In this context of globalization, there is growing interest in global citizenship education (GCED), signaling a shift in the role and purpose of education to that of forging more just, peaceful, tolerant and inclusive societies. The United Nations Secretary-General’s Global Education First Initiative (GEFI), launched in 2012, has been instrumental in raising awareness of the importance of global citizenship to building a better future for all. UNESCO, in response to the increasing demand from its Member States for support in empowering learners to become responsible global citizens, has made GCED one of its key education objectives for the next eight years (2014-2021).
On the one hand, from the NGO Education for Life, we can discern that cognitive analysis involves all those areas of knowledge that utilize human cognition as transversal and emergent element in their explanations of the structure of reality, where we want to have understanding of the human being and its relationship with the world, their circumstances, and the moment of the emergence of consciousness of consciousness and unconsciousness at the global level, as well as the emergence of knowledge and lack of knowledge developed by technoscience that updated the current state of the knowledge and information society.
On the other hand, from the Multi-Institutional and Multidisciplinary Doctorate in Dissemination of Knowledge (DMMDC) , located in Salvador de Bahia (Brazil), we work the triple theoretical,epistemological and methodological area which study the knowledge from their construction, translation and distribution processes, aiming at the understanding of languages, frameworks and processes specific to different disciplines with the aim of making these specific bases for the construction of the ballast of understanding inter/transdisciplinary and multi-referentiality, with the commitment of production and socialization of knowledge in open perspective to dialogue between these different disciplines/sciences, and other modes of knowledge organization, in order to make private knowledge of cognitive or epistemic communities in public.
Therefore, the conference addresses to the cognitive analysis, which has to be done with a polilogic look, where the human being is seen as the same biological specie and the same destiny, as the future history of our biosphere will depend on the historical future of knowledge that we develop and the way we choose to apply it. Thus, we need to formulate and organize knowledge through a complex, creative, transversal, polysemic and transpolitical epistemology, which promotes trans-cultural human effort to be aware of the ethics of the sustainable world. Finally, we also want to present our digital magazine of creation and dissemination of knowledge: GLOBAL EDUCATION MAGAZINE, a project supported by UNESCO and UNHCR.
The conference was sponsored by the World Forum “Global Education Conference”, and she highlighted the need to transform the educational curriculum to meet global level to achieve the Millennium Development Goals of the United Nations. In addition, it also proposes that UNESCO baptized the next decade 2015-2025 educational as “Global Education”.
You can find the Power Point presentation here and listen to the call here.
The purpose of Professor Javier Collado is to contribute to achieving the general objectives and core competencies set by the Organic Law 2/2006 of March 3, in the high school, with the “diffusion of knowledge” through a photo exhibition and an educational-multidisciplinary talk and consciousness-raising that will address the “different realities-realities equal” to live in the countries he has been working in Latin America: Bolivia, Peru, Ecuador, Colombia, Panama, Costa Rica, Nicaragua, El Salvador, Honduras, Guatemala, Belize, and Mexico.
The money proceeds from the sale of photographs will go to the International Association of Healthcare in Spain (AISE).