Gonzalo Obelleiro
Biographic Data
| ID | 207467 |
|---|---|
| NAME | Gonzalo Obelleiro |
| GIVEN NAMES | Gonzalo |
| FAMILY NAME | Obelleiro |
| SIGNATURE | OBELLEIRO G |
| AFFILIATIONS | Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Exploring Pedagogical Practices to Cultivate Wisdom, Courage, and Compassion as Key Tenets of Global Citizenship
The purpose of this study was to explore college students’ and educators’ (N = 29) perceptions, experiences, and recommendations around cultivating wisdom, compassion, and courage as key tenets of global citizenship. Based on pragmatic research design and thematic analysis, we sought multicultural education approaches that could strengthen campus communities’ capacity to advance peace, sustainability, dignity, and wellbeing of all forms of life –…
What Might Dewey Think of Knowledge Insertion
In two articles, “Might Knowledge Be Insertable?” and “Is Knowledge Insertion Desirable?,” John Tillson argues that knowledge insertion is conceivable and desirable for the person who has it inserted. By knowledge insertion, he means the immediate or almost immediate acquisition of knowledge by means other than traditional processes of learning. He takes the case presented in the science fiction film The Matrix as paradigmatic and characterizes i…
A Moral Cosmopolitan Perspective on Language Education
In recent years, scholars have turned to cosmopolitanism as a framework for thinking through issues of language and citizenship. In this article, I present Daisaku Ikeda's philosophy of cosmopolitan education and compare it with others' in the extant literature. I examine, from a philosophical perspective, its roots in the Mahayana tradition of Buddhism and its implications for language education. I conclude that a moral cosmopolitan perspective …
Education, Values, and Valuing in Cosmopolitan Perspective
In this article we describe a cosmopolitan orientation toward the place of values in human life. We argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. We show that cosmopolitanism implies neither an elite nor an aloof posture toward human affairs. On the contrary, the concept illuminates how people everywhere can retain individual an…
Education, Values, and Valuing in Cosmopolitan Perspective
In this article we describe a cosmopolitan orientation toward the place of values in human life. We argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. We show that cosmopolitanism implies neither an elite nor an aloof posture toward human affairs. On the contrary, the concept illuminates how people everywhere can retain individual an…
Education, Values, and Valuing in Cosmopolitan Perspective
In this article we describe a cosmopolitan orientation toward the place of values in human life. We argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. We show that cosmopolitanism implies neither an elite nor an aloof posture toward human affairs. On the contrary, the concept illuminates how people everywhere can retain individual an…
A Moral Cosmopolitan Perspective on Language Education
In recent years, scholars have turned to cosmopolitanism as a framework for thinking through issues of language and citizenship. In this article, I present Daisaku Ikeda's philosophy of cosmopolitan education and compare it with others' in the extant literature. I examine, from a philosophical perspective, its roots in the Mahayana tradition of Buddhism and its implications for language education. I conclude that a moral cosmopolitan perspective …
What Might Dewey Think of Knowledge Insertion
In two articles, “Might Knowledge Be Insertable?” and “Is Knowledge Insertion Desirable?,” John Tillson argues that knowledge insertion is conceivable and desirable for the person who has it inserted. By knowledge insertion, he means the immediate or almost immediate acquisition of knowledge by means other than traditional processes of learning. He takes the case presented in the science fiction film The Matrix as paradigmatic and characterizes i…
Exploring Pedagogical Practices to Cultivate Wisdom, Courage, and Compassion as Key Tenets of Global Citizenship
The purpose of this study was to explore college students’ and educators’ (N = 29) perceptions, experiences, and recommendations around cultivating wisdom, compassion, and courage as key tenets of global citizenship. Based on pragmatic research design and thematic analysis, we sought multicultural education approaches that could strengthen campus communities’ capacity to advance peace, sustainability, dignity, and wellbeing of all forms of life –…
Environmental ethics (3 works) · Epistemology (3 works) · Philosophy (3 works) · Political science (3 works) · Sociology (3 works) · Compassion (2 works) · Cosmopolitanism (2 works) · Courage (2 works) · Education and Critical Thinking Development (2 works) · Global Education and Multiculturalism (2 works)