"Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalization that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions: How do educators understand the role of VCE? What pedagogical approaches to VCE do educators employ in their classes? How do educators support the values and knowledge of VCE in all curricular areas? What do educators see as the key essential values and knowledge that students should develop through VCE? It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-/governmental organizations (e.g., UNESCO, OXFAM)"--
This book is a timely spotlight on contemporary issues of globalization that many educational institutions around the world may encounter.
Offering a pivotal reference point and a wide range of global perspectives of teaching experiences on value-creating education (VCE), this book is a timely spotlight on contemporary issues of globalisation that many educational institutions around the world may encounter. It contributes to the originality of constructing new knowledge in the field of VCE, a forward-looking framework, and an ethical and educational imperative that can be understood in different ways, from diverse theoretical orientations. The chapters written by experienced international educators explore the following questions:
- How do educators understand the role of VCE?
- What pedagogical approaches to VCE do educators employ in their classes?
- How do educators support the values and knowledge of VCE in all curricular areas?
- What do educators see as the key essential values and knowledge that students should develop through VCE?
It offers valuable insights and applied pedagogical practices for postgraduate students, researchers, educational policy makers, curriculum developers, and decision-makers in higher education institutions and non-governmental organizations (e.g., UNESCO, OXFAM).
Foreword 1
Sarah Ann Wider
Foreword 2
H.E. Ambassador Anwarul K. Chowdhury
Introduction: Exploring, Analysing, and Celebrating Ideas and Concepts on
Value-Creating Education
Part I: Transformative Change in Consciousness, Global Citizenship, and
Sustainability through Inner Transformation, Dialogic Learning and
Reflexivity in Value-Creating Education
1. Value-Creating Education for Global Citizenship and Critical Consciousness
Development: A Five-dimensional Framework
2. A Value-Creating Approach to Education for Sustainable Development: Inner
Transformation
3. Dialogic Learning and Value-Creating Education: Purpose, Process, and
Practice
4. The Phenomenology of Reflection and Expertise in Value-Creating Education
Part II: Value Contribution to the Educator, the Community, and the System
through Value-Creating Education
5. Creative Coexistence for Teacher Development in Value-Creating Education:
Giving Heart
6. Professional Needs for Teachers Implementing Value-Creating Education
7. Value-Creating Educators Embodying Lotus Flowers: A Narrative Study of
Community-based Teacher Education in Brazil
8. A Value-Creating Approach to Systemic School Reform: The Will to
Achieve
Part III: Connecting Humanity and Pedagogy to Challenges and Possibilities in
Value-Creating Education
9. Connecting Humanity and Pedagogy in Value-Creating Education: Translating
Daisaku Ikedas Philosophy into Practice
10. Challenges and Possibilities of Value-Creating Education in Cuba
11. Envisioning a Value-Creating Education Strengthened by Value-pluralism
Emiliano Bosio is Professor of Education at Toyo University, Japan, and Guest Editor of UNESCO Prospects. He is the Editor of Conversations on Global Citizenship Education (2021), and Co-editor of Global Citizenship Education in the Global South (2022) and The Emergence of the Ethically Engaged University (2023).
Maria Guajardo is Professor of Leadership Studies at Soka University, Japan, where she previously served as Dean and Vice-President, with the distinction of being the first female and the first non-Japanese in these positions.
Lisainfo e-raamatute kohta