https://orcid.org/0000-0002-2060-2901
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ABSTRACT
In this paper, I present the concept of global citizenship from the perspective of virtue theory, namely as a disposition to do the right thing, for the right reason and in the right way. The paper consists of two parts. In the first part, I show that global citizenship is a virtue that is needed to respond in the right way to the challenges that Anthropocenians meet. In the second part, I focus on the possibility of including the virtue of global citizenship in global education. I present arguments for including virtues in global education programmes and an example of a successful virtue education programme in Australia.
Acknowledgements
This article has been written as a result of a fellowship from The Bednarowski Trust. During a research stay at Aberdeen University, I had the opportunity to discuss the concept of the article and certain theoretical problems with Dr. Nigel Dower, to whom I owe huge thanks for many interesting insights and comments on global citizenship.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 A few philosophers have noticed the connection between eudaimonism and ethical egoism. More on this can be found in Prior Citation2001, 325; Annas Citation1993, 127; Hurka Citation2001.
2 This issue will be analysed in part The virtue of global citizenship in the age of Anthropocene.
3 Dower’s suggestion during a consultation on the paper
4 In the times of pandemic UNESCO has started a Covid-19 Global Education Coalition that aims to: ‘help countries in mobilizing resources and implementing innovative and context-appropriate solutions to provide education remotely, leveraging hi-tech, low-tech and no-tech approaches; seek equitable solutions and universal access; ensure coordinated responses and avoid overlapping efforts; facilitate the return of students to school when they reopen to avoid an upsurge in dropout rates’ (UN Citation2021a).