UNIT 1-THE STRUCTURES OF GLOBALIZATION

INTRODUCTION
In this unit, you will learn about the different structures globalization that includes global
economy, market integration, global interstate system and contemporary global
governance. The focus of this unit will be related to economics and politics.
What do you understand about no man is an island? Would this hold to different
countries as well? Globalization is everywhere. People may not be aware that everyday they
experience globalization. The food they eat, the gadgets they use, the clothes they wear, the
books they read, the movies they watch and the way they talk and act, these are being
influenced by globalization. How does globalization change the perspective of the people?
Before, people can live as long as they satisfy their needs. Simple living is a virtue to
them. Today, the lives of the people become complex.
Having a simple living is already a threat to people because of many existing
demands that need to be satisfied. Considering their demands, these will push them to be
competitive in order for them to survive. People don’t just look into the products that were
produced by their country but also they are very particular with the label of the products
that they are buying, as most of us coined the term “state sides” which means it is made
from other countries. See how globalization affects the perception of the people.

This reminds us that our consumption of goods has a strong international character which
implies that people are no longer confined with patronizing their own products but to
engage in what the world can offer to them.

If you cannot answer you can say pass and simply hand the word to the next pair in line. If
you accept the word you will tell something about it.

Globalization Capitalist

Economy Trade

World economy

INTRODUCTION THE STUDY OF GLOBALIZATION

In this module, different definitions and underlying philosophies of globalization will be

discussed. There will be different competing conceptions of globalization. You will be
expected to narrate your personal experiences related to globalization.

Throughout the world, transition from the traditional society to the modernized
community with the use of various technologies, we can now say that we are entering into
globalization. But, what do we know about globalization?

Globalization is a complex process that involves many aspects of life that can be seen
in every corner of society starting from the basic unit of the society which is the family to
the nations of the world. This greatly affects human lives and is seen in every culture of the
world.

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In the modern world, globalization has become part of human life. With the advent
of technology, people have become more connected. Ideas and information are now being
shared on social media, and we socialize globally through the interconnectedness of life
through technology.

GLOBALIZATION FROM DIFFERENT PERSPECTIVES

Nowadays people view globalization as primarily an economic process that affects

the integration of national products to the world markets. Others may refer this to the
continuing integration of technological processes to many countries and the uprising of
business from the developed, developing and under develop countries. Definitions of
globalization by academics is differ from the journalist and to the political activist
considering they view globalization in a broader terms.

In general term, globalization refers to the development of global or worldwide

business activities, competition and markets and the increasing global interdependence of
national economies. Other scholars believe that globalization is the process by which the
world, previously isolated through physical and technological distance, becomes increasingly
interconnected. It is manifested by the increase in interaction between peoples around the
world that involves the sharing of ideas, cultures, goods, services and investment.

Among the underlying definitions of globalization, the best descriptions is provided

by Manfred Steger who described globalization as “the expansion and intensification of
social relations and consciousness across world-time and across world-space”. Based on the
definition it’s been refers that expansion is both the creation of new social networks and the
multiplication of existing connections that cut across traditional political, economic,
cultural , and geographic boundaries” while intensification refers to the expansion ,
stretching and acceleration of these networks.

PHILOSOPHIES OF THE VARYING DEFINITIONS OF GLOBALIZATION

Read the following Philosophies to the varying definitions of globalization by Manfred B.

Steger and after which answer the following questions:

1. Globalization is about the Liberalization and Global Integration of Markets.

- This is anchored in the neo-liberal ideal of the self-regulating market as the
normative basis for a future global order. According to this, the vital functions of
the free market- its rationality and efficiency , as well as its alleged ability to
bring about greater social integration and material progress -can only be realized
in a democratic society that values and protects individual freedom. (Steger,
2005)
2. Globalization is Inevitable and Irreversible.
- According to the market-globalist, globalization reflects the spread of irreversible
market forces driven by technological innovations that make the global
integration of national economies inevitable.(Steger, 2005)

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3. Nobody is in Charge of Globalism.
- Globalization hinges on the classical liberal concept of the “self-regulating
market. According to Rebert Hormats (1998) vice chairman of Goldman Sachs
International, emphasized that” The great beauty of globalization is that no one
is in control. The great beauty of globalization is not controlled by any individual,
any government, any institution (Steger, 2005).However, This idea that nobody
is in charge serves the neo-liberal political agenda of defending and expanding
global capitalism.
4. Globalization benefits everyone in the long run.
- This lies at the heart of market globalism which is unpacked on in material terms
such as economic growth and prosperity. In terms f the globalism concept, it taps
not only liberalism progressive worldview, but also draws on the powerful
socialist vision of establishing economic paradise on earth (Steger, 2005).
5. Globalization Furthers the Spread of Democracy in the World
- This links ‘globalization’ and ‘markets” to the concept of democracy which plays
a significant role in liberalism , conservatism, and socialism. Globalist tend to
treat freedom, free markets, free trade and democracy as synonymous terms.
According to Francis Fukuyama (2000) ‘ there exist a clear correlation between
country’s level of economic development and successful democracy”. Though it
is true that globalization and capital development do not automatically create
democracies Fukuyaman believe that the “level of economic development
resulting from globalization is conducive to the creation of complex civil societies
with a powerful middle class which facilitates democracy”. (Steger, 2005:32)

LESSON 2.

DEFINITION OF ECONOMIC GLOBALIZATION

The International Monetary Fund (IMF) regards “economic globalization” as a historical

process representing the result of human innovation and technological progress. It is
characterized by increasing integration of economies around the world through the
movement of goods, services, and capital across borders.

The global economic system, beginning in 1896, had reached its peak in 1914. There are
various changes and improvements that characterize economic globalization past and

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present. Structure of transportation, communication, and capital are comparable then and
now.

With the emergence of transnational companies these brought changes to our country’s
economy. For example Sony, Time Warner, Comcast, Vivendi SA, Televisa, and Grupo Globo.
Their collective vision is the media that transcends physical barriers including national
borders to reach as many people as possible. Such companies can provide work and enrich
our economy. TNMC (transnational media corporation) production creates media
commodities, ideologies, and profit, as it also produces and reproduces the capital relation
itself. (Therborn, 2008, p.137) the underlying motivation for capitalist cultural hegemony.

Transnationalizing production to local sites does not disturb the TNMC “organizational
hierarchy or the forms of specialization which stratify the working class and create a social
layer of administrators and overseers who rule in the name of capital over the day to day
operations in the workplace” (Harvey, 1999, p.31) no matter what nationality, ethnicity, or
gender supplies the workforce or management. The global restructuring of media
production has created giant, regional enterprises “with complex links between film, video,
television, telecommunications, animation, publishing, advertising, and game design” (Davis
& Yeh, 2008, p.65) all based on acquiring multinational talent and the cheapest creative
labor possible. TNMC production forces national governments, small media firms, and local
workers to compete among themselves over wages, benefits, and working conditions. In
China for example, Mattel requires workers to be on the job 10-16 hours a day, seven days a
week (Asian Monitor Resource Center, in Miller, et al., 2005, p.122).

Beyond the bright side of so-called mental and immaterial labor, one discovers its seamier
counterpart - the production of the actual material infrastructure for new media. In this
space, rather than illustrating how indigenized media and information technologies
contribute to cultural diversity and human freedom, the TNMC environments that localize
flexible production appear as nothing less than crasser exploitation maximizing corporate
control over labor. The production of media and their content are not “merely a simple
reflection of the controlling interests of those who own or even control the broad range of
capital plant and equipment which make up the means by which cultural goods are made
and distributed. Within the media are men and women working within a range of codes and
professional ideologies, and with an array of aspirations, both personal and social. The
ambitions can be idealized; much cultural productionis routine, mundane, and highly
predictable” (Golding & Murdoch, 1991, p.25-26). The autonomy and creative contribution
of these workers is curtailed within transnational production structures that prescribe who
does what and who makes decisions on what will be done.

The TNMCs are constantly on the lookout for creative initiatives that can be herded into
their own cultural hegemony, while willing academics and entrepreneurs eagerly line up for
the chance to join the ranks of profiteers. The transnational production regime, Internet and
all, keeps the average consumer blogger on the margins.

For countries and firms that depend on outsourcing for income, their chief asset is low paid
skilled labor, their chief benefit is access to the techniques and norms of TNMC production.
Ultimately, the cultural hegemony of transnational media is the economic and political

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reward obtained from rapacious free market policies that encourage individual
entrepreneuralism and undermine social solidarity among workers on all levels by
temporarily but repeatedly subcontracting abroad will smaller independent studios and
employing workers in different countries.

In terms of transportation, in the past railroads and steamships are the significant
inventions but today airplanes have been transporting humans around the world. In terms
of communication, the internet today made the world open to everyone.

In the recent decades, as a result of increased in exports, economic globalization has

ushered in an unprecedented spike in global growth rates. According to the IMF, the global
per capita GDP rose over five-fold in the second half of the 20th century. It was this growth
that created the large Asian economies like Japan, China, Korea, Hong Kong, and Singapore.
And yet, economic globalization remains an uneven process, with some countries,
corporations, and individuals benefiting a lot more than others.

THE MODERN WORLD SYSTEM

One of the famous works that captures the socio-historical and economic nexus of pre-
capitalist economies and the present world was that of Immanuel Wallerstein’s research on
the modern world system. His analysis focused on the broad economic entity with a division
of labor that is not circumscribed by political or cultural boundaries.

His idea of the world system is larger than workers, classes, or even states. Through the
global economic activity, countries around the world have been divided according to their
economic power in the global arena.

It should be noted that the world-systems have existed before and not a unique feature of
the contemporary world. What is significant is the transformation of this world-system. In
the past, the system that binds the world together is based on political and military
domination. This was the world empire.

The modern world-system is also known as the modern capitalist world-economy. It is a

system which relies on economic domination. It encompasses many states and a built-in
process of economic stabilization. This means that it is economic forces (and the economy
of the world) that pull people, states, and societies toward the arena of worldwide
economic transactions.

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THE THREE LEVEL HIERARCHY OF THE MODERN CAPITALIST WORLD-ECONOMY

Not all countries or areas are equal in the modern world-system according to Wallerstein. A
three-level hierarchy is a remarkable feature of the modern capitalist world-economy.

Based on the Wallerstein’s World System Theory Model, the world is now divided into three
categories and thereby creating the worldwide division of labor. These are:

a.       Core – These are areas that dominate the capitalist world-economy and exploit the
rest of the system (e.g., US, Japan and Germany). This means that the core regions
benefited the most from the capitalist world economy.

b.      Periphery – These are areas that provide raw materials to the core and are heavily
exploited (e.g., many countries in African region, Eastern Europe (especially Poland) and
Latin America). These areas lacked strong central governments or were controlled by other
states, exported raw materials to the core, and relied on coercive labor practices. The core
expropriated much of the capital surplus generated by the periphery through unequal trade
relations.

c.       Semi-periphery – It is a residual category that encompasses a set of regions

somewhere between exploiting and the exploited (e.g., India, China, Indonesia, Mexico, Iran
and Brazil).  They often also served as buffers between the core and the peripheries.

The international division of exploitation is defined not by state borders but by the
economic division of the world. There are three things necessary for the rise of the capitalist
world-economy. These are geographical expansion, worldwide division of labor and core
state’s development.

Why are countries being pulled toward this system? Can the countries or areas of the world
“resist” being part of it? Ritzer (2010-310) explained:

“The pressure for incorporation into the world-economy comes not from the nations being
incorporated but rather from the need of the world-economy to expand its boundaries, a
need which was itself the outcome of pressures internal to the world economy” (Wallerstein
1989:129).

In maintaining a good balance between maintaining state powers and being part of the
modern world-system, the states must be strong enough to protect their own economies
from external threats. However, this strength of theirs which comes from, perhaps, their
external sovereignty should not be too much for them to be able to stand on their own and
refuse to act in accord with the demands of the capitalist world-economy. It is a matter of
striking a balance between the state’s power and the pressures of the global economy.

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LESSON 2- Historical Foundation of Education

Education or school is an institution created by society. Education is a function of society

and as such arises from the nature and character of society itself. Society seeks to preserve
itself and to do this it maintains its functions and institutions, one of which is education, to
assure its survival, stability and convenience.  John Dewey claimed that the school “
introduces and trains each child of society into membership within such a little community ,
saturating him with the spirit of service, and providing him with the instruments of effective
self-direction..” and when schools succeed in providing this “we shall have the deepest and
best guaranty of a larger society which is worthy, harmonious, and lovely. This is called
socialization process.

            According to Brinkerhoff socialization is a process of learning the roles, statutes and
values necessary for participation in social institutions. Socialization is lifelong process. It
occurs primarily during early childhood but as we progress from infancy to old age we shed
old roles and adopt new ones. This role learning that prepares us for future roles is
termed anticipatory socialization. The family is the most important agent of socialization.
Psychology tells us that the self-concept formed during childhood has lasting consequences.
The lasting school is also an important agent of socialization. It is an institution charged by
society  to impart specific knowledge and skills necessary for functioning in the society. They
are also charged with the task of transmitting society’s cultural values . in this lesson you
shall learn on to schools  did their task as agents of focalization in different periods of
history.

THE PHILIPPINE EDUCATIONAL SYSTEM

1. . Education during the Pre-colonial Period

        Education was informal and unstructured, decentralized. Fathers taught their sons how
to look for food and other means of livelihood. Mothers taught their daughters to do the
household chores. this education basically prepared their children to become good husband
and wives. Children were provided more vocational training but lesser academics. teachers
were tribal tutors (Babaylan or Katalonan).

2. . Education During the Spanish Era

   Education was formal and organized. it was authoritarian in nature. Tribal tutors of the
pre-Spanish period were replaced by Spanish missionaries. pupils attended formal schooling
in the parochial school. instruction was Religion-oriented. Christian doctrines, sacred songs

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and music and prayers were taught because they required for confession and communion.
There was a separate school for boys and girls. Wealthy Filipinos or the Ilistrados were
accommodated in the schools.

The Educational decree of 1863   

This law gave Filipinos complete system of education from elementary to the
collegiate level. The law provided for the establishment of the elementary schools in all
municipalities in the country. although religion was the core of the curriculum, the
curriculum included subjects reading, writing arithmetic, history of Christian doctrine,
Spanish language, vocal music, agriculture for the boys and needle work for the girls.
Attendance in school was compulsory between the ages of seven to twelve.

3. Education During the American regime 1898-1946

      The Americans promoted democratic ideal and the democratic way of life. the schools
maintained by the Spaniards for more than three centuries were closed but were re-opened
on August 29, 1898 by the Secretary of the Interior. a system of free and compulsory
elementary education was established by the Malolos Constitution. in May 18, 1898, the
first American school was established in Corregidor, and shortly after the capture of Manila
in 1899, seven schools were opened in the city.

            Training was done through the schools both pubic and secular manned by Chaplains
and Military Officers of the US Army.

            Thomasites arrived in the Philippines on August 23, 1901, -The University of the
Philippines was founded in 1908. UP was the first state school of University status.

            The Department of Public Instruction set up  a three level school system. the first
level considered a four-year primary and three-year intermediate or seven-year curriculum.
The second level was a four-year junior college and later a four year program.

4. The Commonwealth Period (1935-1942)

·         Free education in public schools was provided all over the country, in accordance with
the 1935 Constitution.

·         Vocational education and some household activities like sewing, cooking, and farming
were also given importance.

·          Education also emphasized nationalism so the students were taught about the life of
the Filipino heroes.

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·         Vocational education and some household activities were also given importance. Good
manners and discipline were also taught to the students.

·         The institute of private education was established in order to observe private schools.

·         formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating
Tagalog as our National Language.

·         Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in
schools.

·         Executive Order No. 263 in (1940) required the teaching of Filipino, national language
in the senior year of all high schools and in all years in the normal schools.

The education Act of 1940 (C.A. 586)was approved by the Philippine Assembly on August 7,
1940 which provided for the following:

·         Reduction of the 7-year elementary course to 6 years

·         Fixing the school entrance age at 7

·         National support for elementary education

·         Compulsory attendance of primary children enrolled in grade 1

·         Adoption of double-single sessions in the primary grade with one teacher one class
assignment of intermediate teachers.

5. The Japanese Occupation

Aims of education during Japanese occupation:

·         Make the people understand the position of the Philippines as a member of the East
Asia Co-Prosperity Sphere

·         Eradication of the idea of reliance upon Western States particularly the US and Great
Britain

·         Fostering a new Filipino culture based on the consciousness of the people as Orientals

·         Elevating the moral of the people giving up over-emphasis on materialism

·         Diffusion of elementary education and promotion of vocation education

·         Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools

·         Developing in people the love of labor.

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6. Post – Colonial Philippines

·         Education aimed at the full realization of the democratic ideals and way of life.

·         The Civil service Eligibility of teachers was made permanent pursuant to R.A 1079 in
June 15, 1954

·         A daily flag ceremony was made compulsory in all schools including the singing of the
National Anthem pursuant to E.A 1265 approved in June 11, 1955.

·         Curricular offerings in all schools, the life, the works and writings of Jose Rizal
especially the Noli Me Tangere  and El Filibusterismo shall be included in all levels.

·         Elementary education was nationalized and matriculation fees were abolished.

·         Magna Carta for Teachers was passed into law by virtue of RA 4670.

The fundamental aims of education in the 1973 Constitution  are: - foster love of country –
teach the duties of citizenship- develop moral character, self-discipline and scientific,
technological and vocational efficiency

7. Other Developments

·         Integration of values in all learning areas

·         emphasis on mastery learning

·         YDT and CAT introduced as new courses Media of Instruction- Bilingual Education
Policy; Mandate the use of English and Filipino separately as media of instruction in schools.

·         Education Act of 1982- created the Ministry of Education, Culture and Sports.

·         NCEE- National College Entrance Examination introduced

·         Executive Order No. 117- President Corazon C. Aquino renamed Ministry of Education,
Culture and Sports (DECS) in 1987

·         Creation of the Board for Professional Teachers composed of  5 under PRC.

·         Replacement of PBET ( Professional Board Examination for Teachers) by LET (Licensure

Examination for Teachers)

·         Transfer of authority of administering the LET from CSC and DECS to the Board of
Professional Teachers under PRC

·         Trifocalization of Education System

·         The trifocal education system refocused DECS mandate to  basic education which
covers elementary, secondary and nonformal education, including culture and sports .
TESDA now administers the post -secondary , middle-level manpower training and
development R.A 7796- Technical Education and Skills Development acts of 1994.

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·         CHED is responsible for higher education . R.A 7722- Higher Education Act of 1994.

·         In august 2001, R.A 9155, otherwise known as the Governance of Basic Educatio Act
was passed transforming the name Departments of Education, Culture and Sports (DECS) to
the Department of Education (DepEd) and redefining the roles of field offices (regional
offices, division offices, district offices and schools). RA 9155 provide the overall framework
for  (a). school head empowerment by strengthening their leadership roles and (b). school-
based management within the context of transparency and local accountability. The goal of
basic education is to provide the school age population and young adults with skills,
knowledge and values to become caring, self-reliant, productive and patriotic citizens.

·         R.A 9155was passed renaming the DECS  to DepEdand redefining the role of field
offices which include regional offices, division offices, district offices and schools.

·         Values Education is offered as a separate subject in NSEC and integrated in all subject
areas in both curricula- Implementation of the New Secondary Education Curriculum (NSEC)

·          R.A 10157, Jan. 20, 20212-  Kindergarten Act, an act institutionalizing the Kindergarten
education into the basic education system.

·         K to 12 Program (R.A 10533), May 15, 2013- the K to 12 Program covers Kindergarten
and 12 years of basic education (six years of primary education, four years of Junior High
School and two years of Senior High School (SHS) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment and entrepreneurship.

The Varied Goals of Education in Different Historical periods of Philippine History.

What was considered important in each historical period of the country was also the focus
or direction of the education of the Filipino. 

During the pre-colonial period, students were given vocational training but lesser academics
for them to be good fathers and mothers. During the Spanish period, schools focused on
religious formation to help them live the Christian faith. The American regime educated the
Filipinos to become citizens of a democratic country while the Japanese regime taught them
the love of labor. The post-colonial period educational system was devoted to the following
goals:

1) foster love of country;

2) 2) teach the duties of citizenship;

3) 3) develop moral character self-discipline ; and 

4) 4) scientific. technological and vocational efficiency. The present DepEd vision and
mission statement and core values and the fourth mission of the Commission on Higher
Education add light to the present goals of the Philippine education.

The Importance of Studying History of Education

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1.      Educational issues and problems are often rooted in the past; the study of educational
history can help us to understand and solve today’s problems.

2.      Realistic effort to reform education begin with present conditions which are a product
of our past ; by using our past, we can shape the future.

3.      The study of education’s past provides a perspectives that explains and illuminates our
present activities as teachers.

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