Citizenship Education in China With a Global Perspective|
On the way of seeking common good|
For a better understanding of the realization of global citizenship in China|
i. Growing awareness of Chinese citizens’ performance
Chinese people have attracted attentions from all over the world for the past decades. The continued growth of the Chinese economy and the need for corresponding international outlook are not only influencing the world, but also affecting the Chinese people’s way of thinking. At present, China has the world's second-largest economy; more than 20% of the cumulative contributions to the world economy, more and more Chinese people actively participate in external activities. Before the reform and opening up, ordinary people rarely have the opportunity to go out of the country and each year the average number of only 10,000 people could go abroad, the Chinese people under this circumstance are unlikely to cause outsiders’ concern. After 30 years of reform and opening up, more than 20 million Chinese passengers have shown up in every corner of the world in 2011, they have contacted with the world, and expressing China at the same time. With the accelerated development of globalization and the deepening of China's opening up, increasingly number of Chinese people became interested in international affairs, the views they held on the international affairs largely influenced the foreign policy decisions of the Chinese government. It seems undeniable that Chinese people are playing a big role in the global stage. In a word, in the era of globalization, the rise of China is not only requiring the Government’s implementation of international strategy and foreign policy, but also needing the public to build one kind of citizenship with a global perspective which would bring positive impact to the world. In this paper, we are going to focus on the study of the ‘global citizenship’ in China, which would give us a better understanding of the butterfly effect that Chinese citizens bring to the world and the external elements which are making the ‘initiators’ changing all the time. ii. The initiation of the ‘global citizenship’ concept Before we go further, I would like to introduce the neologism of ‘global citizenship’ briefly. During the past decade higher education's interest in internationalization has intensified, and the concept of civic education or engagement has broadened from a national focus to a more global one, thus expanding the concept that civic responsibility extends beyond national borders. Socrates claimed that: “I am not an Athenian or a Greek, but a citizen of the world.” In 1948, the UN General Assembly Adopted Resolution 217A (III), also known as "The Universal Declaration of Human Rights." It is stated in the article one that: "All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood." Article two states that: "Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. In addition, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it is independent, trust, non-self-governing or under any other limitation of sovereignty." Article thirteen (2) states that "Everyone has the right to leave any country, including his own, and to return to his country." As evidence in today's modern world, events such as the trial of Saddam Hussein have proven what British jurist A. V. Dicey said in 1885, when he popularized the phrase "rule of law" in 1885. Dicey emphasized three aspects of the rule...