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The Ethical Dilemma of Early Global Childhood Education

The Ethical Dilemma of Early Global Childhood Education

F. Sigmund Topor
Copyright: © 2020 |Pages: 20
ISBN13: 9781799823773|ISBN10: 1799823776|ISBN13 Softcover: 9781799823780|EISBN13: 9781799823797
DOI: 10.4018/978-1-7998-2377-3.ch010
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MLA

Topor, F. Sigmund. "The Ethical Dilemma of Early Global Childhood Education." Examining Ethics and Intercultural Interactions in International Relations, edited by F. Sigmund Topor, IGI Global, 2020, pp. 250-269. https://doi.org/10.4018/978-1-7998-2377-3.ch010

APA

Topor, F. S. (2020). The Ethical Dilemma of Early Global Childhood Education. In F. Topor (Ed.), Examining Ethics and Intercultural Interactions in International Relations (pp. 250-269). IGI Global. https://doi.org/10.4018/978-1-7998-2377-3.ch010

Chicago

Topor, F. Sigmund. "The Ethical Dilemma of Early Global Childhood Education." In Examining Ethics and Intercultural Interactions in International Relations, edited by F. Sigmund Topor, 250-269. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2377-3.ch010

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Abstract

This chapter investigates ethical dilemmas associated with early childhood education in Confucian heritage countries. It draws on literature in philosophy, psychology, sociology, and anthropology in concluding that sociocultural differences between Eastern and Western civilizations amount to an ethical dilemma, which threatens to prevent a basic epistemology as well as a pedagogy for the education of children in the context of globalization and the information technology revolution. As evidenced by inventions, innovations, developments, and other technological and scientific breakthroughs, Western learners enroll in science and technology courses. It seems as though Eastern learners are duty-bound to fulfill a national or cultural objective, which calls for studies in the science and engineering disciplines at the expense of subjects in the arts, independent of individual desire or competency.

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