“As a man thinketh in his heart, so is he. The things we dwell upon in our minds with affection or take to our hearts in fear are the things that are finally built into our character. The things we think of with love or fear, determine not only our characters, but our circumstances, and our environment as well.”…The wise words of Janine Cunningham….
Good morning brothers and sisters,
Take a moment to think about your journey to school this morning. All the people you passed by amidst the Addis Ababa traffic-the shopkeeper, the bus driver, the traffic police. Did you notice any parallels, any similarities whatsoever between the pedestrians and yourself? Chances are you acknowledged that we’re all human, we’re all one. But perhaps you missed
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A global citizen is he OR she who not only sees things from a different perspective, but also appreciates that we are all one; Black man, White, Asian or Latin American; human, cow, or dolphin; we all inhabit this good Earth TOGETHER. A global citizen goes beyond the realms of divisions- man-made division; goes beyond the realms of man-made borders as well as mental confinements and stereotypes. A global citizen understands the irrationality of building one’s happiness upon the misery of a fellow human. A global citizen acknowledges the responsibility of thinking and acting for the righteousness of fellow inhabitants of this good Earth.
As Nelson Mandela once said, “Education is the most powerful weapon you can use to change the world”. Schools are ideally placed to nurture the growth of global citizens, but far too often these institutions are not utilized to their full potentials. In most places around the world, textbooks and courses deepen social divisions, intensify stereotypes and encourage animosity of other cultures and nationalities; driving students away from being global citizens and uniting in cultural differences. Educational programmes rarely embody marginalized and excluded
In the Glass Castle, Jeannette Walls analyzed her mother’s emotional breakdowns. In one instance, she notices “... the positive thoughts would give way to negative thoughts, and the negative thoughts seemed to swoop into her mind the way a big flock of black crows takes over the landscape, sitting thick in the trees and on the fence rails and lawns, staring at you in ominous silence” (Walls 418). Negative thoughts can consume one’s mind, whereas the positive thoughts are nugatory. The negative thoughts keep a person agonizing and stressing over it. This quote emphasizes how a negative mindset can make a person depressed or ill to be around.
The short story “The Scarlet Ibis” by James Hurst, exfoliates the theme sometimes the thought isn't what counts. Head most, the narrator, also known as Brother, is remembering his little brother, Doodle. Doodle was unique on all levels, mentally, physically, but not emotionally. Brother made plans to strangle him in his sleep with a pillow one night. He was embarrassed to be seen with him, but then he thought that for his own sake he should “help” Doodle.
Inner struggles Twenty-four hours a day and seven days a week, the ticking clock never stops, neither do the lives of about 7,214,958,996 people on this Earth. Each one equipped with their own set of personal strengths and weaknesses, yet out of those 7 billion people, no two people are exactly the same. Some would say you’re born with it in your DNA, and others say it takes time, but what really causes weaknesses with in oneself? Personal weakness is something that no human being can avoid in their lifetime, no matter how great they have it or think they are. Two works of literature that exemplify this idea are Anthony Burgess’ A Clockwork Orange and J.D. Salinger’s
It is from the responsibilities of the citizens in which the most positive improvements in the quality of life are made. The world one
Citizenship in Athens and Rome: Which was the Better System? 1. The idea of citizenship, or a status given by a government to its people, emerged in approximately 500 BCE. Citizens were responsible for playing significant roles in the life of the state or nation, but in turn were able to possess and benefit from certain rights. Compared to Athens, the Roman Republic's system of citizenship was better in the fact that it was more generous, although careful, in granting citizenship in which rights made the government much more organized.
Citizenship is a status given by a government to some or all of its people. Being a citizen means not only meeting certain responsibilities, but also enjoying certain rights. In the U.S. today, many of our governmental institutions are based on concepts of the Ancient World. Citizenship in the United States resembles the concepts of citizenship in both Ancient Athens and Ancient Rome. Ancient Athens believed that participating in government and making the city-state work was a part of being a good citizen.
Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world”. From a young age we have a strong desire to gain access to and pick up on new information. As we mature, different ideas are constantly being thrown at us, which forces us to reevaluate what we have been manufactured to believe. Although the idea is disheartening, we find that our innocence we have as children may have been used against us in a way that counterbalances all the concepts we were taught. From there on out we begin to acknowledge that there are other theories in the world that we were not considering before simply because we were not introduced to them.
The former president of South Africa, Nelson Mandela, once said “Education is the most powerful weapon which you can use to change the world”. To change the world people often use physical violence. However, even if they solve the problem, it is only for a short period of time. Using education, people can back up their statements and actions. In this quote, education can mean many different things, such as being intelligent, logical, having a strong mental, and being calm.
This world is filled with issues and millions of people are the victims of these issues. We not only have responsibility to our family and our community, but we also have a duty to help and care for each other in the world despite the racial and status differences. In the community setting, it is important to take part of organizations that establish rules beneficial to the public. We have a commitment on this earth, as global citizens to be beneficial and decrease the poverty, the shootings, and the plagues to make this world a better place for the present and the
The word citizen is a term that is very fraught and at times contradictory in its underlying meaning and message being shared and shifts throughout the text. Not only does the word Citizen imply various meanings, but as a repetition in the text, the word “you” shifts as well which directly correlates to the theme of the title. A perfect example of you shifting meaning in text from showing that you directly becomes a term relating to an individual being an outsider in a community whereas throughout the text Claudia Rankine uses you as a ideology to show individuality with oneself. An exemplary example of Claudia Rankine's shift with the word you, is a situation in which she addresses you as racial minority and showing a white person on the outside.
The Ted-Talk, “What It Means to be a Citizen of the World” given by Hugh Evans was seemingly directed towards those individuals who “self identify first” as a “member of a state, nation, or tribe” and therefore are focused solely on the improvement of their closed-community rather than the improvement of the entire “human race”. Therefore, centering his audience at those individuals who remain outside the lines of being a global citizen. The main idea that Hugh draws up throughout his speech is the impact that the actions of a single individual; no matter how small, can have when one acts with the purpose of combating “extreme poverty, climate change, and inequality” on a global scale rather than a local one. In order to do so, Hugh introduces the stories of a few individuals who have been able to impact people that are “not [themselves], not in [their] neighborhood, [their] state, or even in [their] country” and along the way reveals his own journey to becoming a global citizen.
Through SPHE children can become aware of some of the prejudices and attitudes that impinge on the dignity of others. They are given opportunities to develop an understanding of their own culture and traditions, and equally to acquire a growing appreciation of the positive contributions made by different groups in society. As children learn to understand and practice equality, justice and fairness in school situations they will be enabled to challenge prejudice and discrimination as they experience it in their own lives, both now and in the future. Inclusion can be dealt with in an SPHE class by showing DVD’s highlighting the importance of accepting people for who they are. For example throughout the strand of Myself and the wider world, children can develop citizenship by creating a ‘we all fit in Jigsaw’ (see appendix A)
GLOBAL CITIZENSHIP 1. EXPERIENCE OF WORKING WITH PEOPLE FROM A DIFFERENT CULTURE/LANGUAGE TO YOU & INTERNATIONAL AWARENESS AND OPENNESS TO THE WORLD The 21st century world of work is said to be “globalised” more than ever. The notion of ‘global citizenship’ has recently gained importance in international development discourse with the recently-adopted “United Nations Secretary-General’s Global Education First Initiative” (2012). A common thought is growing; individuals around the world are directly or indirectly interconnected and interdependent beyond their nation.
The economic competition forced by the globalization is obviously the main motive for the reshaping the education systems in many countries. Global information and communication technologies, mass media and international NGOs contribute to reforms in education directly or indirectly. International organizations inflict their policy interests, objectives and philosophies to developing countries through conditionality related to lending. The discourses of knowledge economy, life-long learning, international testing and technology are found to be the main concern of education policy in developing nations; these have thus become in effect globalized education policy
Malcolm X once said “Education is our passport to the future, for tomorrow belongs to the people who prepared for it today.” In the western world education plays a vital role in shaping our future; it determines if we will survive or fail in the world we created for ourselves. Our world is constantly changing and it requires a society that is well versed in understanding the problems deriving from cultural differences and tolerance of one another’s beliefs and perceptions. With the power of education we are able to deal with the problems of economic, government, religion and culture differences.