89:, global civics implementation is not feasible. Also, it has been suggested that superpowers of the world are selfish and dangerous nations, and that they do not feel constrained by international legitimacy and laws. Finally, the critics claim that any experience of pan-global solidarity among human beings cannot form the basis of constellation of rights and responsibilities as it is nascent at best and the experience of being a global citizen is a privilege restricted to international elites and a few activists.
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The proponents of global civics also suggest that university campuses play a vital role in spreading a thorough understanding of how today's global world functions and contributes toward preparation of future generations for life in an interdependent world. This view calls for visionary universities
105:. The University views civic engagement in a contemporary, global context noting that as well as engaging with the Wellington region the University contributes to New Zealand, to the Asia–Pacific region and to the world. The University's Vice-Chancellor, Professor
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Opponents of the global civics concept argue that even a modest level of exercising responsibility towards all the people living in the world is so overwhelming and nearly impossible to achieve. These arguments also posit that
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need a compass that would frame mindsets on a global scale, and create a shared consciousness and sense of global responsibility related to specific world issues such as environmental problems and nuclear proliferation.
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in an age of interdependence and interaction. The disseminators of the concept define it as the notion that we have certain rights and responsibilities towards each other by the mere fact of being human on Earth.
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the university’s international agenda is one of partnership—linking the local to the global and the global to the local—and the provision of knowledge to enhance global governance and the global commons
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that could successfully "provide their students with the forums and the tools to discuss and figure out what their responsibilities are to their fellow human beings."
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The advocates of the notion attempt to demonstrate that it is possible to imagine global civics. According to this notion, in an increasingly interdependent world,
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the virtuous cycle connecting great universities with healthy communities is actively fostered in a sustainable and intergenerational manner
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community engagement is a core function alongside teaching and research and is seen in both a local and global context
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was first coined by Hakan
Altinay, a nonresident senior fellow with the Global Economy and Development program at the
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securing the intellectual potential put at risk through experience of disadvantage is a collective priority
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a book of articles on global civics put forth by academics and intellectuals all around the world.
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assumes an effective state and enforcement. The claim goes that since there is no such thing as a
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56:, in a working paper published in March 2010. The concept builds upon the basic tenets behind
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Since 2014, the concept of a global-civic university has been developed by Te
Herenga Waka -
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296:"The Global Civics of Poverty: Community, Participation, and Neoliberal Governance"
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Global Civics: Responsibilities and Rights in an
Interdependent World,
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ranking with the world’s best universities is the shared expectation.
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326:"Transforming Global Civics: The Need for Human Rights Education"
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research quality and research impact are co-priorities
289:. Washington, D.C.: Brookings Institution Press.
233:. Washington, D.C.: Brookings Institution Press.
122:public good values dominate over market values
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190:Global Economy and Development at Brookings
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366:"Taiwan Students Top Global Civics Study"
212:"A Global Civics: Necessary? Feasible?"
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294:Goldstein, Alyosha (March 17, 2004).
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390:"Global Warming and Global Civics"
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324:Levin-Goldberg, Jennifer (2009).
103:Victoria University of Wellington
372:. June 30, 2010. Archived from
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248:. New York: Alfred A. Knopf.
210:Altinay, Hakan (June 2010).
186:"The Case for Global Civics"
157:Oneness of humanity (BaháʼĂ)
152:Global citizenship education
260:"A global-civic university"
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93:The role of universities
285:Altinay, Hakan (2011).
229:Altinay, Hakan (2011).
184:Altinay, Hakan (2010).
23:in a global sense as a
19:proposes to understand
352:Cite journal requires
311:Cite journal requires
244:Kagan, Robert (2006).
44:History of the concept
54:Brookings Institution
396:. December 9, 2012.
426:Global citizenship
416:Community building
411:Active citizenship
147:Global citizenship
246:Dangerous Nations
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378:. Retrieved
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27:among all
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48:The term
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