Between the nation and the globe: education for global mindedness in Finland     

Vanessa de Oliveira Andreotti  Gert Biesta  Cash Ahenakew 《Globalisation, Societies & Education》2015,13(2):246-259

This article explores some of the tensions at the interface of nationalist and global orientations in ideals of global mindedness and global citizenship looking specifically at the Finnish context. We engage with discussions related to the social–political and historical context of national identity in Finland and outline the conceptual framework of an educational initiative related to the development of global mindedness through experiences of international mobility and partnerships. This conceptual outline presents a set of theoretical distinctions through which we seek to challenge humanist and universalist approaches to the question of (the formation of) global mindedness by arguing that the issue is neither about cognition or understanding nor about empathy and relationships but ultimately has to do with modes of existence and exposure. Similar to discussions in other small states, the historical trajectory in Finland illustrates how the encounter between the nation and the globe poses particular challenges for education as it runs the risk of reverting to ethnocentric rather than globally minded forms of national identity building. We argue that this risk cannot be addressed with the promotion of a mere understanding of or mere empathy for the other as an educational or political antidote but rather requires an existential approach.  相似文献   

Common morality and computing   总被引：6，自引：4，他引：2  

Bernard Gert 《Ethics and Information Technology》1999,1(1):53-60

This article shows how common morality can be helpful in clarifying the discussion of ethical issues that arise in computing. Since common morality does not always provide unique answers to moral questions, not all such issues can be resolved, however common morality does provide a clear answer to the question whether one can illegally copy software for a friend.  相似文献   

Risking Ourselves in Education: Qualification,Socialization, and Subjectification Revisited     

Gert Biesta 《Educational theory》2020,70(1):89-104

In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown-up” way.  相似文献