American Journal of Applied Psychology
Volume 6, Issue 5, September 2017, Pages: 118-122
Received: Jun. 23, 2017;
Accepted: Aug. 15, 2017;
Published: Oct. 23, 2017
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Raouia Manseur, Department of Foreign Languages, University of Tlemcen, Tlemcen, Algeria
In a world that is full of dangerous and serious global issues, preserving human rights and keeping peace and stabilization seem to be very difficult. EFL (i.e., English as foreign language) teachers should be wary of the global issues in addition to the suspicious events, such as violence, inequality, injustice, disrespect and other negative aspects, which happen outside their classrooms. Henceforth, to avoid or at least reduce the effects of the global problems, they should provide instruction on the ethics of global citizenship to make their students cautious about what would be encountered outdoor since they are members belonging to the same society. The responsibility of teachers increases in this status quo, especially in terms of preparing their students to face the problems of the present epoch and equipping them with the skills and knowledge required to be citizens who know their rights and duties. The ethics of global citizenship have their potential value in education because they prepare learners to face the global issues and provide them with the necessary skills and ethical concepts, such as respect, empathy, cooperation and many other standards in order to create global ethical societies.
Ethics of Global Citizenship in Education for Creating a Better World, American Journal of Applied Psychology.
Vol. 6, No. 5,
2017, pp. 118-122.
Copyright © 2017 Authors retain the copyright of this article.
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