DQ#10 Regional Influence Domains

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“Humane internationalism is an acceptance that the citizens and governments of the industrialized world have ethical responsibilities towards those beyond their borders who are suffering severely and who live in abject poverty.’’ (Morrison 1998, p. 2). As stated in the article, these values align well with Canada’s, however, how can this concept be integrated into every step of decision-making processes? Even though the Canadian International Development Agency promotes these values, should more be done by the Canadian government to incorporate this value in school curriculum?

What approaches and strategies can be taken to realign Canada’s narrowing vision? What practices can Canada’s government adapt to help focus again on the bigger picture – promoting international development assistance and international cultural education.

DQ#10 Regional Influence Domains

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1)Do you think that it would be beneficial for Canada to return to its roots of soft power policy of anti imperialism and a need for a just and equitable world order; or is it too difficult a task in today’s globalized world?

2)Do you think that the lack of communication between the academics and the Government in Canada can be remedied?

DQ10: Education, Citizenship and New Public Diplomacy

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Q1: What is the difference between the traditional diplomacy and the New Public Diplomacy? What has caused these changes?

Q2: “It is arged that international action for peace and development can only be achieved through genuine cooperation and shared valued, rather than in an elitist, hierarchical way.” Do you argee or disagree? Why?

Q3: Boyd believes that education can either make a man or make a citizen, but it can’t make both. What is your take on this perspective?

DQ 9

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The article states, “In time, these amazing machines may be able to make almost anything, anywhere – from your garage to an African village.” What kind of assumptions are being made here? How does this tie back to our previous conversations about what might be appropriate from developed versus developing countries?

The articles suggests that the job market is changing, which means that education will need to change as well. What are some ways, besides what has already been discussed in class, that this might happen? Will we move from smaller classrooms and more focused degrees, just as companies/factories are moving to more focused and customized work?

There is a reference to government protecting traditional industries. Will we see this (a government reluctant to progress) mirrored in education? In what ways do we already see this?

DQ #9 Third Industrial Revolution

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How much should a company be expected to invest in the education and training of its own employees? If our current educational system is having trouble creating people with the specific skills needed by a company, should that company be responsible for building those skills? Is it possible that we will see more education or training being done by companies rather than in traditional institutions of education?

What are the ethical or moral considerations of this national competitiveness when it comes to jobs? So many articles seem to focus on how to make America more competitive or how to get America the best jobs. Rather than focusing on how to improve one country relative to others, should people be more focused on the world as a whole? Should people be more concerned with improving education, jobs and quality of life in general than with how America competes with China? Am I being dramatic?