Competencias docentes para la educación de una ciudadanía globalponencia presentada en el 11th International Academic Symposium on the Philosophy of Daisaku Ikeda

Résumé

An education for global citizenship needs teachers committed to their own context who create learning situations in which students can create value (Makiguchi, 1998). Inspired by Ikeda's work on "Global Citizenship Education" (1996) that advocates a moral cosmopolitanism opposed to an imperialistic perspective, we concur with his conception of a global citizenship that promotes a spiritual upliftment based on the virtues of wisdom, courage and compassion. Accordingly, we analyze this key competency for future teachers in tune with global citizenship education based on data obtained from a university subject called "Education for Happiness". In this subject, one of our aims over the last four years has been to better understand how to help students of Education Sciences to be able to reflect on their future role in the society and on their responsibility towards their community. Instead of emphasizing an intellectual perspective, we engaged the paradoxes of what our students ideally think and what they finally do. In this article, we provide a proposal model for constructing a global citizenship competency based on the development of the following six key meaning-making processes: (1) belonging, (2) appreciating, (3) relating, (4) contextualizing, (5) challenges and (6) transcending.