The fourth and final macro goal of education is global literacy. It is a global
world. There was a time when the United States was a global leader in education. This is
no longer the case. The U.S. is middle of the pack at best (Stewart, 2012). This is partly
due to a flawed ethnocentric view of the world that undermines a desire to look at other
cultures from the standpoint of what we can learn from them. The goal of global literacy
is to educate students on the cultures, customs, and norms of other nations in an effort to
broaden their understanding of the world in which they live. Such an exercise will
promote self-reflection and critical thinking; necessary features of any society that hopes
to improve itself and be in the vanguard of what is happening in the world.
In regards to the macro goals of education, I need to return to the concept of
explanation or explication. Bingham and Biesta (2010) remind us that “Explanation, per
se, is not wrong” (p. 154). Explanation (explication) is only insufficient and detrimental
if subjectification and emancipation is the goal. When it comes to the macro goals of
education, explication is helpful, even necessary.
Future research and investigation of this topic is certainly in order. A gap in this
work which needs some attention is in the area of validation of certain philosophical
claims. While I feel satisfied with my contention of what I believe the primary hope and
macro goals of education should be, I recognize a stronger grounding of these claims
could be offered. While this was not the thrust of this article, I do believe future efforts
in this area could benefit by discussing the epistemological grounds that support these
claims along with demonstrating the logical and necessary warrants that connect them.
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