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This article reports on meta-synthesis research that examined contemporary scholarship on global citizenship for the purpose of identifying a possible alignment with Daisaku Ikeda's views on global citizenship. Thirty relatively contemporary scholarly articles on the subject matter were examined using a qualitative meta-synthesis methodology. Ikeda's speech entitled 'Thoughts on education for global citizenship', delivered over 25 years ago at Columbia University's Teachers College, USA, contains his most frequently cited ideas on the salient conditions required for global citizenship. As Ikeda is a thoughtful and prolific author on the subject of global citizenship, there is merit in exploring the alignment of his ideas about this concept with those articulated in contemporary scholarship. Conducting a meta-synthesis through the lens of Ikeda's essential elements of global citizenship has helped to identify potentially useful contributions to the global citizenship discourse. This article highlights salient common themes of global citizenship uncovered through the meta-synthesis research, as well as providing an alternative definition of global citizenship gleaned from the findings.

This article reports findings on two studies that explored undergraduate perspectives of experiential learning as a pedagogy that can produce impactful outcomes that align with Makiguchi's concept of Soka (value-creating) education. The twin studies examined perspectives of undergraduate faculty and students by investigating how experiential learning is viewed in terms of its impact on students' sense of happiness and satisfaction, acquired knowledge and skills, and potential for positively contributing to societal welfare. The article addresses how experiential learning provides critical opportunities for students to create value for making significant impact on the wellbeing of both the students and the wider society. Ten instructors and twelve students from a small university in Toronto, Canada, answered a series of identical questions in confidential semi-structured interviews. The data were analyzed for themes related to Makiguchi's values of beauty, gain, and good. A key finding from the analysis suggests that instructors and students agree on the primary importance that experiential learning holds for the value of personal gain (among other things knowledge and skill acquisition), while the values of beauty and social good were seen to be important, but of lesser significance. It is noted that while certain limitations to the research exist, nevertheless, it is suggested that incorporating value creating principles within undergraduate course learning objectives may provide opportunities for encouraging more transformative reflection and action for learners, not only in the pursuit of their own individual happiness, but also for the broader societal context.

While the practical benefits of intergenerational approaches are known, it remains undertheorized. To broaden knowledge and inform sustainable intergenerational programming, the discourse requires a firmer theoretical base. This conceptual article proposes that critical cosmopolitan theory holds promise as a theoretical framework. The utility of critical cosmopolitan theory is considered by unpacking the intergenerational workings of the Gray Panther movement. This article highlights the promise of critical cosmopolitanism as a theoretical framework and considers the Gray Panthers as a model for sustainable intergenerational model. This preliminary theoretical application can usefully contribute to the study of gerontology and intergenerational education. [ABSTRACT FROM AUTHOR]