This paper argues the need to revisit the concept of dialogue in teaching global citizenship education. The ontological paradigm underlying the perspective of the 'self' and 'other' is explored in key policy documents in UK and within some of the debates on citizenship education in general. Often the argument made is that the 'self' and 'other' have scarce understanding of one another's knowledge and values. Hence various policies and documents suggest the need for more knowledge of the 'other'. An innovative approach, as this paper explores, is to take a qualitative and heuristic approach to knowledge and values, such as found within the philosophy of Japanese thinker, Daisaku Ikeda. This paper emphasises the need for an intervention that can bring together the 'self' and 'other' in dialogue to facilitate the individual self's growth and development within such interactions. In relation to this three key concepts in Ikeda's writings, which are, 'the oneness of self and environment' ( esho funi), 'Human Revolution' (or individual change), and education for 'Global Citizenship' are discussed here, and the implications of this study for citizenship education is made based on the author's previous work and teaching.