| Summary: | In this dissertation, I construct and defend a conception of global
education as a moral enterprise. I argue that the ethical and political
commitments which should be at the heart of programs have not been made
explicit or central. Fundamental commitments to democracy are incompatible
with global education that focuses mainly on existing world systems and
relationships, and promotes national interests. The foundations of global
education should be those that underlie projects of communicative ethics,
defined here as frameworks for uncoerced communication between particular
individuals in actual contexts. On this view, global education is education toward
just and respectful exchanges across social, political, and cultural differences.
A central feature of this conception is the development of a defensible
global perspective. To attain such a perspective is, in part, to develop the
sensitivities and dispositions that will help one understand and appreciate
another’s point of view. This kind of understanding can only be partial and is
often problematic. There is always the possibility of misunderstanding, even
incommensurability. Further, understanding does not entail agreement. Dialogue
needs to proceed cautiously and with awareness of the potential for coercion.
Nevertheless, it is hoped that educational efforts toward communicating with
others will lead to the mutual recognition of some commonalities, and may
eventuate in the construction of a limited global community of concern.
There are a number of communicative virtues necessary for listening and
speaking to individuals who are beyond the boundaries of our existing local and
national concerns. The three moral dispositions presented here are especially
important. Empathy, tolerance, and a sense of justice are discussed in terms of
meeting the challenges of communicating across differences and distance. Classrooms are places where these virtues can be carefully cultivated, and
where the possibilities for constructing community can be explored through
defensible programs of global education.
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