Review And Reference Of Western Global Citizenship Education In The Perspective Of Common Destiny For All Mankind

In the 21 st century,with the development of the globalization,various global problems need to be solved urgently.The nation-state and the modern civic education closely linked to it are facing severe challenges.The rise of global citizenship education in the west,which aims to cultivate citizens’ global consciousness and global ability,has aroused extensive discussion in the international community.Western global citizenship education has gone through three stages of development:embryonic,formed and risen.Based on the educational goal of global sustainable development,it is intended to strengthen the global identity of citizens,promote the realization of global governance,promote global economic prosperity and enhance international understanding and exchange.Its educational content revolves around three core conceptual dimensions,namely global knowledge education,global understanding education and global participation ability education.In the education process,the basic principles of lifelong learning,education for all and practical education are always followed.The construction of “Common Destiny for all Mankind” and western global citizenship education theoretically share the development view,the practical concept and communication view.In practice,they all cultivate world awareness,emphasize responsibility and promote exchange and sharing.But there are theoretical disputes in western global citizenship education,such as unequal access to qualifications,colonial expansion and cultivation of national citizens.It faces the practical dilemma that global concepts are difficult to bridge internal differences,multiculturalism cannot communicate on an equal footing,and "global citizenship" is difficult to truly achieve.To make critical references to western global citizenship education from the perspective of “Common Destiny for all Mankind”,it is necessary to achieve the goal of respecting national differences,seeking common development,looking at the global height,cultivating national citizens,emphasizing collective interests,enhancing the sense of responsibility;and realize curriculum setting to strengthen intercultural education,enhance teachers’ global awareness and ability in pre-job and post-job training,and expand the educational practice of "school,government,and enterprise" tripartite cooperation to enhance the scope and connotation of students’ foreign exchanges.