.globaleslernen.de/sites/globaleslernen.de/files/files/link-elements/iz3w-overwien_globales_lernen_neu_kurzbeo-24-07-2013end.pdf