An ethical foundation of global competence and its educational implications

ABSTRACT

This paper proposes an ethical foundation of global competence and highlights its educational implications by critiquing the conception promoted by the Organisation for Economic and Co-operation and Development (OECD). It is contended that OECD’s formulation of global competence presupposes neo-liberal ideas and pays insufficient attention to ethical concerns, especially those originating from the Global South. Drawing upon Confucian thought, it is argued that Confucius predicates global competence upon an ethical way of being that revolves around who we are and how we are connected to others in the world. The normative basis of global competence are ren (humanity) and shu (empathy) that advance the collective good of all human beings. As for educational implications, Confucian perspectives foreground the dispositional and moral aspects of global competence, as well as the importance of social justice education. Such a construct guides and motivates globally competent individuals to balance critical thinking and empathic concern.

KEYWORDS:

• Confucius
• global competence
• OECD
• social justice education
• way of being

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Correction

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/14767724.2024.2353422)

Additional information

Funding

This work was supported by the University of Hong Kong’s Faculty Research Fund [006010299/117039/10000/100/01].