Nussbaum (1997) identifies three capacities requisite for global citizenship education: 1. critical examination; 2. empathy; and 3. narrative imagination. All three – albeit with definitional liberty – have relevance to the teaching of global citizenship (hereafter “GC”) as applied in the specific context of business studies. The three capacities are here interpreted thus:
- A lens of “critical examination” opens this essay. The values and premises of business as academic discipline and practice are presented.
- Discussed in the second and third section is a particular curriculum within this discipline. “Empathy” here is the teacher’s understanding of students’ needs as inflected by GC issues, current globalizing trends, the requirements of employers, and the activities of multinational businesses.
- “Imagination” describes the possibilities that an intellect, informed by the curriculum and methods described, can bring to bear on business-relevant problems.[1]