332 Global Ethics for Leadership
quired abilities such as critical and analytical thinking, the holistic ap-
preciation and contextualization of their societies nationally and global-
ly, and a mature understanding of the notion and practice of critical,
responsible citizenship. Responsible global citizenship equally incorpo-
rates the triple-bottom-line approach of economic, social and environ-
mental responsibility—the so-called Profit-People-Planet approach.
King III, CH 2.1.4 asserts:
Good corporate citizenship is the establishment of an ethical re-
lationship of responsibility between the company and the soci-
ety in which it operates. As good corporate citizens of the so-
cieties in which they do business, companies have, apart from
rights, also legal and moral obligations in respect of their so cial
and natural environments. The company as a good corporate
citi zen should protect, enhance and invest in the wellbeing of
society and the natural ecology.^256
In summarising, Israel describes a global citizen simply as ‘someone
who sees themselves as part of an emerging sustainable world communi-
ty, and whose actions support the values and practices of that communi-
ty.’ 257
The World Declaration on Higher Education for the Twenty-First
Century: Vision and Action^258 remains a compelling affirmation of the
role of education in supporting the aspirations of global citizenship. De-
fining education as a fundamental pillar of human rights, democracy,
sustainable development and peace, it focusses on education for citizen-
ship and creates the protected space for universities, staff and students to
‘be able to speak out on ethical, cultural and social problems completely
independently and in full awareness of their responsibilities, exercising a
kind of intellectual authority that society needs to help it to reflect, un-
256
257 KING III : 2009^
258 http://www.the globalcitizensinitiative.org:1^
Unesco: 1998b