GE 3 – The Contemporary World

Lesson 7 – Global Citizenship

Week # 14-17: November 15- December 11, 2021
Submit by December 11, 2021

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LEARNING MODULE on GE 3 – The Contemporary World

Module 7: Global Citizenship

Module No. & Title

Introduction

A global citizen is someone who is aware of and understands the wider world
– and their place in it. They take an active role in their community and work with others
to make our planet more peaceful, sustainable, and fairer.
Global citizenship is all about encouraging young people to develop the
knowledge, skills and values they need to engage with the world. And it's about the
belief that we can all make a difference.

Intended Learning Outcome

At the end of this lesson, the learners shall be able to:

a. Meaning and Usage of Global Citizenship
b. Obligations of Global Citizen

This module will discuss the following Lessons:

a. Meaning and Usage of Global Citizenship
The Universal Declaration of Human Rights
Global Citizen
Mundialization
Earth Anthem
Criticism of Global Citizenship
b. Ethical Obligations of Global Citizen

Activity

Given a chance to help your community, what community project or initiative

will you be starting and for what purpose?

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Analysis

1. What are some of your identified problems in your community?

2. Is there a solution to it and can it be solved?
3. If yes, how? If no, why?
4. Can you be part of the solution? How?
__________________________________________________________________

Abstraction

Meaning and Usage of Global Citizenship

Global Citizenship refers to the rights, responsibilities and duties that come with
being a member of global entity as a citizen of a particular nation or place. The idea is
that one's identity transcends geography or political hoarders, and that responsibilities
or rights are derived from membership in a roader class: "humanity". This does not
mean that such a person denounces or waives their nationality or other, more local
identities, but such identities are given "second place" to their membership in a global
community. Extended, the idea leads to questions about the state of global society in
the age of globalization. In general usage, the term may have much the same meaning
as "world citizen" or cosmopolitan, but it also has additional, specialized meanings in
differing contexts. Various organizations, such as the World Service Authority, have
advocated global citizenship.

Usage of Global Citizenship

It is used in education, philosophy, psychological studies, human rights, in

support of global government.

A. Global Citizenship as Used in Education

In education, the term is most often used to describe a worldview or a set of

values toward which education is oriented (see, for example, the priorities of the Global
Education First Initiative led by the Secretary General of the United Nations). The term
"global society" is sometimes used to indicate a global studies set of learning
objectives for students to prepare them for global citizenship.

1. Global Citizenship Education

Within the educational system, the concept of global citizenship education

(GCED) is beginning to supersede or overarch movements such as multicultural
education, peace education, human rights education, Education for Sustainable
Development and international education. Additionally, GCED rapidly incorporates
references to the aforementioned movements. The concept of global citizenship has

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been linked with awards offered for helping humanity. Teachers are being given the
responsibility of being social change agents. Audrey Osler, director of the Centre for
Citizenship and Human Rights Education, the University of Leeds, affirms that
"Education for living together in an interdependent world is not an optional extra, but
an essential foundation".

With GCED gaining attention, scholars are investigating the field and developing
perspectives. The following are a few of the more common perspectives:

• Critical and transformative perspective. Citizenship is defined by being a

member with rights and responsibilities. Therefore, GCED must encourage
active involvement. GCED can be taught from a critical and transformative
perspective, whereby students are thinking, feeling, and doing. In this
approach, GCED requires students to be politically critical and personally
transformative. Teachers provide social issues in a neutral and grade-
appropriate way for students to understand, grapple with, and do something
about.

• Worldmindedness. Graham Pike and David Selby view GCED as having two
strands. Worldmindedness, the first strand, refers to understanding the world
as one unified system and a responsibility to view the interests of individual
nations with the overall needs of the planet in mind. The second strand, Child-
centeredness, is a pedagogical approach that encourages students to explore
and discover on their own and addresses each learner as an individual with
inimitable beliefs, experiences, and talents.

• Holistic Understanding. The Holistic Understanding perspective was founded

by Merry Merryfield, focusing on understanding the self in relation to a global
community. This perspective follows a curriculum that attends to human values
and beliefs, global systems, issues, history, cross-cultural understandings, and
the development of analytical and evaluative skills.

Globalization Citizenship as Used in Human Rights

The lack of a universally recognized world body can put the initiative upon
global citizens themselves to create rights and obligations. Rights and obligations as
they arose at the formation of nation-states (e.g. the right to vote and obligation to
serve in time of war) are being expanded. Thus, new concepts that accord certain
"human rights" which arose in the 20th century are increasingly being universalized
across nations and governments. This is the result of many factors, including the
Universal Declaration of Human Rights by the United Nations in 1948, the aftermath
of World War II and the Holocaust and growing sentiments towards legitimizing
marginalized peoples (e.g., pre-industrialized peoples found in the jungles of Brazil
and Borneo).
Couple this with growing awareness of our impact on the environment, and
there is the rising feeling that citizen rights may extend to include the right to dignity
and self-determination. If national citizenship does not foster these new rights, then
global citizenship may seem more accessible.

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One cannot overestimate the importance of human rights discourse in shaping
public opinion. What are the rights and obligations of human beings trapped in
conflicts? Or, incarcerated as part of ethnic cleansing? Equally striking, are the pre-
industrialized tribes newly discovered by scientists living in the depths of dense jungle?
These rights can be equated with the rise of global citizenship as normative
associations, indicating a national citizenship model that is more closed and a global
citizenship one that is more flexible and inclusive. If true, this places a strain in the
relationship between national and global citizenship.

The Universal Declaration of Human Rights

On December 10, 1948, the United Nations General Assembly adopted

Resolution No. 217-A (111), also known as "The Universal Declaration of Human
Rights."

Article 1 states that "All human beings are born free and equal in dignity and
rights. They are endowed with reason and conscience and should act towards one
another in a spirit of brotherhood."

Article 2 states that "Everyone is entitled to all the rights and freedoms set forth
in this Declaration, without distinction of any kind, such as race, colour, sex, language,
religion, political or other opinion, national or social origin, property, birth or other
status. Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person
belongs, whether it be independent, trust, non-self-governing or under any other
limitation of sovereignty."

Article 13(2) states that "Everyone has the right to leave any country, including
his own, and to return to his country."

As evidence in today's modern world, events such as the Trial of Saddam

Hussein have proven what British jurist A. V. Dicey said in 1885, when he popularized
the phrase "rule of law" in 1885. Dicey emphasized three aspects of the rule of law:

1. No one can be punished or made to suffer except for a breach of law proved
in an ordinary court.

2. No one is above the law and everyone is equal before the law regardless of
social, economic, or political status.

Global Citizen (or World Citizen)

A global citizen is a person who places global citizenship above every`

nationalistic or local idealities and relationships.

An early expression of the term globalization is mentioned in Diogenes of

Sinope (412 BC), who is the founding father of the cynic movement in Ancient Greece.
Diogenes was asked and said: "Asked where he came from, he answered: 'I am a
citizen of the world (comsmopolites)". This was a ground-breaking concept of a global

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citizen because the broadest basis of social identity in Greece at the time was either
the individual city-state of the Greeks city-state or the Greeks (Hellenes) as a group.
The Tamil poet Kaniyan Poongundran wrote in Purananuru, "To us all towns are one,
all men our kin." In later years, political philosopher Thomas Paine would declare, "my
country is the world, and my religion is to do good." Today, the increase in worldwide
globalization has led to the formation of a "world citizen" social movement under a
proposed world government. In a non-political definition, it has been suggested that a
world citizen may provide value to society by using knowledge acquired across cultural
contexts.

Albert Einstein described himself as a world citizen and supported the idea
throughout his life, famously saying "Nationalism is an infantile disease. It is the
measles of mankind." World citizenship has been promoted by distinguished people
including Garry Davis, who lived for 60 years as a citizen of no nation, only the world.
Davis founded the World Service Authority in Washington, DC, which sells World
Passports, a fantasy passport to world citizens. In 1956 Hugh J. Schonfield founded
the Commonwealth of World Citizens, later known by its Esperanto name
"Mondcivitana Respubliko", which also issued a world passport; it declined after the
1980s.

The Bahá'í faith promotes the concept through its founder's proclamation (in
the late 19th century) that "The Earth is but one country, and mankind its citizens." As
a term defined by the Bahá'í International Community in concept paper shared at the
1st session of the United Nations Commission on Sustainable Development, New
York, U.S.A. on 14-25 June 1993. "World citizenship begins with an acceptance of the
oneness of the human family and the interconnectedness of the nations of 'the earth,
our home.' While it encourages a sane and legitimate patriotism, it also insists upon a
wider loyalty, a love of humanity as a whole. It does not, however, imply abandonment
of legitimate loyalties, the suppression of cultural diversity, the abolition of national
autonomy, nor the imposition of uniformity. Its hallmark is ‘unity in diversity.' World
citizenship encompasses the principles of social and economic justice, both within and
between nations; non-adversarial decision making at all levels of society; equality of
the sexes; racial, ethnic, national and religious harmony; and the willingness to
sacrifice for the common good. Other facets of world citizenship-including the
promotion of human honor and dignity, understanding, amity, co-operation,
trustworthiness, compassion and the desire to serve-can be deduced from those
already mentioned."

Mundialization (French, mondialisation)

As a philosophy, this term seems to be a response to globalization's "dehumanization

through planetarization", as quoted from Teilhard de Chardin. The early use of the
term mundialization was the safe to the act of a city or a local authority declaring itself
as a "world citizen" city by voting a charter stating its awareness of global problems
and its sense of shared responsibility. The concept was promoted by the self-declared
World Citizen Garry Davis in 1949, as a logical extension of the idea of individuals
declaring themselves world citizens, and promoted by Robert Sarrazac, a former
leader of the French Resistance who created the Human Front of World Citizens in
1945. The first city to be officially mundialised was the small French city of Cahors

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(only 20,000 in 2006), the capital city of the Département of Lot in central France, on
20 July 1949. Hundreds of cities mundialised themselves over a few years, most of
them in France, and then it spread internationally, including to many German cities
and to Hiroshima and Nagasaki. In less than a year, 10 General Councils (the elected
councils of the French "Départements"), and hundreds of cities in France covering 3.4
million inhabitants voted mundialisation charters. One of the goals was to elect one
delegate per million inhabitants to a People's World Constitutional Convention given
the already then historical failure of the United Nations in creating a global institution
able to negotiate a final world peace. To date, more than 1000 cities and towns have
declared themselves World cities, including Beverly Hills, Los Angeles, Minneapolis,
St. Louis, Philadelphia, Toronto, Hiroshima, Tokyo, Nivelles, and Königswinter.

As a social movement, mundialization expresses the solidarity of populations

of the globe and aims to establish institutions and supranational laws of a federative
structure common to them, while respecting the diversity of cultures and peoples. The
movement advocates for a new political organization governing all humanity, involving
the transfer of certain parts of national sovereignty to a Federal World Authority,
Federal World Government and Federal World Court. Basing its authority on the will
of the people and developing new systems to draw the highest and best wisdom of all
humanity into the task of governing our world, the collaborative governing system
would be capable of solving the problems which call into question the future of man,
such as hunger, water, war, peace-keeping, pollution and energy. The mundialization
movement includes the declaration of specified territory - a city, town, or state, for
example - as world territory, with responsibilities and rights on a world scale. Currently
the nation-state system and the United Nations offer no way for the people of the world
to vote for world officials or participate in governing our world. International treaties or
agreements lack the force of law. Mundialization seeks to address this lack by
presenting a way to build, one city at a time, such a system of true World Law based
upon the sovereignty of the whole.

Earth Anthem

Shashi Tharoor, an author, feels that an Earth Anthem sung by people across
the world can inspire planetary consciousness and global citizenship people. This
author suggests that the students of this course should write the lyrics of an Earth
Anthem with musical composition.

In addition, they should also compose the World Pledge (Panatang Pandaigdig)

Listen: [Link]

Criticism of Global Citizenship

Various writers and authors criticized the use and practice of global citizenship.
Not all people of the world like the idea of having a global citizenship. For example,
Parekh advocates what he calls globally oriented he calls globally oriented citizenship,
and states, “If global citizenship means being a citizen of the world, it is neither
practicable nor desirable." He argues that global citizenship, defined as an actual
membership of a type of worldwide government system, is impractical and dislocated
from one's immediate community. He also notes that such a world state would

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inevitably be "remote, bureaucratic, oppressive, and culturally bland." Parekh presents
his alternative option with the statement: "Since the conditions of life of our fellow
human beings in distant parts of the world should be a matter of deep moral and
political concern to us, our citizenship has an inescapable global dimension, and we
should aim to become what I might call a globally oriented citizen." Parekh's concept
of globally oriented citizenship consists of identifying with and strengthening ties
towards one's political regional community (whether in its current state or an improved,
revised form), while recognizing and acting upon obligations towards others in the rest
of the world.

Michael Byers, a professor in Political Science at the University of British

Columbia, questions the assumption that there is one definition of global citizenship,
and unpacks aspects of potential definitions. In the introduction to his public lecture,
the UBC Internalization website states, "Global citizenship remains undefined. What,
if anything, does it really mean? Is global citizenship just the latest buzzword?" Byers
notes the existence of stateless persons, whom he remarks ought to be the primary
candidates for global citizenship, yet continue to live without access to basic freedoms
and citizenship rights. Byers does not oppose the concept of global citizenship,
however he criticizes potential implications of the term depending on one's definition
of it, such as ones that provide support for the "ruthlessly capitalist economic system
that now dominates the planet." Byers states that global citizenship is a "powerful term"
because "people that invoke it do so to provoke and justify action," and encourages
the attendees of his lecture to re-appropriate it in order for its meaning to have a
positive purpose, based on idealistic values.

Neither is criticism of global citizenship anything new. Gouverneur Morris, a

delegate to the Constitutional Convention (United States), criticized "citizens of the
world" while he was on the floor of the convention; August 9, 1787. "As to those
philosophical gentlemen, those Citizens of the World as they call themselves, He
owned he did not wish to see any of them in our public Councils. He would not trust
them. The men who can shake off their attachments to their own Country can never
love any other. These attachments are the wholesome prejudices which uphold all
Governments, admit a Frenchman into your Senate, and he will study to increase the
commerce of France: an Englishman, and he will feel an equal biass in favor of that of
England."

The Rights and Responsibilities of Global Citizenship

By Ron Israel, Co-Founder and Director, The Global Citizens' Initiative July, 2015

A global citizen is someone who sees themselves as part of an emerging

sustainable world community, and whose actions support the values and practices of
that community. Many people today identify with being global citizens as more and
more aspects of their lives become globalized.

Being a global citizen does not mean that you have to give up the other
citizenship identities you already have, e.g. your country citizenship, your allegiance
to your local community, religious, or ethnic group. Being a global citizen just means
that you have another layer of identity (with the planet as a whole) added on to who

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you are. And if you take that identity seriously, there are a new set of rights and
responsibilities that come with it.

Global Citizenship Rights

The rights of global citizens are imbedded in the Universal Declaration of Human
Rights, first drafted in 1948 after World War II. The core nature of the Universal
Declaration-grounded in individual liberty, equality, and equity-has remained constant.
However, the ways in human rights are applied change over time, with changes that
occur in the political, economic and social fabric of society. Also new rights, that were
not on the 1948 human rights agenda have emerged, for example, digital access
rights, LGBT rights, and environmental rights. Some people cite the emergence of new
rights and changing political systems as calling forth the need for an updated Universal
Declaration of Human Rights.

The main problem related to human rights has been the difficulties that the world has
had in enforcing them. There is a long and shameful history of disrespect for and abuse
of human rights on the part of sovereign states, religious institutions, corporations and
others. A growing number of international mechanisms have been established, for
reporting human rights abuses. There also are global, regional, and national courts
that exist to adjudicate incidences of human rights abuse. Yet, unfortunately human
rights enforcement mechanisms still have limited legal jurisdiction, and many states
have not agreed to participate in them. This is yet another reason for a review and
update of our current human rights policies and programs.

Global Citizenship Responsibilities

A global citizen, living in an emerging world community, has moral, ethical,

political, and economic responsibilities. These responsibilities include:

1. Responsibility to understand one's own perspective and the perspectives of

others on global issues. Almost every global issue has multiple ethnic, social,
political, and economic perspectives attached to it. It is the responsibility of global
citizens to understand these different perspectives and promote problem-solving
consensus among the different perspectives and the building of common ground
solutions. A global citizen should avoid taking sides with one particular point of view,
and instead search for ways to bring all sides together.

2. Responsibility to respect the principle of cultural diversity: The multiple

perspectives that exist with most global issues often are a reflection of different cultural
belief systems. Each of our major cultural belief systems brings value-added to our
search for solutions to the global issues we face. In building a sustainable values-
based world community it is important to maintain respect for the world's different
cultural traditions; to make an effort to bring together the leaders of these different
cultural traditions who often have much in common with one another; and to help
leaders bring the best elements of their cultures to the task of solving global issues
and building world community.

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3. Responsibility to make connections and build relationships with people from
other countries and cultures. Global citizens need to reach out and build
relationships with people from other countries and cultures. Otherwise we will continue
to live in isolated communities with narrow conflict-prone points of view on global
issues. It is quite easy to build global relationships. Most countries, cities, and towns
are now populated with immigrants and people from different ethnic traditions. The
Internet offers a range of opportunities to connect with people on different issues. So
even without traveling abroad (which is a useful thing to do), it is possible to build a
network of personal and group cross-country and cultural relationships. Building such
networks help those involved better understand their similarities and differences and
search for common solutions for the global issues that everyone faces.

4. Responsibility to understand the ways in which the peoples and countries of

the world are inter-connected and inter-dependent: Global citizens have the
responsibility to understand the many ways in which their lives are inter-connected
with people and countries in different parts of the world. They need for example to
understand they ways in which the global environment affects them where they live,
and how the environmental lifestyles they choose affect the environment in other parts
of the world. They need to understand the ways in which human rights violations in
foreign countries affect their own human rights, how growing income inequalities
across the world affect the quality of their lives, how the global tide of immigration
affects what goes on in their countries.

5. Responsibility to understand global issues: Global citizens have the

responsibility to understand the major global issues that affect their lives. For example,
they need to understand the impact of the scarcity of resources on societies; the
challenges presented by the current distribution of wealth and power in the world; the
roots of conflict and dimensions of peace-building; the challenges posed by a growing
global population.

6. Responsibility to advocate for greater international cooperation with other

nations: Global citizens need to play activist roles in urging greater international
cooperation between their nation and others. When a global issue arises, it is
important for global citizens to provide advice on how their countries can work with
other nations to address this issue; how it can work with established international
organizations like the United Nations, rather than proceed on a unilateral course of
action.

7. Responsibility for advocating for the implementation of international

agreements, conventions, treaties related to global issues: Global citizens have
the responsibility to advocate for having their countries ratify and implement the global
agreements, conventions, and treaties that they have signed.

8. Responsibility for advocating for more effective global equity and justice in
each of the value domains of the world community. There are a growing number
of cross-sector issues that require the implementation of global standards of justice
and equity; for example, the global rise in military spending, the unequal access by
different countries to technology, the lack of consistent national policies on
immigration. Global citizens have the responsibility to work with one another and

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advocate for global equality and justice solutions to these issues. (Reference: The
above article is a full text of the author, Ron Israel)..

Ethical Obligations of Global Citizens

Various writers have the following ideas concerning the Global Citizen's ethical
obligations:

1. From: Daisaku Ikeda

• A global citizen has the wisdom to perceives the interconnectedness of all life
and living.
• The courage not to fear or deny difference; but to respect and strive to
understand people of different cultures, and to grow from encounters with them.
• The compassion to maintain an imaginative empathy that reaches beyond
one's immediate surroundings and extends to those suffering in distant places.

Thus, a global citizen has the ethical obligation of involvement and activity with the
goal of moving towards greater social justice in all dimension of his life.

2. From Kwame Anthony Appiah, Professor of Philosophy at Princeton

University

• If you can prevent something bad from happening at the cost of something less
bad, you ought to do it.
• People have a right to the satisfaction of their basic needs such a health, food,
shelter and education. Our obligation is to help others satisfy their needs.
• In any event, our highest duties are to those whom we are closest - family,
friends.

According to Janet Keeping, President of Sheldon Cheuner Foundation for Ethics

in Leadership in Calgary, Alberta, global citizenship has no legal significance at the
moment. Perhaps, as such it never will. But the words often serve as a rallying cry for
ethically motivated action on global problems such as the AIDS pandemic. The
concept is likely to contribute to call for more onerous obligations in the powerful and
fortunate in both international and domestic law - to share with those who are less so.

Application

Submit a proposal on a community work we can do in your community to

address an identified issue or concern in the purok or sitio you are residing. Fill out the
format provided. The best project proposal will be considered and further evaluated
and perhaps can be used as the community extension project for the class this
semester. Be thorough and accurate in providing the data.

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Community Project Proposal

Name of the Project

Project Location
Project Beneficiary
Demographics of # of # of Individuals
Beneficiaries Households
Male (18 yrs. Female (18 yrs.
Old & above) Old & above)
Senior Citizen Children (below
(60 yrs. old & 18 yrs. Old)
above)
Identified Need of the Community you
wanted to address (ex. Health, Sanitation,
Education, Peace and order, Safety, etc.)
Project Activity (ex. Tree planting, clean up
drive, feeding, etc.)
Project Objective(s) (ex. To clean the
riverbanks of Tuganay River)

Project Details
Date of Activity(ies)
Budgetary Requirements
Particular Details Total Cost
Ex. Food pack 100.00/pack X 100.00 pax 10,000.00

TOTAL COST
Manpower Requirements
Total # of Volunteers # of Security Force
needed needed (ex. Military,
police, BPLK)
# of Medical Personnel # of Technical
needed (ex. Doctor, Volunteers needed
Nurses, Dentist, BHW) (ex. Engineers,
Electricians, etc.)
Other details needed to be known

Proposed by

__________________________
Signature Above Printed Name

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Assessment

I- Definition- Define the following terms based on the lesson discussed in this
learning module. (2 pts. Each)

1.) Global Citizenship –

2.) Citizenship –

3.) Global Citizen-

4.) Earth Anthem-

5.) Mundialization-

II- Essay: Answer and Expound these questions. Your answer will be graded based
on its content (50%) Grammar (30%) and organization of thoughts (20%). (10 points)

1.) Is there really a global citizen?

2.) Can one be a citizen without rights and responsibilities? Support your answer.

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