Nel Noddings, Educating Citizens for Global Awareness The author on pg 3 states that, "Globalization's emphasis on economic growth has led to practices that threaten the physical environment -- the life of the Earth itself." On one hand, the contention is that globalization has instigated the level of greed, which has contributed to the destruction of the environment. However, on the other hand, creation of wealth also alters consumer demand for the quality of the environment. For instance, as people become richer, they have a tendency of valuing environmental objectives, for example clean air, drinking water that is safe as well as proper disposal of sewages.

What do you consider the effects of globalization to be on the environment? What is your stand? Do you think globalization adversely or constructively influences the environment?

It is imperative to ask this question as it questions one of the most significant tasks of global citizens, which is protecting the earth.

2.

Chapter 1: Gender Perspective on Education for Global Citizenship

1. In page 26, the author talks about gendering citizenship. In particular, the author suggests that the capacities of the heart such as concern and compassion are more apparent in women; apparent through practices of motherhood, caretaking, fostering, and consideration for others. The author also makes the argument that these capacities of the heart experience stigmatization in the society, when the men convey them.

What is your response to the author's argument made on the subject of gendered capacities of global citizenship? As a male individual, do you think you have less compassion and concern for others? In addition, do you face or have you at any point felt restrained or restricted in capacities of the heart? On the other hand, as a female do you think you have more capacities of the heart? Do you think this restricts or enables you to become a global citizen?

This is a significant question to ask for the simple reason that it is imperative to ascertain whether gender role stereotypes, ostracism of culture, and power inequities attempt to constrain and inhibit the potential for heart capacities.

2. According to the author (pages 32 and 33), there are different classifications in terms of interactive phases or mind frames and global citizenship. Phase I consists of womanless and all white, and thereby disregards half of the population of the world. Phase II encompasses womanless and all white but includes those 'others' who are exceptional. Thirdly, Phase III takes into account all men and women of color and are perceived as a problem, victim or issue. This consists of aspects such as classism, racism, homophobia, and sexism. Phase IV considers every individual to be a knower and takes the acknowledgement of the voices and experiences of students. Lastly, phase V encompasses a realm of knowledge that is restructured or reconstructed to include all of the people.

What is your specific response with regard to the author's frame of mind categorizations on the subject of global education? In your personal experiences all that you have learnt thus far, do you agree that a great deal of the education in the United States is currently stuck on the first two phases?

This is an important question to ask in order to understand whether education in the United States is presently standardized in that textbooks and courses ignore just about all of the world's population and that they also include a few others who are perceived different from their kind and therefore worth studying.

Chapter 2: The Integration of Conflict Resolution into the High School Curriculum: The Example of Workable Peace

1. In p 44, the author outlines Workable peace as a model whereby its objective and goal is to have the students learn and attain knowledge regarding conflict, the manner in which they learn in it and the change or difference this causes. More so, they are taught how to do so through facts and themes that are social and historical encompassed within the curriculum. More so, in p.46 the author asserts that the Workable Peace curriculum is made up of three key constituents, which include the conceptual framework, historical role and civic learning.

As a student, can you visualize the workable peace curriculum in your setting, that is, class setting, school setting or work setting? More so, do you perceive and consider this to be an effective global education approach?

2. In p. 44, the author outlines that the workable peace curriculum objectives and aims "teach general concepts and skills of conflict analysis and management in the context of historical and current events selected for relevance to high school social studies and history curricula."

Considering this, do you think the students turn out to be better...

In this chapter, the authors point out the manner in which a conflict resolution educational program, the Resolving Conflict Creatively Program, undertaken by Johnson and Johnson brought about greater academic attainment and remembering. Taking this into account, prior to the execution and enactment of such a program, what way do you consider that classrooms might require to be structured to permit teaching and educating students to resolve conflict and take part in peacemaking?
Chapter 3: Place-Based Education to Preserve the Earth and Its People

1. According to the author (p. 57), the context delineates Place-Based Education as being beholden of the places in which we as individuals have been brought up and grew up. In addition, it outlines what places have meaning to individuals and their lives in other expanses of the world. In particular, the author outlines four main features of the human association to place and these include political or psychological, environmental, linking the local or global, and human thriving and place. As such, do you think having an understanding and attaining an appreciation of one's own local space makes him or her a better global citizen or one that is more effective?

2. The author suggests educational approaches to make the most of love of place to cultivate knowledge and skills valuable and beneficial in the greater world. It is imperative for students to be cognizant and be concerned about their own local places, and pick up that dedication to the setting in work, not simply speaking about issues but actually undertaking something regarding those issues (pp. 63).

Bearing this in mind, how might having a sense of lost identity within a local space have a hindrance or encourage global understandings?

Chapter 4: Differing Concepts of Citizenship: Schools and Communities as Sites of Civic Development

In p. 76, the author points out different individualities of competent and responsible citizens, which include being informed and thoughtful, participating in their communities, acting politically and having moral and civic virtues.

As a student, how do you go beyond the school setting to develop different competencies of citizenship and particularly, with regard to global citizenship?

Do religious affiliations and political organizations provide any platform for this aspect?

Chapter 5: Incorporating Internationalism into the Social Studies Curriculum

Whereas internationalism is debatably, a critical component of any meaningful program of public education, new courses of instruction are difficult to establish. However, in p.91, the author makes the argument that at present prospects exist for the significant handling of internationalism in social studies curriculum in high schools. More so, they are largely reliant on leaders in the curriculum realm and teachers.

What role should teachers play in this aspect?

What are some of the things that the teachers ought to undertake or be acquainted with?

Chapter 6: A Letter to Secondary Teachers: Teaching About Religious Pluralism in the Public Schools

One of the main elements discussed in this chapter is religion as a political force for evil and religion as a spiritual force for good. Summing up, (on p 105), the author points out that the educator or teacher ought to help the students in taking part in respectful pluralistic dialogue. More so, a predominant theme, through all the chapters puts forward the contention that educators continue to be at the pole position of providing and rendering a global agenda to students (Noddings, 2005).

Considering these aspects, do educators have to shoulder all the responsibility exclusively to promote and propagate global education themes?

In addition, how might supplementary parties or organizations play a central role in aspiring global citizenship?

Shaireen Rasheed, An Existentialist Concept of Freedom

Chapter 1: Sartre and Greene: Contextualizing Freedom in Action

1. In p 12, Maxine Greene detaches herself from the notion of freedom being conversed on the members of a social order or populace or group. She asserts that, "I believe it is unthinkable any longer for Americans to assert themselves to be 'free' because they belong to a 'free' country. Not only do we need to be continually empowered to choose ourselves, to create our identities within a plurality: we need to make new promises and to act in our freedom to fulfill them continually, something we can never do alone."

Do you agree with Greene that freedom in itself is relative in the manner that the sense of being free that we have is in relation to the…