Promoting Student Self-Governance and Global Competence
PARK Sungjin [Assistant Professor, Gwangju National University of Education]
I. The Definition of Student Self-Governance and Global competence
All the world's a stage, And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
- William Shakespeare, As You Like It (Act II, Scene VII)
The metaphor of the world as a stage, and the numerous roles an individual assumes over the course of a lifetime, provides a compelling rationale for the urgent need to foster student self-governance and global competence in education. It is essential that individuals are able to live autonomously on their own stage. Furthermore, this stage now extends beyond the traditional spatial realm, highlighting the importance of self-governance - the ability to govern oneself - at every stage of life, alongside the global competence necessary to transcend the limitations of each stage. In the contemporary global environment, characterized by rapid change, it is imperative that students be equipped with the ability to assume various roles in response to emerging challenges and opportunities. To achieve this, it is essential that they develop self-governance and global competence, a process that must begin at the educational level.
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Global competence is also a crucial component of the program. The interconnection of modern society requires the ability to understand and respect diverse cultures and worldviews. Global competence, developed through student self-governance, promotes empathy and cooperation in this complex world, preparing students to fulfill their obligations as global citizens. In conclusion, student self-governance and global competence are not merely educational choices but necessities that empower students to become self-directed agents and members of the global community, capable of leading themselves in rapidly changing times.
Promoting Student Self-Governance and Global Competence
PARK Sungjin [Assistant Professor, Gwangju National University of Education]
I. The Definition of Student Self-Governance and Global competence
All the world's a stage, And all the men and women merely players;
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages.
- William Shakespeare, As You Like It (Act II, Scene VII)
The metaphor of the world as a stage, and the numerous roles an individual assumes over the course of a lifetime, provides a compelling rationale for the urgent need to foster student self-governance and global competence in education. It is essential that individuals are able to live autonomously on their own stage. Furthermore, this stage now extends beyond the traditional spatial realm, highlighting the importance of self-governance - the ability to govern oneself - at every stage of life, alongside the global competence necessary to transcend the limitations of each stage. In the contemporary global environment, characterized by rapid change, it is imperative that students be equipped with the ability to assume various roles in response to emerging challenges and opportunities. To achieve this, it is essential that they develop self-governance and global competence, a process that must begin at the educational level.
.
.
.
Global competence is also a crucial component of the program. The interconnection of modern society requires the ability to understand and respect diverse cultures and worldviews. Global competence, developed through student self-governance, promotes empathy and cooperation in this complex world, preparing students to fulfill their obligations as global citizens. In conclusion, student self-governance and global competence are not merely educational choices but necessities that empower students to become self-directed agents and members of the global community, capable of leading themselves in rapidly changing times.