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It argues that global education benefits from embracing radical interconnectedness and dynamic relationships among parts and wholes, then proposes a four-dimensional model for transformative global education. Key advantages are elaborated for environmental education, where mechanistic thinking still persists, and the discussion extends to the varieties, scope, ideology, and goals of global education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/global-education-towards-a-quantum-model-of-environmental-education/597198/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/global-education-towards-a-quantum-model-of-environmental-education/597198.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What paradigm does the paper contrast with quantum worldview in global education?","Question",{"text":112,"@type":113},"It contrasts the 17th-century mechanistic “world as machine” paradigm with a quantum worldview that emphasizes radical interconnectedness and dynamic relationships between parts and wholes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What model does the paper propose for transformative global education?",{"text":117,"@type":113},"It presents a four-dimensional model of transformative global education inspired by the “quantum worldview.”",{"name":119,"@type":110,"acceptedAnswer":120},"What major benefits are discussed for applying a quantum model to environmental education?",{"text":121,"@type":113},"The paper elaborates principal benefits of using a quantum model in environmental education, especially in a field where mechanistic thinking still has some influence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597198,1792611846,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Global Education: Towards a Quantum Model of Environmental Education  \nDavid Selby, University of Toronto, Canada  \nAbstract  \nIn this paper I overview different interpretations of global education before proceeding to explore the “quantum worldview”that has profoundly influenced global education of the transformative variety. Quantum research has overturned the 17th century mechanistic paradigm of “world as machine” within which phenomena are tobe understood by reducing them to their parts. Instead, a world of radical interconnectedness is revealed—of parts and wholes deeply embedded within each other and in dynamic and unfolding relationship. I present a four-dimensional model of transformative global education inspired by the “quantum worldview.” Some of the principal benefits of applying such a quantum model of education to environmental education, afield where the mechanistic paradigm still has some hold, are then elaborated.  \nRésumé  \nDans ce document, je survole différentes interprétations del’éducation planétaire avant d’explorer la “ vision du monde quantique “ qui a profondément influencé l’éducation planétaire, notamment dans une perspective transformative. La recherche quantique a renversé le paradigme mécaniste du 17e siècle,“ lemonde est une machine “, selon lequel il faut saisir les phénomènes en les réduisant à leurs parties. Au contraire, un monde d’une radicale interdépendance se manifeste—des parties et des touts profondément liés les uns aux autres dans une relation dynamique et épanouie. Je présente un modèle quadridimensionnel ld’éducation planétaire transformative inspiré par une “ vision quantique “. J’approfondis ensuite quelques-uns des principaux avantages d’appliquer un tel modèle quantique à l’éducation relative à l’environnement, domaine où le paradigme mécaniste exerce toujours une influence.  \nCanadian Journal of Environmental Education, 4, Summer 1999 125  \nVarieties of Global Education  \nTowards the close of the first Regional Conference on Global Education organised by UNICEF MENA (Middle East and North Africa) and held at Broumana, Lebanon, in July 1995, I was asked, as conference consultant, to prepare at short notice a transparency conveying the essence of global education. For better or worse, I presented delegates with the following:  \nGlobal education is an holistic paradigm of education predicated upon the interconnectedness of communities, lands and peoples, the interrelatedness of all social, cultural and natural phenomena, the interpenetrative nature of past, present and future, and the complementary nature of the cognitive, affective, physical and spiritual dimensions of the human being. It addresses issues of development, equity, peace, social and environmental justice, and environmental sustainability. Its scope encompasses the personal, the local, the national and the planetary. Congruent with its precepts and principles, its pedagogy is experiential, interactive, children-centred, democratic, convivial, participatory, and change-oriented.  \nIt needs to be made clear at the outset that there are multiple interpretations and many varieties of global education and that the term has experienced the same kind of “semantic inflation” which Lucie Sauvé, earlier in this volume, identifies with regard to sustainable development. For some, global education is akin to a world affairs option in a highschool curriculum, offering an all-too-rare timetable slot for students to consider global issues and international relations in a systemic way (Heater, 1980). For others, it is a project to infuse the social studies curriculum particularly, but not exclusively, at intermediate and senior grades with a“global perspective”(Petrie, 1992; Werner & Case, 1997). Significantly, the national vehicle for [the promotion of global education in the U.S.A. is](the promotion of global education in the U.S.A. is) the National Council for the Social Sciences. For yet others, global education seeks to promot","cbCaibZ7gSnD26rq","https://ap.wps.com/l/cbCaibZ7gSnD26rq","pdf",122243,17,"English","# Abstract\n# Varieties of Global Education","[{\"question\":\"What paradigm does the paper contrast with quantum worldview in global education?\",\"answer\":\"It contrasts the 17th-century mechanistic “world as machine” paradigm with a quantum worldview that emphasizes radical interconnectedness and dynamic relationships between parts and wholes.\"},{\"question\":\"What model does the paper propose for transformative global education?\",\"answer\":\"It presents a four-dimensional model of transformative global education inspired by the “quantum worldview.”\"},{\"question\":\"What major benefits are discussed for applying a quantum model to environmental education?\",\"answer\":\"The paper elaborates principal benefits of using a quantum model in environmental education, especially in a field where mechanistic thinking still has some influence.\"}]","Global Education - Towards a Quantum Model of Environmental Education | PDF",1792084585,43]