TAGBILARAN CITY COLLEGE

College of Business and Industry

Tagbilaran City, Bohol

Jeany Lee Cabahug

Course Code GE 3 Instructor Mary Rose E. Balili
Anna Merzalyn J. Danie, LPT
jlcabahug.tcc@gmail.com
The Contemporary E-mail
Course Title mbalili.tcc@gmail.com
World Address
annadanie.tcc@gmail.com
09550114892
Contact
Course Credits 3 units 0977 611 2838
Number
0948 351 3646
Course Consultation
General Education
Classification Hours
Consultation
Pre-requisite(s) Faculty Room
Venue

LEARNING MODULE

Learning Module 11 : Global Citizenship (Part I)

Duration of Delivery : November 21 – 25, 2022
Due Date of Deliverables : November 25, 2022

Learning Module 11:

Global Citizenship (Part I)

Intended Learning Outcomes:

 Articulate a personal definition of global citizenship;

 Make ways on how to develop the youth in the community; and
 Appreciate and support programs that cares children and community.
 GLOBAL CITIZENSHIP

- The idea that all persons enjoy rights and civic responsibilities of
being a member of the world rather than of nation or place.
- 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.
- Global citizenship is the umbrella term for social, political,
environmental, and economic actions of globally minded
individuals and communities on a worldwide scale.

Global Competence

- It is measured by way of self- awareness, intercultural communication &

global knowledge.
- It is the demonstration of intercultural communication skills and the display
of interest and knowledge about the world issues and events.

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Global Civic Engagement

- It includes the involvement in civic organizations, political voice, and global

civic activism to measure global civic engagement.

Social Responsibility

-
-
- Subsumes global justice and disparities, altruism and empathy.
- This dimension highlights the interconnectedness between local behaviors
and their global consequences.

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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. The term “global society” is sometimes used to indicate global studies
set of learning objectives for students to prepare them for global citizenship.
1. Critical and Transformative Perspective
Citizenship is defined by being a member with rights and responsibilities. It requires
students to be politically critical and personally transformative.
2. World mindedness
Refers to understanding the world as one unified system and a responsibility to view the
interests of individual nations with the overall of the planet in mind.
3. Holistic Understanding
It focuses 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.

B. Global Citizenship as Used in Philosophy

Global citizenship, in some contexts, may refer to a brand of ethics or political philosophy
in which it is proposed that the core social, political, economic and environmental realities of the
world today should be addressed at all levels – by individuals, civil society organizations,
communities and nation states – through a global lens.
C. Global Citizenship as Used in Psychological Studies
Studies of the psychological roots of global citizenship have found that persons high on
global citizenship are also high on the personality traits of openness to experience and
agreeableness. Research has found that those who are high in global human identification are
less prejudiced toward many groups, care more about international human rights, worldwide
inequality, global poverty, and human suffering.
D. Global Citizenship as Used in Other Aspects: Geography, Sovereignty, and Mere
Citizenship
At the same time that globalization is reducing the importance of nation-states, the idea of
global citizenship may require a redefinition of ties between civic engagement and geography.

GLOBAL COLLECTIVE ACTION

- People are called to Global Collective action because of Global Problems such as:

 Global Poverty - much has to do with exploitative practices that have passed for paths
to development.
 Global Warming - clearly rooted in the practices and systems of the west but are most
destructive to the Global South.
 Gender Issues - clearly a continuing injustice but complex because issues are both
universal and very particular.
 Good Governance - mostly a western issue because it facilitates the free market, but a
fundamental issue for human flourishing and genuine development.
 Sustainable Development - clearly most important to the Global South but
unachievable without western cooperation.
 Global Trade, Fair Trade, Solidarity Economics - requires global cooperation to
restructure the market.
 Terrorism & Peace - requires global cooperation because the primary root is
westernization and exploitation.

References:
 Albrow, Martin and Elizabeth King (eds) Globalization Knowledge and Society.
London, Sage, 1992.
 Ariola, Mariano M. The Contemporary World: Unlimited Books Library Services &
Publishing Inc., 2018

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 TAGBILARAN CITY COLLEGE
College of Business and Industry
Tagbilaran City, Bohol

Name: Section:

Date: Score: /5

Performance Task 1

Instructions: Express your answer through an essay consisting of five (5) to ten (10) sentences.
(5 points).

1. As a global citizen, what initiatives can you make to develop the youth in your community?
____________________________________________________________________________
____________________________________________________________________________

Please be guided by the criteria:

Excellent Average Below Average Achieved

( 5 points) (3 points) (1 points) Points

CONTENT The student clearly The student The student does

explains, expresses explains, not adequately
his or her ideas. expresses his or address the topic.
her ideas.
UNDERSTANDING The student reflects Work shows his Output shows no
on the topic in a or her ideas and ideas and
meaningful and insights. insights.
sincere manner.
FOCUS Sharp, distinct Apparent point Minimal evidence
controlling point made about a of a topic
made about a single single topic with
topic with evident sufficient
awareness of task awareness of
task.
Total points

-End of Module 11-

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