Abstract
This paper outlines how ethics and democracy can be conceived procedurally within the context of education for global citizenship, using the process philosophy of Alfred North Whitehead as a starting point. Education for global citizenship aims to create active individual consciousness within a community and a commitment to build upon values and practices. As this paper presents, Whitehead’s rejection of systematized, scientific rationalism formed the basis for his theory of internal relatedness. While scientific rationalism promotes the idea that things and individuals are distinct and discreet from each other, Whitehead’s process theory advances the idea that things and persons are internally related to each other. The nature of epistemology in Whitehead’s system of thought shines a spotlight on the immense richness of process theory as well as on the limits of the standard scientific rationalism. The paper, while highlighting the flaws of Kant’s basis for global citizenship, explores Whitehead’s reconstruction of metaphysics and rationality within the framework of process metaphysics. In addition it indicates the sociopolitical and educational implications of process thought. The paper concludes by discussing how Lipman’s Philosophy for Children is related to Whitehead’s process philosophy and, in fact, could actualize Whitehead’s educational philosophy that students should be interactive and creative participants in learning. It also demonstrates how Whitehead’s process thought and Lipman’s Philosophy for Children both share education beliefs that promote the values, skills, culture, and attitude needed for global citizenship.
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Ugwuozor, F.O. Philosophical Education and Global Citizenship: Tapping into the Process Philosophy of Alfred North Whitehead. NZ J Educ Stud 54, 179–194 (2019). https://doi.org/10.1007/s40841-019-00125-4
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DOI: https://doi.org/10.1007/s40841-019-00125-4