Say Grace

1. REVIEW FOR LICENSURE EXAMINATION
FOR TEACHERS

2. GLOBAL CONTEXTS OF EDUCATION
Concepts of Globalization
 a process (or set of processes) which embodies a
transformation in the spatial organization of social relations
and transactions, expressed in transcontinental or
interregional flows and networks of activity, interaction and
power (Held, McGraw, et al, 1999)

3. Concepts of Globalization
 processes of change which underpin a transformation in
the organization of human affairs by linking together and
expanding human activity across regions and continents
(Held, McGrew, Goldblatt, Perraton, 1999)
 evident in:
- the evolution of global systems of communication and
transportation
- the technological advancement of internet and
telecommunications

4. Concepts of Globalization
 evident in:
- the incorporation of local, regional, and national
economies into a worldwide global economy
- an increase in interaction between societies, resulting in
global culture, which exists along with an array of distinctive
local, national, and regional cultures
- the emergence of a worldwide international system that is
eroding the traditional boundaries between domestic and
international politics

5. Concepts of Globalization
 evident in:
- the increasing impact of human activity upon the planet’s
ecosystem, and the increasing constraints on human
activity imposed by the limits of the system
- an expanding global consciousness that enhances/
expands our awareness of being members of the human
global species, with the world as our community

6. Impact of Globalization on Education
 economic impact
- commodification and the corporate takeover of education
- branding, globalization, and learning to be consumers
- movement of higher education toward supporting the
nation’s wealth as opposed to focusing on the liberal
education of the undergraduates
 political impact
- threat to the autonomy of national educational systems

7. Impact of Globalization on Education
 political impact
- threat to the autonomy of national educational systems
- reduction of state and government support and subsidy for
education
- increased and close partnership of higher education with
industry and government-sponsored techno-science
initiatives
- de-localization and changing technologies and orientations
in education

8. Impact of Globalization on Education
 political impact
- more protection and regulation of intellectual property
rights
- certain loss of nation-state sovereignty and weakening of
the notion of the “citizen” as a unified and unifying concept
 socio-cultural impact
- creation of “tensions” between the:
- individual and universal

9.  socio-cultural impact
- creation of “tensions” between the:
- individual and universal
- local and global
- tradition and modernity
- infinity of information and limitation of human
capacity to assimilate knowledge
- short term and long term considerations
- spiritual and material

10.  socio-cultural impact
- reforms in education
- universal literacy and universal access to education
- educational quality as a key component of equity
- education as lifelong education
- education as a human right
- education for peace, tolerance, and democracy
- eco-pedagogy
- new technologies of information and communication

11. SOCIO-CULTURAL CONTEXT OF EDUCATION
- “global village” (McLuhan, 1960s)
- cultural globalization – rapid traversing of ideas, attitudes,
and values across national borders
- Theory of Clash of Civilizations
(Samuel P. Huntington)
- changing values and morality

12. SOCIO-CULTURAL CONTEXT OF EDUCATION:
STRUCTURAL FUNCTIONALISM
 interdependency
 functions of social structure and culture
 consensus and cooperation
 equilibrium

13. CHARACTERISTICS OF INSTITUTIONS
 purposive
 relatively permanent in content
 structured
 unified structure
 value-laden – simplify and control behavior,
provide ready-made forms of social roles and
social relations

14. ENVIRONMENTAL CONTEXT OF EDUCATION
- resource shortages
- human capital and quality of life
- changing technology at an exponential rate
- pollution as a global issue
POLITICAL-ECONOMIC CONTEXT OF EDUCATION
- concern for human dignity and human development

15. MAJOR PARADIGM SHIFT IN EDUCATION

20. CHARACTERISTICS OF EDUCATION
FOR THE 21st CENTURY

21. NEW DEVELOPMENTS IN EDUCATION:
TRENDS AND DIRECTIONS
 Transformative Education – an educational process
that brings about deep and significant changes (for the
better) in an individual and ultimately culminates in
similar changes at the societal level, principally brought
about through innovative and creative teaching and
learning, curriculum reform, and appropriate policy at
the school level

22.  Inclusive Education - education based on the right of
all learners to quality education that meets basic
learning needs and enriches lives
 Alternative Education – a non-traditional type of
approach to education based on the belief that there are
many varied pathways to become educated in many
types of educational environments and settings, and
utilizing a variety of structures

23.  Development Education – strives for quality of
economic, social, and political development in all
countries; fairness in relationship between and within
countries; equitable and meaningful linkages between
developed and developing countries
 Global Education – learning about problems and
issues that cut across national boundaries and about
the interconnectedness of systems-cultural, ecological,
economic, political, and technological

24.  Peace education – empowers people to:
- build, maintain, and restore human relationships
- develop positive approaches towards dealing with
conflicts
- create safe environments
- create a safe world based on justice and human
rights
- build a sustainable environment

25.  Multicultural Education – exploration of concepts of
cultural diversity, similarity, prejudices, and cultural
understanding
 Human Rights Education – understanding of human
rights concepts and values to enable learners to
comprehend and transform conditions which give rise to
human rights violations and exalts dignity and worth of
the human person

26.  Civic/Citizenship Education – study of the basic
concepts, beliefs, and values underlying our democratic
political community and constitutional order; draws its
contents from political science, jurisprudence, history,
and economics
 Environmental Education – rethinks human-earth
relationships, fosters sustainable development,
promotes care for the environment, and builds a global
culture of ecological responsibility

27.  Gender Studies
– promotes
gender equality
and harnesses the
role of women in
development

28.  Future
studies –
anticipates
the future and
cope with its
challenges

29. PEACE AND HUMAN RIGHTS EDUCATION
Origin of Peace Education
 1945 - the United Nations was established to “save
succeeding generations from the scourge of war”
 Peace Education is a means to achieve the goals of
the UN
 a humanizing process of teaching and learning
 building a culture of peace

30. Defining
Peace
Castro and Galace, 2008

31. Levels
of Peace
CastroandGalace,2008

32. Human Rights
 inherent entitlements which come to every person as
a consequence of being human
 founded on respect for the dignity and worth of each
person
 inalienable
 indivisible, interrelated, and interdependent
 enshrined in the Universal Declaration of Human
Rights

33. Kinds of Rights
 According to Nature
- civil rights
- political rights
- social, economic, and cultural rights
 According to Recipient
- individual rights
- collective rights

34. Kinds of Rights
 According to Source
- natural rights
- legal rights
 According to Implementation
- immediate rights
- progressive/incremental
rights

35. GENDER EDUCATION
 Sex – actual biological
differences between males and
females
 Gender – socially assigned
labels and personal definitions
as male or female including the
corresponding socially defined
rights and responsibilities

36. Dimensions of Gender
Equality in Education
 Equality of access
 Equality in the learning
process
 Equality of educational
outcomes
 Equality of external results

37. MULTICULTURAL EDUCATION
 a field of study whose major aim is to create equal
opportunities for students from diverse racial, ethnic,
social class, and cultural groups
MULTICULTURALISM
 philosophy that recognizes ethnic diversity within a
society and that encourages others to be enlightened
by worthwhile contributions to society by those of
diverse ethnic background

38. Dimensions of MCE (Banks, 1997)
 content integration
 knowledge construction process
 prejudice reduction
 equity pedagogy
 empowering school culture and social structure

39. Benefits of the Global Perspective of MCE
 increases productivity
 increases creative problem solving skills
 increases positive relationships
 decreases stereotyping and prejudice
 renews vitality of society

40. FOUR PILLARS OF EDUCATION
The UNESCO’s Four (4) Pillars of Learning
Learning
to live
together
Learning
to be
Learning
to do
Learning
to Know

41. Learning to Know
 learning how to learn by developing one’s
concentration, memory skills, and ability to
think
 mastery of learning tools to learn
structured knowledge
 both a means and an end - through
learning, you learn

42. Learning to Do
 acquisition of a competence that enables
people to deal with a variety of situations
and to work in teams
 focuses on personal competence
 learning throughout life
• mastery of the changing time frames and
rhythms of individual existence

43. Learning to Live Together
 vital in building a genuine and lasting
culture of peace
 developing an understanding of others
 respecting the values of pluralism and the
need for mutual understanding and peace
 starts with the development of inner
peace

44. Learning to Be
 develop all the complete dimensions of the
complete person: physical, intellectual,
emotional, ethical
 has the following Universal Aims (Faure
Report):
- towards a scientific humanism- objective
thought translated to action

45. Learning to Be
- creativity- preserve each individual’s
originality
- towards social commitment- active
functioning of social structures and
personal commitment to reform
- towards the complete man- respects the
many-sidedness of personality