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The Cosmodernity Paradigm: an Emerging Perspective for the Global Citizenship Education Proposed by UNESCO 21 Javier Collado Ruano, Dante Augusto Galeffi, Roberto Leon Inacio Ponczek The Cosmodernity Paradigm: An Emerging Perspective for the Global Citizenship Education Proposed by UNESCO 21 The Cosmodernity Paradigm:An Emerging Perspective for the Global Citizenship Education Proposed by UNESCO Javier Collado Ruano 1, Dante Augusto Galeffi 2, Roberto Leon Inacio Ponczek 3 . 1Email: dgaleffi@uol.com.br, 2 Email: dgaleffi@uol.com.br, 3 Email: [email protected]. Dissemination of Knowledge by the Federal University of Bahia, Brazil (DMMDC) he nature of this paper is to study and reflect new transdemocratic horizon in the GCE proposed upon the Global Citizenship Education (GCE) by UNESCO for the twenty-first Century. Tproposed by UNESCO in the post-2015 Development Agenda led by the United Nations. It Keywords: Global citizenship education, cos- is research for the triumverate of an epistemological- modernity, constellation of twinned NGO schools, theoretical-methodological field that seeks to develop a transdisciplinarity, transnational, transcultural, consciousness-identity of \Earth-Homeland", where transdemocracy. human beings are seen as a same biological species with the same evolution, because the future history of humanity requires knowledge evolution towards new 1 Introduction transcultural and transhumanist dialectics concepts in order to prevent future war conflicts. Aiming the In an increasingly interconnected and interdependent understanding and the respect of the historic-cultural world, there is the need for transformative pedagogy characteristics of each community, we start from that enables learnes to resolve persistent challenges the Cosmodernity paradigm formulated by Nicolescu, related to sustainable development and peace that the complexity of Morin and the poly-logic of concern all humanity. In a globalized world, edu- Galeffi, to approach knowledge through a complex, cation is expected to facilitate international coop- creative, transdisciplinary, polysemous, transcultural, eration and promote social transformation in an transnational and transpolitical epistemology that innovative way towards a more just, tolerant, inclu- promotes GCE as the causal energy principle of the sive, peaceful, secure, and sustainable world. And transformation process of the human being and the with increasing interconnectedness, the main subject world-society. As a result, we propose the creation of this paper is to reflect about the point of no re- of a Constellation of Twinned NGO-Schools which turn achieved by the human species in its historical develop altruistic educational projects of cooperation evolution. Since the mid-twentieth century, and for in all corners of the planet to build, ultimately, a the first time in known human history, the human Transdisciplinary Journal of Engineering & Science Vol. 5, pp. 21-34, (December, 2014) ISSN: 1949-0569 online, c 2014 TheATLAS Javier Collado Ruano, Dante Augusto Galeffi, Roberto Leon Inacio Ponczek The Cosmodernity Paradigm: An Emerging Perspective for the Global Citizenship Education Proposed by UNESCO 22 being has the technological and nuclear potential- harmonizes, by one hand, with what Galeffi [4] called ity to destroy everything that surrounds itself. In planetary tri-ethical emergency, comprising current this line of events, the emerging world-society of unsustainability of environmental, social and mental the twenty-first century need to create and build human life; and by the other hand, with the unity a meta point-of-view for favoring the meeting be- of the individual-society-species proposed by Morin tween different cultures and coexisting civilizations [5, 6, 7, 8, 9, 10] on the planet, in order to create possibilities for sustainability for all citizens. Therefore, we will fo- 2 Discussion: What is Global cus the discussion on \Global Citizenship Education" (GCE) initiated by UNESCO, using a transdisci- Citizenship Education (GCE)? plinary methodology with the intentionality to think about the transnational and transcultural problem Despiste differences in interpretation, there is a com- of safeguarding humanity from an intentional field mon understanding that global citizenship does not centered. This field is a combination of a triple imply a legal status. The notion of \citizenship" area of human condition: epistemological, political refers more to a sense of interdependency and in- and educational. To this end, we will rely on the terconnectedness between countries in economic, so- Complexity Theory to develop a multi-referential cial and cultural areas. As a framing and emerging understanding of universal interdependence of life paradigm, UNESCO organized in December 2013 the on planet Earth. First International UNESCO Forum with the title Thus, we intend to create vanishing points for the \Global Citizenship Education: Preparing learners construction of new philosophical discussions about for the challenge of the 21st Century", in Bangkok, the complexity of global problems of humanity in the Thailand. The Forum, organized in support of the third millennium: poverty, sustainable development, campaign launched by the Secretary of the United climate change, water scarcity, economic globaliza- Nations, Ban Ki-moon, the \Global Education First tion, governance, ethics, health etc. In addition, we Initiative" (GEFI), brought together education pol- also propose a transdisciplinary, transnational and icy makers, practicioners, civil society organizations transcultural educational milestone with the inten- and young people from all regions of the world with tionality of stimulating the development of a new an interest in equipping learnes with the knowledge, tri-ethically sustainable human society, that is, a skills and values they need to thrive as global citi- society which take care of environmental, social, and zens in the twenty-first century. The purpose was mental ethics simultaneously. One possibility would to clarify the actions of the emerging perspective in appear from the concept \Constellation of Twinned policy areas, research and educational practice. As NGO-Schools" [1] to propose transhumanist projects a result of the debates and the technical discussions about GCE, UNESCO issued the document \Global of cooperation and development. This is an episte- 2 mological, political and educational proposal that Citizenship Education: An Emerging Perspective" requires looking into the future with a poly-logical [11], which elaborated upon common perspectives perspective1 opened to what Nicolescu [3] refers to as emerging from the consultation on the following cosmodern consciousness, which claims the replace- questions: ment of the epistemological object by the relation, in- 1. Why global citizenship and global citizenship teraction and interconnection of natural phenomenas, education now? understanding the phenomenas as a whole, that is, as an extensive cosmic matrix in which everything is 2. What is global citizenship education? in perpetual movement and structuring energetically, 3. What needs to be done at the global level to confirming that this unity of the world is not static, support and promote global citizenship educa- implying differentiation, diversity and contradiction. tion? The cosmodern consciousness conceived by Nicolescu These questions elicit common perspectives that, 1 The poly-logical perspective, according Galeffi [2], includes far from providing magic answers to the common the coexistence of multiple logics in human knowledge processing, bringing together different plans of formation 2Document can be found in the following link: of Real without the monological reduction to a single plan http://unesdoc.unesco.org/images/0022/002241/224115E. of Reality, as it happens in western modern rationalism. pdf Transdisciplinary Journal of Engineering & Science Vol. 5, pp. 21-34, (December, 2014) ISSN: 1949-0569 online, c 2014 TheATLAS Javier Collado Ruano, Dante Augusto Galeffi, Roberto Leon Inacio Ponczek The Cosmodernity Paradigm: An Emerging Perspective for the Global Citizenship Education Proposed by UNESCO 23 future of the world-society, represent an open oppor- ual. In this sense, the past and future are present in tunity for a transnational and transcultural vision the spiritual and/or scientific research, being com- in a way that new generations can become \citizens plementary inquiries of a common reality conformed of the world". Citizens of the world who will have by the undivided wholeness between consciousness to learn to love, to value and to respect life itself and matter. Thus, it is wished that GCE seeks the in a multidimensional way. Therefore, the GCE en- convergence of external knowledge of the nature (on- courages us to develop a cosmodern consciousness tological framework) with the inner knowledge of the which understands dignity and human freedom in its individual-society-species (gnoseological framework), planetary and cosmic conjuncture. The appearing cultivating seeds of love with humanity through the of humans beings on Earth is just another moment reconciliation of past, present and future. at the universe. We are eco-dependent beings with It refers, therefore, to organizing knowledge in a dual identity: its own, which distinguishes us, and a transdisciplinary, transnational and transcultural others of interdependence to the environment. An perspective in order that we might glimmer the unity environment composed by all beings which live in, of our current planetary civilization. This would be that can only build their existence, their autonomy, characterized
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