Globalization is the process whereby spaces between nations become porous due to accelerated diffusion of information, people, capital, and goods. Max Weber proposed that Calvinism shaped the work ethics of entrepreneurs during early capitalist industrialization. In the 1960s, modernization theory emerged, believing that all societies progress through increasing complexity. Walt Rostow proposed five stages of development: traditional society, preconditions for take-off, take-off, drive to maturity, and high mass consumption. Modernization brings cultural change as Western influences globalize local cultures.
Global Education Patterns
The Concept of Globalization
Globalization started in economics but spread to many parts of our lives, like how we work, live, and share ideas. It's like a big change that has affected the whole world, making things different in the way we do stuff.
Cogburn (2000) posits that globalization encompasses profound structural transformations in the production and distribution processes within the global economy. Globalization, a fundamental concept influencing economic, social, and cultural policies, has sparked debates on its merits and drawbacks.
Globalization doesn't just affect buying and making things, or services that everyone uses, like schools. It also changes the way people live and what they value. Often, it makes local cultures similar to a standardized global culture, which can be a lot for them to handle (Kuehn, 1999).
Factors Leading Globalization
Globalization is shaping the world order, affecting social, political, and economic structures. English, used as a first or second language in nearly 100 countries, has become a universal language in media, computer, and trade. Other leading factors of globalization include:
• Increasing global communication via fiber optics, satellite and computer technology
• Integrated and coordinated product design, production, sale
• Increasing numbers of free trade agreements at international level
• Advancement of regulations and standards for trade, finance, work, product and services in whole world
• Financial markets’ giving services during 24 hours everyday
• Increasing numbers of foreign investments in many countries and increasing effects of foreign control on workers (Deniz, 1999).
Benefits of Globalization
1. Conceptual Shifts
2. Information-Intensive Economy
3. Challenges in Education
4. Interdisciplinary Approach
5. Symbol Manipulation Skills
6. Independent Thinking
7. Scientific and Technical Training
8. Addressing Information Age Challenges
9. Exchange of Ideas
10. Technological Integration
The Aim and the Importance of Global Education
The aims and importance of global education are as follows:
Let those who participate education process gain skills of new cultures
Develop the ability of distinguishing intercultural differences
Assist the people criticizing events from global perspective
Explain how different cultures affect the activities of organizations
Help students realize how attitudes are shaped and how they affect the behaviors
Develop the language and harmony skills of the managers who will work in different cultures
Provide the ability of working together with the people coming from different cultures
Develop the skill of multi-sided thinking by causing them gain the cultural sensitivity and experience
Teach how to behave according to cultural differences
Develop the way of thinking from individuality to globosity (Deniz, 1999).
Culture, Identity, Learning, and EqualityLearning Objec.docxfaithxdunce63732
Culture, Identity, Learning,
and Equality
Learning Objectives
After reading this chapter, you should be able to do the following:
• Analyze the impact of culture on everything we do, including communication and learning.
• Evaluate the relationship between learning, culture, and education.
• Describe the interactions between various forms of identity and student learning.
• Analyze the tension between supporting students’ culture, identity and language, and making sure all
students are treated equally.
5
AP Photo/Havre Daily News/Nikki Carlson
war81073_05_c05.indd 129 8/30/13 10:16 AM
CHAPTER 5Pre-Test
Introduction
In this chapter we examine culture’s impact on everything people do, including com-municating, learning, and teaching. For educators, it is important to remember that the students and families they serve may come from very different cultures than that of the
school or their own.
While it is very important to consider the diverse backgrounds of all students and their
families, school personnel must remember that diversity comes in many rich and complex
combinations. Children’s unique cultural, linguistic, gender, disability, and other identi-
ties must be honored, respected, and supported.
However, schools need to make sure they support equality and integration, and sometimes
it is difficult to balance these two perspectives. Grouping students to target instruction and
develop group solidarity is often the best way to support students’ unique identities and
to meet their educational needs. However, this approach can produce negative and unin-
tended consequences. Schools must continually struggle to balance supporting unique
cultures and identities while providing multicultural activities, exposure, and knowledge.
Pre-Test
1. In these types of cultures, social and cultural contexts in which words are used
often communicate more than the words themselves. These are known as
a. highly verbal cultures.
b. low-context cultures.
c. high-context cultures.
d. legalistic cultures.
2. In the 1960s, who first introduced to the United States a four-stage, biological
view of how children learn?
a. Jean Piaget
b. Noam Chomsky
c. Lawrence Kohlberg
d. Sigmund Freud
3. A child’s beliefs about how competent he or she is in achieving a task and activ-
ity and in learning a new skill or concept, is called
a. self-image.
b. self-esteem.
c. self-efficacy.
d. self-concept.
4. When students are segregated due to some inadvertent consequence, practice, or
activity, this is termed
a. intentional segregation.
b. unintentional integration.
c. unintentional consequences.
d. unintentional segregation.
war81073_05_c05.indd 130 8/30/13 10:16 AM
CHAPTER 5Section 5.1 Influence of Culture on Everything We Do
Answers
1. c. high-context cultures. The answer can be found in Section 5.1.
2. a. Jean Piaget. The answer can be found in Section 5.2.
3. c. Self-efficacy. The answer can be found in Section 5.3.
.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
This is the powerpoint that introduced some of the issues around the renewal of the Ontario Social Studies curriculum. For over a decade the curriculum has tried undergone many changes, sometimes encouraging the development of social responsibilities and sometimes not. Currently, we can decide whether we should focus on social justice or not. Either way we must enter a discussion of why and how.
Global Education Patterns
The Concept of Globalization
Globalization started in economics but spread to many parts of our lives, like how we work, live, and share ideas. It's like a big change that has affected the whole world, making things different in the way we do stuff.
Cogburn (2000) posits that globalization encompasses profound structural transformations in the production and distribution processes within the global economy. Globalization, a fundamental concept influencing economic, social, and cultural policies, has sparked debates on its merits and drawbacks.
Globalization doesn't just affect buying and making things, or services that everyone uses, like schools. It also changes the way people live and what they value. Often, it makes local cultures similar to a standardized global culture, which can be a lot for them to handle (Kuehn, 1999).
Factors Leading Globalization
Globalization is shaping the world order, affecting social, political, and economic structures. English, used as a first or second language in nearly 100 countries, has become a universal language in media, computer, and trade. Other leading factors of globalization include:
• Increasing global communication via fiber optics, satellite and computer technology
• Integrated and coordinated product design, production, sale
• Increasing numbers of free trade agreements at international level
• Advancement of regulations and standards for trade, finance, work, product and services in whole world
• Financial markets’ giving services during 24 hours everyday
• Increasing numbers of foreign investments in many countries and increasing effects of foreign control on workers (Deniz, 1999).
Benefits of Globalization
1. Conceptual Shifts
2. Information-Intensive Economy
3. Challenges in Education
4. Interdisciplinary Approach
5. Symbol Manipulation Skills
6. Independent Thinking
7. Scientific and Technical Training
8. Addressing Information Age Challenges
9. Exchange of Ideas
10. Technological Integration
The Aim and the Importance of Global Education
The aims and importance of global education are as follows:
Let those who participate education process gain skills of new cultures
Develop the ability of distinguishing intercultural differences
Assist the people criticizing events from global perspective
Explain how different cultures affect the activities of organizations
Help students realize how attitudes are shaped and how they affect the behaviors
Develop the language and harmony skills of the managers who will work in different cultures
Provide the ability of working together with the people coming from different cultures
Develop the skill of multi-sided thinking by causing them gain the cultural sensitivity and experience
Teach how to behave according to cultural differences
Develop the way of thinking from individuality to globosity (Deniz, 1999).
Culture, Identity, Learning, and EqualityLearning Objec.docxfaithxdunce63732
Culture, Identity, Learning,
and Equality
Learning Objectives
After reading this chapter, you should be able to do the following:
• Analyze the impact of culture on everything we do, including communication and learning.
• Evaluate the relationship between learning, culture, and education.
• Describe the interactions between various forms of identity and student learning.
• Analyze the tension between supporting students’ culture, identity and language, and making sure all
students are treated equally.
5
AP Photo/Havre Daily News/Nikki Carlson
war81073_05_c05.indd 129 8/30/13 10:16 AM
CHAPTER 5Pre-Test
Introduction
In this chapter we examine culture’s impact on everything people do, including com-municating, learning, and teaching. For educators, it is important to remember that the students and families they serve may come from very different cultures than that of the
school or their own.
While it is very important to consider the diverse backgrounds of all students and their
families, school personnel must remember that diversity comes in many rich and complex
combinations. Children’s unique cultural, linguistic, gender, disability, and other identi-
ties must be honored, respected, and supported.
However, schools need to make sure they support equality and integration, and sometimes
it is difficult to balance these two perspectives. Grouping students to target instruction and
develop group solidarity is often the best way to support students’ unique identities and
to meet their educational needs. However, this approach can produce negative and unin-
tended consequences. Schools must continually struggle to balance supporting unique
cultures and identities while providing multicultural activities, exposure, and knowledge.
Pre-Test
1. In these types of cultures, social and cultural contexts in which words are used
often communicate more than the words themselves. These are known as
a. highly verbal cultures.
b. low-context cultures.
c. high-context cultures.
d. legalistic cultures.
2. In the 1960s, who first introduced to the United States a four-stage, biological
view of how children learn?
a. Jean Piaget
b. Noam Chomsky
c. Lawrence Kohlberg
d. Sigmund Freud
3. A child’s beliefs about how competent he or she is in achieving a task and activ-
ity and in learning a new skill or concept, is called
a. self-image.
b. self-esteem.
c. self-efficacy.
d. self-concept.
4. When students are segregated due to some inadvertent consequence, practice, or
activity, this is termed
a. intentional segregation.
b. unintentional integration.
c. unintentional consequences.
d. unintentional segregation.
war81073_05_c05.indd 130 8/30/13 10:16 AM
CHAPTER 5Section 5.1 Influence of Culture on Everything We Do
Answers
1. c. high-context cultures. The answer can be found in Section 5.1.
2. a. Jean Piaget. The answer can be found in Section 5.2.
3. c. Self-efficacy. The answer can be found in Section 5.3.
.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
This is the powerpoint that introduced some of the issues around the renewal of the Ontario Social Studies curriculum. For over a decade the curriculum has tried undergone many changes, sometimes encouraging the development of social responsibilities and sometimes not. Currently, we can decide whether we should focus on social justice or not. Either way we must enter a discussion of why and how.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. i
Development Team of the Module
Author: Alexis V. Larosa
Content Editor: Jennifer O. Pacamalan and Mark Chilou M. Omandac
Language Editor: Cristina Blanca Niza R. Elarmo, PhD and Ma. Romila D. Uy
Proofreader : Janeth U. Sarsuelo
Illustrator: Eldefonso C. Lagulay
Layout Artist: Ivy O. Niñeza and Jun Rey G. Poblete
Development Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V
Assistant Regional Director
Jonathan S. dela Peña, PhD, CESO V
Schools Division Superintendent
Rowena H. Para-on, PhD
Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD
Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM;
Erlinda G. Dael, PhD, CID Chief; Ferminia M. Labis, EPS (Araling Panlipunan);
Celieto B. Magsayo, LRMS Manager; Loucile L. Paclar, Librarian II;
Kim Eric G. Lubguban, PDO II
Introduction to the Philosophy of the Human Person
Alternative Delivery Mode
Quarter 2- Module 10: Culture and Society in the Globalizing World
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio
Printed in the Philippines by
Department of Education - Alternative Delivery Mode (DepEd-ADM)
Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,
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Telefax:
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4. ii
Understanding Culture,
Society and Politics
Quarter 2- Module 10
Culture and Society in the
Globalizing World
Department of Education ● Republic of the Philippines
SENIOR HIGH SCHOOL
This instructional material was collaboratively developed and
reviewed by educators from public and private schools, colleges, and/or
universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
6. iv
TABLE OF CONTENTS
Page No.
Overview 1
Content 1
Pre-test 2
What I Know 2
What I Need To Know 3
What’s In! 3
Activity 2 5
Activity 3 8
Post Test 9
Answer Key 10
References 10
7. 1
OVERVIEW
TO THE STUDENT
HOW TO USE THIS MODULE
In this module, learners are required to go through a series of learning
activities in order to complete each learning outcome. In each learning outcome are
Pre-Test, Information Sheets and Post-tests. Follow and perform the activities on
your own. If you have questions, do not hesitate to ask for assistance from your
teacher.
Remember to:
o work through all the information and complete the activities in each
section;
o read information sheets and complete the activities. Suggested
references are included to supplement the materials provided in this
module;
o most probably, your teacher will also guide. He is there to support you
and show you the correct way to do things;
o you will be given plenty of opportunities to ask questions; and
o write all your answer in your activity notebook.
Greetings!
This module contains training materials and activities for you to finish. You are
required to go through a series of learning activities. If you have questions, don’t
hesitate to ask your teacher for assistance.
This will give you the opportunity to develop your knowledge, hone your skills,
behavior and motivations required in Understanding Culture and Politics. You need
to complete this module before you can perform the next module.
8. 2
WHAT TO LEARN IN THIS MODULE?
At the end of the lesson, learner is expected to:
1. Explain the changes brought about by modernization while being critical of the
Western dominated definition of modernization;
2. Identify the changes that culture undergoes during the period of globalization;
3. Critically examine the Westernizing influence of globalization on local non-
Western cultures; and
4. Discuss the positive ways in which globalization is able to widen the cultural
horizons of people around the world.
WHAT I KNOW?
Pre-Test
Directions. Multiple Choice. Select the correct answer from
the choices given. Write your answer on your activity
notebook.
1. _________________ is the process whereby spaces between nations
become porous because of the accelerated phase of diffusion of information,
people, capital, and goods.
A. Globalization C. Cultural homogenization
B. Economy D. Diversity
2. _________________ proposed earliest formulation of modernization theory
Weber’s culturalist theory of the emergence of capitalism in the West became
one of the pillars for the development of modernization theory.
A. Walt Rostow C. Weber
B. John Calvin D. Max Payne
3. ______________ was developed as an analytical frame for interpreting global
relations, structures, and practices. Invoking an image of the world as a system of
interrelated interdependent units.
A. World Economy C. World Politics
B. World Polity D. World Bank
4. _______________shaped the work ethics of entrepreneurs and capitalists during
the early part of capitalist industrialization.
A. Weberism C. Rowtowism
B. Calvinism D. Capitalism
5. Cultural universalism refers to cultural elements, such as the Internet, fast food from
McDonald’s, and Nike sneakers.
A. Culturalization C. Socialization
B. Globalization D. Cultural universalism
9. 3
WHAT I NEED TO KNOW?
4 factors that influence Filipinos' decision to buy
1. Filipinos love freebies
2. Filipinos shop around, loyal to brands
3. TV remains main source of product info
4. Advertising influence brand
DO THIS
Activity 1. List down the things you use daily, from food,
shampoo, school supplies, music, and TV programs. Identify
each item whether it is imported or not. (Write down your
answer on your activity notebook)
Process Questions:
1. How did you get to know about these products?
2. Do you believe that Filipinos have neo-colonial consciousness, that is, they
prefer imported products rather than local ones? Prove your point.
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
WHAT’S IN
Culture and Social Change Modernization and cultural
change
CULTURE
https://static.rappler.com/images/Grocery%20shopping%20EPA%202011.jpg
Sociologist argues that….
i. society evolves and develops primarily due to social and
ii. the significant role played by cultural forces like religion.
economic factors
Max Weber provided an interesting analysis that showed how
capitalism in the West could have not developed were it not for
the push given by Calvinist ethics.
10. 4
https://cdn.pixabay.com/photo/2020/03/0
3/09/28/john-calvin4898122_960_720.jpg
John Calvin an
influential French theologian and pastor during the Protestant Reformation
Weber’s culturalist theory of the emergence of capitalism in the West became one of
the pillars for the development of modernization theory.
In the 1960s… many social scientists, governments, and policy makers believed in
the theory of modernization. According to this view, based on evolutionary
theory of culture, all societies undergo a process of change in the direction of
greater complexity and progress.
Walt Rostow (1916–2003) proposed earliest formulation
of modernization theory. Walt Rostow (1916–2003), an
American economist and political theorist, proposed five stages
of development.
5 STAGES OF DEVELOPMENT
Calvinism shaped the work ethics of entrepreneurs and capitalists
during the early part of capitalist industrialization. Calvinism created
anxiety among the believers that could only be relieved through hard–
work, total devotion to work, avoidance of idleness, and renunciation
of worldly pleasures. Furthermore, Calvinist doctrine of predestination
(i.e., the doctrine that teaches that God already preordained some
people to be saved), led its members to equate prosperity in this
world with salvation. Hence, the cultural ethos generated by the
teachings of Calvinism supplied the work ethic necessary for capital
accumulation during the incipient growth of capitalism.
https://upload.wikimedia.org/wikipedi
a/commons/thumb/e/e9/Walt_Rostow
_1968.jpg/1280px-
Walt_Rostow_1968.jpg
https://i2.wp.com/revisesociology.com/wp-content/uploads/2017/09/rostows-five-stages-growth.jpg?resize=640%2C480&ssl=1
Stage 5: High Mass
Consumption
Consumer oriented durable goods,
flourish, service sector becomes
dominant
Stage 4: Drive to Maturity
Diversification, innovation, less
reliance on imports investments
Stage 3. Take Off
Industrialization, growing
investments, regional growth,
political change
Stage 2. Transitional Stage
Specialization, surpluses,
infrastructure
Stage 1. Transitional Society
Subsistence, barter, agriculture
Dependent on Global Economy or
Market Managing Economies
Dependent on Growth and
Developed Economies
Dependent on Sub-urban
Economy
Dependent on Social Appreciation of
Education and Skill Development
Dependent on Rural
Economy
Demographic research requirement using Rostow’s model prior to Product Launch
Rostow’s 5 Stages of
growth
Dr. Krishnan Umachandran
11. 5
DO THIS
Activity 2. Base on your own understanding, answer the
following questions in your activity notebook. Read Annex A
for further reading on the five stages of development by
Rostow.
1. Are Rostow’s 5 Stages of growth still ideal for today’s economies?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. Must an economy follow these 5 stages to achieve sustainable economic
growth?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
3. Can technology transfer or technology acquisition enable an economy skip
early stages stipulated by Rostow and still achieve sustainable growth?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
WHAT’S IN?
Globalization and Culture
Cultural homogenization is the process whereby spaces
between nations become porous because of the accelerated
phase of diffusion of information, people, capital, and goods.
Immersed in computer-mediated technologies, people’s
relationships and forms of interaction around the world increasingly have become
unconstrained by geography and are no longer necessarily local or national in
nature.
Roland Robertson (1992) defines globalization as ‘the
compression of the world and the intensification of
consciousness of the world as a whole. Globalization process
intensifies the consciousness of the people that cultures are
intricately linked on the global scale. This is globality—as
opposed to globalism— that equates globalization with simple
spread of Western-style liberal democracy and unhampered
market forces of capitalism. With globalization has come the idea
of a world culture, that is, the universality of particular cultural
traits, whose spread is a consequence of globalization.
https://www.dur.ac.uk/images/
IAS/2018_revisions/Fellows181
9/Fellows1011/ProfRRobertson.
jpg
12. 6
Cultural universalism refers to cultural elements, such as the Internet, fast food
from McDonald’s, and Nike sneakers. Technological objects such as “iPhone” and
“Android” are known all over the world although many people do not possess them.
Scientific ideas have the same status.
Fear of consumerism leads many sociologists to invent new words to characterize
this corporate process of homogenization of the world like:
Cultural Homogenization-Ours is a consumers’ society, in which culture, in
common with the rest of the world experienced by consumers, manifests itself as a
repository of goods intended for consumption, all competing for the unbearably
fleeting and distracted attention of potential clients, all trying to hold that attention for
more than just the blink of an eye.
“Globalization” a kind of cultural homogenization is called which is defined “as the
imperialistic ambitions of nations, corporations, organizations. (Ritzer 2011, p. 172).
Ritzer popularized the word McDonaldization.
The best example given by Ritzer on globalization of nothingness are the malls. The
structure of the malls can easily be adapted and transported to other localities yet
allowing for local choice of goods, services, and commodities to be served and
displayed. Malls have created a culture of “malling.”
Cultural heterogenization as hybridization
As globalization intensifies cultures become hybridized. Hybridization denotes a
wide register of multiple identity, cross-over, pick-’n’-mix, boundary- crossing
experiences and styles, matching a world of growing migration and transnational
families, intensive intercultural communication, everyday multiculturalism and
erosion of boundaries. In optimistic takes on hybridity, ‘hybrids were conceived as
lubricants in the clashes of culture; they were the negotiators who would secure a
future free of xenophobia’ (Papastergiadis 1997, p. 261). A Filipino-American, for
example, may find himself or herself in Seoul, South Korea watching American soap
opera dubbed in Korean language while eating Mediterranean food.
World polity theory was developed as an analytical frame for interpreting global relations,
structures, and practices. Invoking an image of the world as a system of interrelated
interdependent units, it is a theory of transnational interaction and global social change
“Coca-Colonization”
by Kuisel, (1993)
“McDonaldization”
by Ritzer (2008)
“Disneydization” by
Bryman (2004)
“Starbuckization”- prompted by the phenomenal spread of Starbucks
worldwide (Ritzer 2010, p. 36).
13. 7
Hybridity has always been with us. But the pace of mixing accelerates and its
scope widens in the wake of major structural changes, such as new technologies
that enable new phases of intercultural contact. Scholars who support cultural
heterogenization does not deny that there is some truth in claims as to global
cultural homogenization, – that is, the whole world becoming culturally similar in
some ways. But this is not the whole story, for forms of cultural heterogenization—
things becoming more culturally complex—are also part of, and are produced by,
globalization processes (Back, et al. 2012, p.122). People do frame their thinking—
especially thinking about themselves and who they are—within global frames of
reference. They are compelled to see themselves as just one part of a much greater
global whole. In this view, cultural globalization is ambivalent: it can either
encourage a cosmopolitan consciousness and open attitude towards the wider world
and all the different cultures and groups within it, or it can involve the creation of
negative feelings towards people from other cultures, involving racist and
ethnocentric attitudes. Eric Hobsbawm (1982) puts this analysis in good light:
…somewhere on the road between the globally uniform coke-can and the roadside
refreshment stand in Ukraine or Bangladesh, the supermarket in Athens or in
Djkarta, globalization stops being uniform and adjusts to local differences, such as
language, local culture or... local politics (p. 2, as quoted in Back 2012, p. 122).
14. 8
DO THIS
Activity 3. Easy Interview and essay. Conduct an
interview to your parents and answer the questions below.
1. Cultural differences are often expressed in the
“generation gap.” List 10 things that you and your parents
share and believe together (religion, education, and family
values) as well as those that you disagree with (music, clothing, and love
relationships,).
Things that I Believe
but my parents don’t
believe in
Things that my
Parents believed but I
don’t believe in
Things that we both
believe in
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. How will you explain these differences based on the lesson?
2. List the things you think are good about traditional Filipino values (example:
resiliency, “kasipagan,” and family ties). List also those traditional values that
you think should be discarded (example: ningas kugon, family ties, and
mamaya na habit).
Good traditional Filipino Values Filipino values that should be
discarded
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3. Explain your answer why you like or want to discard the Filipino values you
listed above.
________________________________________________________________
________________________________________________________________
________________________________________________________________
16. 10
ANSWER KEY
Pre-Test Post Test
REFERENCES
https://cdn.pixabay.com/photo/2020/03/03/09/28/john-calvin-4898122_960_720.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/e/e9/Walt_Rostow_1968.jpg/1280px-
Walt_Rostow_1968.jpg
https://i2.wp.com/revisesociology.com/wp-content/uploads/2017/09/rostows-five-stages-
growth.jpg?resize=640%2C480&ssl=1
https://www.dur.ac.uk/images/IAS/2018_revisions/Fellows1819/Fellows1011/ProfRRobertson.jpg
https://www.tutor2u.net/economics/reference/rostow-five-stages-of-economic-growth-model
17. 11
ANNEX 1
THE FIVE STAGES OF DEVELOPMENT BY ROSTOW
https://www.tutor2u.net/economics/reference/rostow-five-stages-of-economic-growth-
model
Walt Rostow took a historical approach in suggesting that developed countries have
tended to pass through 5 stages to reach their current degree of economic
development.
These are:
1. Traditional society. This is an agricultural economy of mainly subsistence
farming, little of which is traded. The size of the capital stock is limited and
of low quality resulting in very low labour productivity and little surplus output
left to sell in domestic and overseas markets
2. Pre-conditions for take-off. Agriculture becomes more mechanised and
more output is traded. Savings and investment grow although they are still a
small percentage of national income (GDP). Some external funding is
required - for example in the form of overseas aid or perhaps remittance
incomes from migrant workers living overseas
3. Take-off. Manufacturing industry assumes greater importance, although the
number of industries remains small. Political and social institutions start to
develop - external finance may still be required. Savings and investment
grow, perhaps to 15% of GDP. Agriculture assumes lesser importance in
relative terms although the majority of people may remain employed in the
farming sector. There is often a dual economy apparent with rising
productivity and wealth in manufacturing and other industries contrasted with
stubbornly low productivity and real incomes in rural agriculture.
4. Drive to maturity. Industry becomes more diverse. Growth should spread to
different parts of the country as the state of technology improves - the
economy moves from being dependent on factor inputs for growth towards
making better use of innovation to bring about increases in real per capita
incomes
5. Age of mass consumption. Output levels grow, enabling increased consumer
expenditure. There is a shift towards tertiary sector activity and the growth is
sustained by the expansion of a middle class of consumers.
18. 12
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