As we approach the end of this turbulent century and prepare to meet the challenges of the next, the question of what constitutes education for citizenship in various nations appropriate to the demands and needs of a rapidly changing global community is critical in both national and international contexts. The planet and the human family are facing an unprecedented set of challenges, issues and problems including the globalization of the economy, a significant level of deterioration in the quality of the global environment, rapidly changing technologies and the uses of same, and ethical and social issues. How does one respond to these challenges both as a member of a particular nation state as well as a member of the community of nations in a manner that is thoughtful, active, personal and yet with a commitment to the common good? This was the underlying question as we began to explore the concept of citizenship appropriate for life in the early 21st century. The vehicle for doing this was the Citizenship Education Policy Study project (CEPS), an international research network project designed to examine the changing character of citizenship over the next twenty-five years and the subsequent implications of these changes for educational policy across the nine participating nations and beyond.
Cogan, John J. and Kubow, Patricia Kristine, "Multidimentional Citizenship: Educational Policy for the Twenty-first Century" (1997). International Service Learning & Community Engagement. 2.