HGA502 Global Issues In Tourism

HGA502 Global Issues In Tourism

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HGA502 Global Issues In Tourism

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HGA502 Global Issues In Tourism

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Course Code: HGA502
University: University Of Tasmania

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Country: Australia

Write a briefly critiques a global issue (i.e., the issue or challenge you chose for Assessment 2) where shared responsibility for the common good is not being realised and then, propose ways to address this challenge in your professional community, locally and globally

Common good refers to the principle of common benefits and welfare for all the members of the society. As stated by Garvey (2012), common good is a principle in the philosophy that includes the agenda of sharing and delivering benefit to almost all the members of a community. It can also be defined as something that is achieved through collective action and active participation by all the members of a society through public service or politics. The public or social services are often aimed at achieving common good. In this regard, it can be said that education is a social service and the teachers work for accomplishing common good for the society. This essay will critically analyze the concept of common good in the social issue of ‘inadequate support for the professional development of teachers’, especially in the context of the 10 Catholic Social Teaching (CST) principles, with a focus on the human dignity and will provide recommendations to address this challenge.
Inadequate support for the professional development of teachers is a global issue, in which the shared responsibility of common good is not being realized. As the economies and the societies are getting developed quite rapidly, the education system is also evolving quite fast. Hence, the teachers must be skilled and trained enough to prepare the next generation of students to take on the challenges of life. Education is not only limited to the bookish knowledge but also aids in learning various aspects of life, manners and attitudes, which helps an individual to live in a society and contribute something for the benefit of all, which can be termed as the common good, according to the 10 CST principles (Westheimer, 2015). The teachers are a great pillar in the society in educating the youth about doing good for the neighbors and for the community by going beyond their individual dimensions. However, the teachers need professional training and development to be updated and in sync with the changes in the world and train and educate their students accordingly. In many cases, the teachers do not get such support from the higher authorities and hence, lack the skills and knowledge about the latest trends and developments in the modern world. There is also lack of infrastructures and modern equipment, funding, libraries, and presence of rigid education systems, that cripples the liberty of the teachers to teach the students in creative manner (Collopy, Bowman & Taylor, 2013). The consequences are faced by the young generation of the society, who do not get the adequate education for contributing something good in the society and hence, this results in the wastages of human resources.  This also does not fulfill the shared responsibility of common good.
Dignity of the humans is the foundation of all the Catholic social teaching. It believes that an individual reflects the image of God and hence, dignity of an individual must be achieved as a basic moral vision of the community (McKenna, 2013). The individuals must be served well as God is served. As highlighted by Sison & Fontrodona (2013), the basis of common good lies in the principle of providing human dignity. The teachers do a social service by providing dignity to the youth of the society and fulfill the CST principles of rights and responsibilities and global solidarity and development, and in return they also hold a dignified position. However, it can be stated that if they cannot give proper education to the students due to lack of knowledge and skills, then they lose their dignified positions. Thus, human dignity is hurt, followed by nonfulfillment of the principles of common good, rights and responsibilities, economic justice and global solidarity and development as the human resources of the communities are not developed.
This issue is not only a local challenge, but also a global challenge, and measures must be taken to address this. The lack of professional supports for the teachers is mostly prevalent in the developing and poor economies, where there is lack of adequate capital to support the educational infrastructure (McGrath, 2012). Hence, economic condition, especially equality of income significantly influences the shared responsibility of the principles of economic justice and common good. However, measures can be taken to improve the support to the teachers for their development and to achieve common good. The 10 CST principles can be applied while designing the measures to address the challenge locally, globally and in professional communities. The 10 principles are: i) human dignity, ii) common good and community, iii) option for the poor, iv) rights and responsibilities, v) role of government and subsidiary, vi) economic justice, vii) stewardship of God’s creation, viii) promotion of peace and disarmament, ix) participation and x) global solidarity and development (Massaro, 2015). All these principles are focused on overall development of the world by addressing different aspects of the society.
In the given challenge, the local and central governments of all the regions can play a significant role in supporting the development of education and training programs for the teachers. The regional and central government and professional authorities must identify the training needs of the teachers and launch the training and development programs accordingly. That includes subject oriented practical training, vocational training, soft skill training, technical training, behavioral training, mental counselling training, career counselling training, education and training to handle special children and disabled students, and many other types of training as required (Rhonheimer, 2013). Since, it is believed that all the goods are gifts from God and are meant for the benefit of everyone, hence, resources must be allocated in a manner so that not only the teachers but also every member is benefitted. While planning for the training and adequate support programs, the governments or the professional communities must take into account the options for the poor, as they are the most vulnerable members of the society (Massaro, 2015). To achieve the common good, the poorer section of the society must also be taken care of. By providing necessary training to the teachers, the human rights are protected as that makes them prepared in fulfilling the social responsibilities of educating the next generation. For example, treating the special children and disabled students is also a part of the common good, which needs to be taken into consideration (Dorr, 2012). Education also helps in developing economic stable community, achieving peace and participation in social programs and also accomplishing international solidarity and a global development. Thus, providing adequate support to the teachers in all the countries and all the communities through various types of training programs and capital resources is extremely beneficial in achieving the common good.
The common good is an inclusive concept, which focuses on the social and economic benefits of all the sections of the community irrespective of the developed or developing economies. The teachers hold one of most important positions in the society, who fulfill the responsibility to build the human resources of a community through adequate education. These teachers often lack the adequate support in terms of infrastructure, capital, knowledge, equipment, and training facilities, which results in poor quality of education in the society. This creates an obstacle in the path of achieving common good. Thus, it is the responsibility of the local, global and professional authorities to identify the needs of the teachers and provide them adequate support so that the principles of catholic social teaching can be fulfilled.
Collopy, R., Bowman, C., & Taylor, D. A. (2013). The educational achievement gap as a social justice issue for teacher educators. Journal of Catholic Education, 16(1), 4-25.
Dorr, D. (2012). Option for the Poor and for the Earth: Catholic Social Teaching. Orbis Books.
Garvey, G. E. (2012). The theory of the firm, managerial responsibility, and catholic social teaching. Journal of Markets & Morality, 6(2).
Massaro, T. (2015). Living justice: Catholic social teaching in action. Rowman & Littlefield.
McGrath, S. (2012). Vocational education and training for development: A policy in need of a theory?. International Journal of Educational Development, 32(5), 623-631.
McKenna, K. E. (2013). A concise guide to Catholic social teaching. Ave Maria Press.
Rhonheimer, M. (2013). The common good of constitutional democracy: essays in political philosophy and on Catholic social teaching. CUA Press.
Sison, A. J. G., & Fontrodona, J. (2013). Participating in the common good of the firm. Journal of Business Ethics, 113(4), 611-625.
Westheimer, J. (2015). What kind of citizen?: Educating our children for the common good. Teachers College Press.

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