PERTINENT KNOWLEDGE & GLOBAL PEDAGOGY

To recognize and utilize what is pertinent knowledge to one’s inquiry is truly a problematic area as is often misconstrued by educators. At the center of this lesson we find the question of “How should we teach mutuality?” We must remind ourselves of the inadequacies of today’s education and keep that reality fresh in our minds for the future. Certain concepts standardize our knowledge. However, these standard notions are instruments that anchor our thinking in a constantly changing world. Our realities must be recognized as global realities. As the world changes so do truths, realities, and ways of knowledge production and learning. Ninety years ago, Dewey acknowledged that although it is easy to transmit standardized knowledge to the world, this transmission of canonized concepts does not contribute much to robust educational practice.  Indeed, this is precisely what we have to teach in this millenium. The important difference, however, is that our discourse must recognize the holographic necessity of planetary pedagogy. Which is to say, a planetary education must have interconnectivity between the part and the whole. The global student as part finds himself or herself connected to the planet as whole. The pragmatists of the past generation were concerned about learning by doing, and did not address the need for a participatory education at the planetary scale, whatsoever. In a planetary era, everyone must be a participant in the discourse. The world is fluid and so is epistemology. The postmodern age is increasingly revealing the interconnectedness of philosophy, art, critical theory (anchored in modernism), architecture, literature, geopolitics, history, and culture. The caveat emptor to the planetary educator is that his or her students know he or she is part of the discourse as much as they are. This is one of the tenets of  global pedagogy.