Abstract
The articles in this special issue on “New Perspectives on Asian Educational Philosophies” offer a comparative perspective to explain the educational philosophies of notable Asian thinkers who tend to be little recognized in Europe. Arguments associated with decolonization offer one timely rationale for our work, but our purpose with this special issue is not so much about convincing readers that change is necessary, but rather to offer specific resources for diversification of higher education curricula. We assume that as years pass, educators will increasingly seek to know more about educational thought from across the world.
Highlights
In the day-to-day routines of education, teachers may often be left with the impression that the challenges they face are permanent and universal, yet a remarkable diversity of contexts and approaches is among the most common findings to consistently arise from studies in international-comparative education
As we will demonstrate, with increasing recognition of global interdependence has come to a stronger awareness of the need to understand other parts of the world, leading to the promotion of such concepts as “global competence” and “decolonization” in education
Global competence is defined by the Organization for Economic Cooperation and Development as having “the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development” (OECD, 2018, p. 25)
Summary
In the day-to-day routines of education, teachers may often be left with the impression that the challenges they face are permanent and universal, yet a remarkable diversity of contexts and approaches is among the most common findings to consistently arise from studies in international-comparative education. Global competence is defined by the Organization for Economic Cooperation and Development as having “the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development”
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