Ge3 Sim Espino

COLLEGE OF ARTS AND SCIENCES EDUCATION
Social Science Discipline

2/F DPT Bldg., Matina Campus, Davao City
Phone: (082) 3050647 Local 118
UNIVERSITY OF MINDANAO
College of Arts and Sciences Education
General Education Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE3: The Contemporary World
Name of Teacher: Lindsey C. Espino, MPA-GA
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR REPRODUCTION AND
DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE
STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
1
Phone: (082) 3050647 Local 118
TABLE OF CONTENTS
CONTENT PAGE
Table of Contents 2
Course Information 5
Course Objectives 5
Course Outline Policy 6
UNIT LEARNING OUTCOME (ULO) (Week 1 to 3) 9
UM’s Vision, Mission and Core Values 10
Lesson 1: What is Globalization
Unit Learning Outcomes 11
Course Outcomes 11
Facilitator’s Voice 11
Let’s Analyze 14
Metalanguage 14
Essential Knowledge 15
Self-Help 16
Let’s Check 17
In a Nutshell 18
Lesson 2: Globalization of World Economics
Course Outcomes 19
Metalanguage 20
Self-Help 31
Let’s Check 31
Let’s Analyze 32
In a Nutshell 32
Lesson 3: A History of Global Politics and International Order
Course Outcomes 35
Metalanguage 36
Self-Help 42
Let’s Check 43
Let’s Analyze 44
In a Nutshell 44
Lesson 4: The United Nations and Contemporary Global Governance
2
Phone: (082) 3050647 Local 118
Course Outcomes 46
Metalanguage 47
Self-Help 51
Let’s Check 51
Let’s Analyze 52
In a Nutshell 52
Lesson 5: A World of Regions
Course Outcomes 54
Metalanguage 55
Self-Help 59
Let’s Check 60
Let’s Analyze 61
In a Nutshell 62
Lesson 6: Globalization of Religion
Course Outcomes 64
Metalanguage 65
Self-Help 70
Let’s Check 70
Let’s Analyze 71
In a Nutshell 71
Lesson 7: Media and Globalization
Course Outcomes 73
Metalanguage 73
Self-Help 82
Let’s Check 82
Let’s Analyze 83
In a Nutshell 83
Lesson 8: The Global City
Course Outcomes 85
3
Phone: (082) 3050647 Local 118
Metalanguage 86
Self-Help 95
Let’s Check 95
Let’s Analyze 96
In a Nutshell 96
Lesson 9: Global Demography
Course Outcomes 98
Metalanguage 99
Self-Help 109
Let’s Check 110
Let’s Analyze 111
In a Nutshell 111
Lesson 10: Global Migration
Course Outcomes 114
Metalanguage 115
Self-Help 122
Let’s Check 122
Let’s Analyze 123
In a Nutshell 123
Lesson 11: Environmental Crisis and Sustainable Development
Course Outcomes 126
Metalanguage 127
Self-Help 138
Let’s Check 139
Let’s Analyze 140
In a Nutshell 140
Course Outline 143
Course Schedule 144
4
Phone: (082) 3050647 Local 118
GE3: The Contemporary World
Distant Learning Module

COURSE INFORMATION
1. Course Number : GE 3
2. Course Name : The Contemporary World
3. Course Description : This course introduces students to the contemporary world
by examining
the multifaceted phenomenon of globalization. Using the
various disciplines of social sciences, it examines the
economic, social, political, technological and other
transformation that have created an increasing awareness of
the interconnectedness of peoples and places around the
globe. To this end, the course provides an overview of the
various debates in global governance, development and
sustainability. Beyond exposing the student to the world
outside the Philippines, it seeks to inculcate a sense of global
citizenship and global ethical responsibility.
4. Pre-requisite : None
5. Co-requisite : None
6. Credit : 3.0 units
7. Class Schedule : 5 hours per week
8. Textbook : Claudio L. & Abinales P. (2018) The contemporary world. C&E
Publishing Inc.
Course Objective:
1. Manifest the ability to effectively communicate interdisciplinary knowledge on
globalization
2. Demonstrate scientific competence on mainstream science research to generate useable
knowledge on global issues;
3. Have the understanding of professional and ethical responsibility;
4. Engage in life-long learning; and
5. Demonstrate appreciation of Filipino historical and cultural heritage in the contemporary
world
5
Phone: (082) 3050647 Local 118
Course Coordinators: Lindsey C. Espino, MPA-GA

lindsey_espino@umindanao.edu.ph
Student Consultation: By appointment
Mobile: 0930-523-4755
Phone: (082) 327-2386
Effectivity Date: June 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non- This 3-unit course self-instructional manual is designed for blended
contact Hours learning mode of instructional delivery with scheduled face to face or
virtual sessions. The expected number of hours will be 54 including
the face to face or virtual sessions. The face to face sessions shall
include the summative assessment tasks (exams) since this course is
crucial in the licensure examination for teachers.
Assessment Task Submission of assessment tasks shall be on 3rd, 5th, 7th and 9th week of
Submission the term. The assessment paper shall be attached with a cover page
indicating the title of the assessment task (if the task is performance),
the name of the course coordinator, date of submission and name of
the student. The document should be emailed to the course
coordinator. It is also expected that you already paid your tuition and
other fees before the submission of the assessment task.
If the assessment task is done in real time through the features in the
Blackboard Learning Management System, the schedule shall be
arranged ahead of time by the course coordinator.
Since this course is included in the licensure examination for teachers,
you will be required to take the Multiple-Choice Question exam inside
the University. This should be scheduled ahead of time by your
course coordinator.
This is non-negotiable for all licensure-based programs.
6
Phone: (082) 3050647 Local 118
Turnitin To ensure honesty and authenticity, all assessment tasks are

Submission (if required to be submitted through Turnitin with a maximum
necessary) similarity index of 30% allowed. This means that if your paper
goes beyond 30%, the students will either opt to redo her/his
paper or explain in writing addressed to the course coordinator
the reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student may be
called for a disciplinary action in accordance with the
University’s OPM on Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the task
for you have severe punishments (reprimand, warning,
expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or part
day that the assessment item is late.
However, if the late submission of assessment paper has a valid

reason, a letter of explanation should be submitted and
approved by the course coordinator. If necessary, you will also
be required to present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks after
Assessments the submission. This will be returned by email or via Blackboard
portal.
For group assessment tasks, the course coordinator will require

some or few of the students for online or virtual sessions to ask
clarificatory questions to validate the originality of the
assessment task submitted and to ensure that all the group
members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment task.
The resubmission is premised on the student’s failure to comply
with the similarity index and other reasonable grounds such as
academic literacy standards or other reasonable circumstances
e.g. illness, accidents financial constraints.
7
Phone: (082) 3050647 Local 118
Re-marking of You should request in writing addressed to the program coordinator

Assessment Papers your intention to appeal or contest the score given to an assessment
and Appeal task. The letter should explicitly explain the reasons/points to contest
the grade. The program coordinator shall communicate with the
students on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate your case

to the program head or the dean with the original letter of request.
The final decision will come from the dean of the college.
Grading System The following will be used as our grading system:
First Exam 10%

Second Exam 10%
Third Exam 10%
Final Exam 30%
Assignment 5%
Quizzes 10%
Recitation 10%
Project 15%
Total 100%
Submission of the final grades shall follow the usual University system
and procedures.
Preferred Depends on the discipline; if uncertain or inadequate, use the general

Referencing Style practice of the APA 6th Edition.
Student You are required to create a umindanao email account which is a

Communication requirement to access the BlackBoard portal. Then, the course
coordinator shall enroll the students to have access to the materials
and resources of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person through the
scheduled face to face sessions to raise your issues and concerns.
For students who have not created their student email, please contact
the course coordinator or program head.
Contact Details of Khristine Marie D. Concepcion, Ph.D.
the Dean Email: artsciences@umindanao.edu.ph
8
Phone: (082) 3050647 Local 118
Phone: 082-305-0647 loc. 118
Contact Details of Victoria O. Ligan, DPA

the Program Email: victoria_ligan@umindanao.edu.ph
Head Phone: 082-305-0647 loc. 118
Students with Students with special needs shall communicate with the course
Special Needs coordinator about the nature of his or her special needs. Depending
on the nature of the need, the course coordinator with the approval
of the program coordinator may provide alternative assessment tasks
or extension of the deadline of submission of assessment tasks.
However, the alternative assessment tasks should still be in the
service of achieving the desired course learning outcomes.
Online Tutorial You are required to enroll in a specific tutorial time for this course via
Registration the www.cte.edu.ph portal. Please note that there is a deadline for
enrollment to the tutorial.
Help Desk Contact 305-0647 loc. 118
Library Contact None
WEEK 1 TO 3
UNIT LEARNING OUTCOME (ULO)
At the end of the unit, the students are expected to:
1. Know and memorize by heart the UM’s Vision, Mission and Core Values.
2. Understand systematically the meaning of Globalization and Multiple Globalization.
3. Apprehend the history of Global Economy and demonstrate how the global economic
history affected our world today.
4. Explain the history of Global Politics carefully and reflect on the effect of politics in the
global history.
9
Phone: (082) 3050647 Local 118
WEEK 1
TOPICS:
1. Class Introduction and Guidelines
2. The University of Mindanao’s Vission, Mission and Core Values
3. Lesson 1: What is Globalization?
1. Class Introduction and Guidelines
*See Course Outline Policy
2. The University of Mindanao’s Vission,

Mission and Core Values
Vision
By 2022, a globally recognized institution providing quality, affordable and open education.
Mission
To provide a dynamic and supportive academic environment through the highest standard
of institution, research and extension in a non-sectarian institution committed to
democratizing access to education
Core Values
Excellence (Galing) Innovation (Gawa)
Honesty and Integrity (Gawi) Teamwork (Gana)
10
Phone: (082) 3050647 Local 118
3. Lesson 1: What is Globalization?
(A) Course Outcome
1. To know the importance of studying the globalization and its relevance to our life.
2. To understand the meaning of globalization and multiple globaliation, its effect and
essence in our country and in the world.
3. To discuss critically the necessity of studying globalization in the contemporary world.
(B) Facilitator’s Voice
Professor: Good day students! Welcome to our Class!

This week, we will discuss our first lesson on the subject The Contemporary World, which focus on the
study and understanding globalization.
The first part of our lesson will be story telling. I will be telling you a story where the idea of
globalization can be seen. After which, you will also tell me a seemingly similar story which you yourselves
had encounter.
After which, we will try to dissect our experiences and see whether globalization is indeed relevant
nowadays.
Ok now let us start with the story of Gio and Latif.
A Story: Gio, Latif, and the Laksa

When Gio was a second-year international affairs student I a University in Cebu City,
he obtained funding to join the school team participating in an international Model UN
competition in Sydney Australia. At the height of the competition, Gio made plenty of
new friends and became particularly close to Latif from the Malaysian team. The two first
started talking when Latif asked Gio where he was from. Upon discovering that Gio was
from the Philippines, Latif lit up and declared that he was a big fan of Filipino actors
Jericho Rosales and Kristine Hermosa. Gio was pleasantly surprised to learn that Latif had
seen every episode of the ABS-CBN telenovela Pangako sa’Yo (“The Promise”). The show
had aired on Malaysian TV a few years back, and its two stars had developed a modest
following.
11
Phone: (082) 3050647 Local 118
Ashamed that he did not know as much about Malaysia as Latif knew about the
Philippines, Gio asked Latif what his country was like. Latif, he discovered, was from a
Muslim university in Kuala Lumpur. Gio asked him what he liked best about living in “KL,”
and Latif immediately mentioned the food. Latif explained that in Kuala Lumpur, one can
find Chinese, Indian, and Malay cuisines. He told Gild that this assortment of foodways
was the result of how the British reorganized Malaysian society during the colonial times.
The British did little to change the way of life of the Malay’s who were the original
residents, but brought in Chinese laborers to work in the rubber plantations and tin
mines, and Indians to help mange the bureaucracy and serve as the initial professional
core of a potential middle class. One of the ways that these ethnic groups were identified
was through their foodways.
According to Latif, Malaysian eventually became famous for these cuisines which
can be found in the various “hawker centers” across the nation’s cities and towns. These
food stands are located in an outdoor food parks where locals and tourists taste the best
of Malaysia, from nasi lemak to Laksa.
Gio interrupted Latif and asked, “What is laksa?” He felt, more ashamed at his lack
of knowledge. “Ahh…let me show you what it is and his it is prepared!” replied Latif.
The next day, Latif took Gio to a Malaysian restaurant a few blocks away from the
university. Gio was surprised to discover that Malaysian food was readily available in
Sydney. Having noticed this, Latif explained to his Filipino friend that, over the years, as
more and more Malaysian students moved to Sydney to study, Malaysian restaurants
followed suit. Soon after, they were catering not only to these students, but also to
Australia-born “Sydneysiders” as well, whose culinary tastes were becoming more and
more diverse.
Gio finally had his first taste of laksa – a rice noodle soup in a spicy coconut curry
sauce. He found the flavors intense since, like most Filipinos, he was not used to spicy
food. However, in deference to his friend, he persisted and eventually found himself
enjoying the hot dish.
After the meal, Gio and Latif went to a nearby café and ordered “flat whites” – an
espresso drink similar to latte, which is usually served in café in Australia and New
Zealand. Both knew what flat whites were since there were Australian-inspired cafés on
both Kuala Lumpur and Cebu.
The new friends promised to stay in touch after the competition, and added each
other on Facebook and Instagram. Over the next two years, they exchanged e-mails and
posts, congratulated each other for their achievements, and commented on and liked
each other’s photos. Latif sent his mother’s recipe to Gio and the latter began cooking
Malaysian food in his house.
A few years after graduation, Gio moved to Singapore, joining many other overseas
Filipino workers (OFWs) in the city-state. The culture was new to him, but one thing was
familiar: the food served in Singapore was no different from the Malaysian food he had
12
Phone: (082) 3050647 Local 118
discovered through Latif. He would late learn from Singaporean colleagues that the
island country was once part of the British colony of Malay and the postwar independent
Federation of Malaysia. Singapore, however, separated from the Federation in August
1965 and became a nation-state. Today, they may be two distinct countries in this part of
the world, but Singapore and Malaysia still share the same cuisines.
After he settled down in his apartment, Gio sought out and found a favorite laksa
stall in Newton Hawker Center. He would spend his weekends there with friends eating
laksa and other dishes.
One Saturday, while Gio was checking his Facebook feed along the very busy
Orchard Road – Singapore’s main commercial road – he noticed that Latif had just posted
something 5 minutes earlier. It was a picture from Orchard Road. Surprised but also
excited. Gio sent Latif a private message. Latif replied immediately saying that he too
had moved to Singapore and was, at that moment, standing in front a department store
just a few blocks away from where Gio was. The two friends met up, and after a long hug
and quick questions as to what each was up to, they ducked into a café and renewed
their international friendship. . .by ordering a pair of flat whites.
• On our book “A story of Gio, Latif and the Laksa” a good example for us to
appreciate the meaning and impact of globalization.
• Gio and Latif’s story is fictional but very plausible since it is, in fact, based on the
real-life experience of one of the authors. It was through friendship that one was
able to appreciate the meaning and impact of globalization.
• The story shows how globalization operates at multiple, intersecting levels. The
spread of Filipino TV into Malaysia suggest how fast this popular culture has
proliferated and criss-crossed all over Asia.
• The Model UN activity that Gio and Latif participated in is an international
competition about international politics.
• Gio met Latif (a Malaysian involved in the Model UN) in Sydney, a global city that
derives its wealth and influence from the global capital that flows through it.
• Sydney is also a metropolis of families of international immigrants or foreigners
working in the industries that also sell their products abroad.
• After the two had gone back to their home countries, Gio and Latif kept in touch
through Facebook, a global social networking site that provides instantaneous
communication across countries and continents.
• They preserved their friendship online and then rekindled this face-to-face in
Singapore, another hub for global commerce, with 40 percent of the population
being classified as “foreign talents.”
• It was through such friendships that one was able to appreciate the meaning and
impact of globalization.
13
Phone: (082) 3050647 Local 118
(C) Let’s Analyze
Professor: Ok now, after reading and comprehending the story, it is now your turn to
write a short personal story wherein you experience an international or global situation.
It could be on social media, in your personal belongings, in your acquaintances or even
while you are walking down the street or in a mall.
As you finish, kindly underline those words or events which you feel part of globalization.
At the bottom of the paper, kindly write your reasons why they are to be considered part
of globalization.
(D) Metalanguage
METALANGUAGE MEANING / DEFINITION

1 Globalization According to Manfred Steger, Globalization is the
expansion and intensification of social relation and
consciousness across world-space and world-time.
2 Globalism According to Joseph Nye, Globalism seeks to describe
and explain nothing more than a world which is
characterized by networks of connections that span
multi-continental distances.
3 Expansion It is the creation of new networks and the multiplication
of existing connections that cut across traditional,
political, economic, cultural and geographic boundaries.
4 Intensification It is the expansion, stretching and acceleration of global
networks. This practically means going deeper into the
connections between nations by creating agreements
and friendship.
5 Social Relation It happened when a state or nation befriend other state
or nation which gradually result to a more concrete and
stabilize relationships.
6 Social Consciousness It is done in order to create social relation and social
consciousness between nations and states. In creating
social relation, a state or nation befriend other state or
nation which gradually result to a more concrete and
14
Phone: (082) 3050647 Local 118
stabilize relationships.
7 World-time It means globalization has no boundaries and can be
given to other state or nation, allies or not
8 World-space It means globalization has no time limit, globalization
happens twenty-four hours a day and seven days a week.
9 Ethnoscape Refers to people that move around in the world, as well
as the ideas that move with them, and the impact such
motion has.
10 Mediascapes Refers to the flow of culture
11 Technoscapes Refers to the movement of all sorts of technology across
worldwide boundaries.
12 Ideoscapes Refers to the flow of ideas or political ideologies.
13 Financescapes Refers to the flow of money across political borders.
(E) Essential Knowledge
Globalism is different from Globalization. In order to clarify the differentiation of the

two, here are the definitions of the scholars: According to Joseph Nye, a former Dean of the
John F. Kennedy School of Government at Harvard University, Globalism, at its core, seeks to
describe and explain nothing more than a world which is characterized by networks of
connections that span multi-continental distances. It attempts to understand all the inter-
connections of the modern world, and to highlight patterns that underlie (and explain)
them. However, the focus of or study is not merely on the inter-connection or unification of
the different states and nations, but on its relation and awareness.
According to Manfred Steger, a professor at the University of Hawaii at Manoa,

“Globalization is the expansion and intensification of social relation and consciousness
across world-space and world-time. “ By expansion he means creation of new networks and
the multiplication of existing connections that cut across traditional, political, economic,
cultural and geographic boundaries. It is simply going beyond own territory and accepting
other nations inside one’s territory. On the other hand, intensification means expansion,
stretching and acceleration of global networks. This practically means going deeper into the
connections between nations by creating agreements and friendship. This act of expansion
15
Phone: (082) 3050647 Local 118
and intensification is done in order to create social relation and social consciousness
between nations and states. In creating social relation, a state or nation befriend other state
or nation which gradually result to a more concrete and stabilize relationships. However, a
nation or state should also create social consciousness, that is, awareness and knowledge of
the capabilities and strategies of other state or nation in order to protect his/her own.
Furthermore, this is to be executed across world-space and world-time. By world-space it
means no boundaries and can be given to other state or nation, allies or not. Hence, by
world-time it means no time limit, globalization happens twenty-four hours a day and seven
days a week.
According to the Anthropologist Arjun Appadurai, there are different kinds of

globalization or multiple globalization which occur on multiple and intersecting dimensions
that he calls “scapes”.
1. ETHNOSCAPE- Refers to people that move around in the world, as well as the ideas
that move with them, and the impact such motion has.
2. MEDIASCAPE - Refers to the flow of media across borders and the flow of culture
3. TECHNOSCAPE – Refers to the movement of all sorts of technology across worldwide

boundaries.
4. IDEOSCAPE - Refers to the flow of ideas.
5. FINANCESCAPE - Refers to the flow of money across political borders.
(F) Self-Help
1. Article: Nye, Joseph (2002). Globalism versus Globalization.

https://www.theglobalist.com/globalism-versus-globalization/
2. YouTube: Globalization Explained
https://www.youtube.com/watch?v=JJ0nFD19eT8
3. Film: The True Cost (2015) and The Take (2004) - Documentaries
16
Phone: (082) 3050647 Local 118
(G) Let’s Check
Exercise no.1: identification: Identify the terms which is being asked in every statement.
1. It is the term used to refer to the multiple globalization which occur multiple and
intersecting dimensions.
2. It is the awareness and knowledge of the capabilities and strategies of other state or
nation in order to protect his/her own.
3. It refers to the movement of technology and media connections.
4. It is used to refer to the expansion and intensification of social relation and consciousness
across world-space and world-time.
5. It refers to the flow of culture.
6. It means creation of new networks and the multiplication of existing connections.
7. It attempts to understand all the inter-connections of the modern world
8. It refers to the movement of people around the world.
9. It is used to refer to the flow of money across political borders.
10. It is the expansion, stretching and acceleration of global networks.
17
Phone: (082) 3050647 Local 118
(H) In a Nutshell
Activity no. 1: The above discussion tells us the difference between globalism and
globalization. This also tells us that there are different forms of globalization.
In order to see if you have understood the discussion above, using your own words
how did you understood the following.
1. Difference between globalism and globalization
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. “Globalization is the expansion and intensification of social relation and consciousness

across world-space and world-time”.
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Globalization moves because of multiple forms of globalization.
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Globalization is important because…
_____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
18
Phone: (082) 3050647 Local 118
WEEK 2
TOPIC:
1. Lesson 2: The Globalization of World Economics
Lesson 2: The Globalization of World

Economics
(A) Course Outcome
1. To know the history of the economy in the world
2. To understand the important contributions of the economic history in our present time.
3. To discuss the different events in the history that changes the course of economy.
4. To develop an awareness on the economic situation of the world and our country.

Now we know what is globalization and its role in the contemporary world.
In this part of the lesson, we will travel back to time. We will discuss and comprehend the history
of global economy. That is, before the contemporary time and during the contemporary time. With
this, it will help us to understand more the importance of having the knowledge of what is
happening in our world today.
Let us try to understand the development of global economy and the different downfall that occur
in the different time period.
19
Phone: (082) 3050647 Local 118
(C) Metalanguage

1 International Monetary Fund It is an organization of 189 countries, working to foster
global monetary cooperation, secure financial stability,
facilitate international trade, promote high
employment and sustainable economic growth, and
reduce poverty around the world. (www.imf.org)
2 Silk Road The oldest known international trade route which is a
network of pathways in the ancient world that
spanned from China to what is now the Middle East
and to Europe.
3 Mercantilism Mercantilism is an economic practice by which
governments used their economies to augment state
power at the expense of other countries. (Encyclopedia
Britannica)
4 Open Trade System It based on multilaterally agreed rules which is simple
enough and rests largely on commercial common
sense. This is in contrary to mercantilism. (World Trade
Organization)
5 Gold Standard It is a system under which nearly all countries fixed the
value of their currencies in terms of a specified amount
of gold, or linked their currency to that of a country
which did so. Domestic currencies were freely
convertible into gold at the fixed price and there was
no restriction on the import or export of gold. (World
Gold Council)
6 Neoliberalism It is contemporarily used to refer to market-oriented
reform policies such as “eliminating price controls,
deregulating capital markets, lower trade barriers” and
reducing state influence in the economy, especially
through privatization and austerity.
7 Great Depression It began in the United States in 1929 and spread
worldwide, was the longest and most severe economic
downturn in modern history. It was marked by steep
declines in industrial production and in prices
(deflation), mass unemployment, banking panics, and
20
Phone: (082) 3050647 Local 118
sharp increases in rates of poverty and homelessness.

(Encyclopedia Britannica)
8 Fiat Currency Fiat money is government-issued currency that is not
backed by a physical commodity, such as gold or silver,
but rather by the government that issued it. The value
of fiat money is derived from the relationship between
supply and demand and the stability of the issuing
government, rather than the worth of a commodity
backing it as is the case for commodity money. Most
modern paper currencies are fiat currencies, including
the U.S. dollar, the euro, and other major global
currencies. (Global Trade Guide)
9 Global Keynesianism It is when economies slow down, governments have to
(Bretton Woods System) reinvigorate markets with infusions of capital, and
hence this act of government in managing spending
served as the anchor for empowering the economy.
10 International Trading System It comprises many thousands of unilateral, bilateral,
regional, and multilateral rules and agreements among
more than two hundred nations. Generally, it is the
trade that which happened betwwen or among
countries. (UNCTD)
11 Stagflation Is a sustained increase in the general price level of
goods and services in an economy over a period of
time. Economist generally believe that very high rates
of inflation and hyperinflation are caused by an
excessive growth of the money supply.
12 Global Financial Crisis It is when the world experienced the greatest
economic downturn since the great depression. This
was pioneered by the great loss in MBS.
13 Washington Consensus Is a set of 10 economic policy prescription considered
to constitute the standard reform package promoted
for crisis-wracked developing countries by Washington
(D) Essential Knowledge
The International Monetary Fund (IMF) regards “economic globalization” as a

historical process representing the result of human innovation and technological progress.
21
Phone: (082) 3050647 Local 118
It is characterized by the increasing integration of economics around the world through the
movement of goods, services, and capital across borders.
These changes are the products of people, organizations, institutions, and

technologies. As with all other processes of globalization, there is a qualitative and
subjective element to this definition.
How does one define “increasing integration”? When is it considered that trade has
increased? Is there a threshold?
Even while the IMF and ordinary people grapple with the difficulty of arriving at
precise definitions of globalization they usually agree that a drastic economic change is
occurring throughout the world.
According to the IMF, the value of trade (goods and services) as a percentage of
world GDP increased from 42.1 percent in 1980 to 62.1 percent in 2007. Increased trade
also means that investments are moving all over the world at faster speeds.
According to the United Nations Conference on Trade and Development (UNCTAD),

the amount of foreign direct investments flowing across the world was US$ 57 billion in
1982. By 2015, that number was $1.76 trillion. These figures represent a dramatic increase
in global trade in the span of just a few decades. It has happened not even after one human
lifespan.
Apart from the sheer magnitude of commerce, we should also note the increased
speed and frequency of trading. These days, supercomputers can execute millions of stock
purchases and sales between different cities in a matter of seconds through a process called
high-frequency trading. Even the items being sold and traded are changing drastically. Ten
years ago, buying books or music indicates acquiring physical items.
Today, however, a “book” can be digitally downloaded to be read with an e-reader,

and a music “album” refers to the 15 songs on mp3 format you can purchase and download
from iTunes.
22
Phone: (082) 3050647 Local 118
The global financial crisis will take decades to resolve. Exports, not just the local
selling of goods and services make national economies grow at present. In the past, those
that benefited the most from free trade were the advanced nations that were producing
and selling industrial and agricultural goods.
o First, developed countries are often protectionist.

o Double standard is Japan’s determined refusal to allow rice (sacred)
imports into the country to protect its farming sector.
o US fiercely protects its sugar industry.
o Trade imbalances, therefore, characterize economic relations between
developed and developing country.
Beneficiaries of global commerce have been mainly transnational corporations (TNC)
and not governments. The terms race to the bottom refers to countries' lowering their labor
standards, including the protection of workers’ interests, to lure in foreign investors seeking
a high profit margins at the lowest cost possible
According to Walden Bello and team researchers at focus on the global south, the US
used its power under GATT system to prevent Philippine importers from purchasing
Philippine poultry and pork even as it sold meat to Philippines. Bello noted that the
Philippines became a net importer under GATT.
A. INTERNATIONAL TRADING SYSTEM

“the gold standard, though once common, has proven to be a very restrictive form
of globalizing trade.”
International Trading System are not new. The oldest known international trade
route was the Silk Road- a network of pathways in the ancient world that spanned from
China to what is now the Middle East and to Europe.
SILKROAD is a trade road which connects each part of asia; goods trading is between
each countries. It helps Asian countries exchange their cultures, goods, religions and etc.
23
Phone: (082) 3050647 Local 118
International trade allows countries to expand their markets for both goods and
services that otherwise may not have been available domestically. As a result of
international trade, the market contains greater competition, and therefore more
competitive prices, which brings a cheaper product home to the consumer.
“All important populated continents began to exchange products continuously both

with each other directly and indirectly via other continents and in values sufficient to
generate crucial impacts on all trading partners”.
According to historians Dennis O. Flynn and Arturo Giraldez, the age of globalization
began when “all important populated continents began to exchange products continuously
– both with each other directly and indirectly via other continents – and in values sufficient
to generate crucial impacts on all trading partners.”
Flynn and Giraldez trace this back to 1571 with the establishment of the galleon
trade that connected Manila in the Philippines and Acapulco in Mexico. This was the first
time that the Americas were directly connected to Asian trading routes. For Filipinos, it is
crucial to note that economic globalization began on the country’s shores.
The galleon trade was part of the age of mercantilism. From the 16th century to the
18th century, countries, primarily in Europe, competed with one another to sell more goods
as a means to boost their country’s income (called monetary reserves later on).
To defend their product from competitors who sold goods more cheaply, these
regimes (mainly monarchies) imposed high tariffs, forbade colonies to trade with other
nations, restricted trade routes, and subsidized its exports. Mercantilism was thus also a
system of global trade with multiple restrictions.
A more open trade system emerged in 1867 when, following the lead of the United
Kingdom, the United States and other European nations adopted the gold standard at an
international monetary conference in Paris. Broadly, its goal was to create a common
system that would allow for more efficient trade and prevent the isolationism of the
mercantilist era.
24
Phone: (082) 3050647 Local 118
The countries thus established a common basis for currency prices and a fixed
exchanges rate system – all based on the value of gold.
During World War I, when countries depleted their gold reserves to fund their
armies, many were forced to abandon the gold standard. Since European countries had low
gold reserves, they adopted floating currencies that were no longer redeemable in gold.
Returning to a pure standard became more difficult as the global economic crisis
called the Great Depression started during the 1920s and extended up to the 1930s, further
emptying government coffers. This depression was the worst and longest recession ever
experienced by the Western world.
Some economists argued that it was largely caused by the gold standard, since it
limited the amount of circulating money and, therefore, reduced demand and consumption.
If governments could only spend money that was equivalent to gold, its capacity to print
money and increase the money supply was severely curtailed.
Economic historian Barry Eichengreen argues that the recovery of the United States
really began when, having abandoned the gold standard, the US government was able to
free up money to spend on reviving the economy. At the height of the World War II, other
major Industrialized countries followed suit.
Though more indirect versions of the gold standard were used until as late as the
1970s, the world never returned to the gold standard of the early 20th century. Today, the
world economy operates based on what are called fiat currencies – currencies that are not
backed by precious metals and whose value is determined by their cost relative to other
currencies.
This system allows governments to freely and actively manage their economies by
increasing or decreasing the amount of money in circulation as they see it.
B. THE BRETTON WOODS SYSTEM
 Birth of Bretton Woods System
25
Phone: (082) 3050647 Local 118
o Due to the occurrence of two world wars, the world leaders came up with
a global economic system to secure a longer-lasting global peace.
o This would be made possible through a network of global financial
institutions that would promote economic interdependence and
prosperity.
o The Bretton Woods System was inaugurated in 1944 during the United
Nation Monetary and Financial Conference
The Bretton Woods system was largely influenced by the ideas of British economist,
John Maynard Keynes. He believed that economic crises occur not when a country does not
have enough money, but when money is not being spent and, thereby not moving.
According to Keynes, when economies slow down, governments have to reinvigorate

markets with infusions of capital. This act of government in managing spending served as
the anchor for what is called a system of global Keynesianism.
The Two Financial Institutions according to John Maynard Keynes:
 First, International Bank for Reconstruction and Development (IBRD, or World

Bank) to be responsible for funding postwar reconstruction projects. It was a
critical institution at a time when many of the world’s cities had been destroyed
by the war.
 Second, International Monetary Fund (IMF) which was to be the global lender to
prevent individual countries from spiraling into credit crisis.
If economic growth in a country slowed down because there was not enough money
to stimulate the economy, the IMF would step in. to this day, both institutions remain key
players in economic globalization.
B. NEOLIBERALISM AND ITS DISCONTENTS

What Is Neoliberalism?
o Is contemporarily used to refer to market-oriented reform policies such

as “eliminating price controls, deregulating capital markets, lower trade
26
Phone: (082) 3050647 Local 118
barriers” and reducing state influence in the economy, especially through

privatization and austerity.
Keynesian Orthodoxy
o Dominated the economic agenda and it was assumed that these stimulus
policies would lick-start the recovery by replacing lower private spending
and marshalling idle resources.
Inflation
o Is a sustained increase in the general price level of goods and services in

an economy over a period of time. Economist generally believe that very
high rates of inflation and hyperinflation are caused by an excessive
growth of the money supply.
Stagflation
o Is a prolonged annually is considered stagflation, and it is highlighted by

periods of high unemployment period of little or no growth in an
economy. Economic growth of less than 2% to 3% and involuntary part-
time employment.
Friedrich Hayek & Milton Friedman
o Argued that the governments’ practice of pouring money into their

economies had caused inflation by increasing demand for goods without
necessarily increasing supply. More profoundly, they argued that
government intervention in economies distort the proper functioning of
the market.
WORLD TRADE ORGANIZATION (WTO)
o A new organization founded in 1995 to continue the tariff reduction

under the GATT. The policies they forwarded came to Washington
Consensus.
27
Phone: (082) 3050647 Local 118
WASHINGTON CONSENSUS
o Is a set of 10 economic policy prescription considered to constitute the

standard reform package promoted for crisis-wracked developing
countries by Washington
C. THE GLOBAL FINANCIAL CRISIS and THE CHALLENGE TO NEOLIBERALISM
o 2007-2008 – Global financial crisis when the world experienced the

greatest economic downturn since the great depression.
o 2007-2008 – Iceland debt increase more than seven-folds.
o September 2008, when major investment banks like Lehman brothers
collapsed, thereby depleting major investments.
o 2008-2009 - Recent Global Financial Crisis.
o Continue until the 2000s, In their attempt to promote the free market,
government authorities failed to regulate bad investment occurring in the
US housing market.
o The crisis spread beyond the United States since many investors were
foreign governments, corporation, and individuals. The loss of their
money spread like wildfire back to their countries.
o The United States Recovered Relatively Quickly Thanks To A Large
Keynesian-style Stimulus Package That President Barack Obama Pushed
For In His First Months In Office.
o Until Now, Countries Like Spain And Greece Are Heavily Indebted.
Russia’s case was just one example of how the “shock therapy” of neoliberalism did
not lead to the ideal outcomes predicted by economists who believed in perfectly free
markets. The greatest recent repudiation of this thinking was the recent global financial
crisis of 2008–2009.
Neoliberalism came under significant strain during the global financial crisis of 2007–
2008 when the world experienced the greatest economic downturn since the Great
Depression. The crisis can be traced back to the 1980s when the United States
systematically removed various banking and investment restrictions.
28
Phone: (082) 3050647 Local 118
The scaling back of regulations continued until the 2000s, paving the way for a
brewing crisis. In their attempt to promote the free market, government authorities failed
to regulate bad investments occurring in the US housing market. Taking advantages of
“cheap housing loans,” Americans began building houses that were beyond their financial
capacities.
To mitigate the risk of these loans, banks that were lending houseowners’ money
pooled these mortgage payments and sold them as “mortgage–backed securities” (MBSs).
One MBS would be a combination of multiple mortgages that they assumed would pay a
steady rate.
Since there was so much surplus money circulating, the demand for MBSs increased
as investors clamored for more investment opportunities. In their haste to issue these
loans, however, the banks became less discriminating. They began extending loans to
families and individuals with dubious credit record–people who were unlikely to pay their
loans back. These high–risk mortgages became known as sub–prime mortgages.
Financial experts wrongly assumed that, even if many of the borrowers were
individuals and families who would struggle to pay, a majority would not default. Moreover,
banks thought that since there were so many mortgages in just one MBS, a few failures
would not ruin the entirety of the investment.
Banks also assumed that housing prices would continue to increase. Therefore, even
if homeowners defaulted on their loans, these banks could simply reacquire the homes and
sell them at a higher price, turning a profit.
Sometime in 2007, however, home prices stopped increasing as supply caught up

with demand. Moreover, it slowly became apparent that families could not pay off their
loans. This realization triggered the rapid reselling of MBSs, as banks and investors tried to
get rid of their bad investments. This dangerous cycle reached a tipping point in September
2008, when major investment banks like Lehman Brothers collapsed, thereby depleting
major investments.
29
Phone: (082) 3050647 Local 118
The crisis spread beyond the United States since many investors were foreign
governments, corporations, and individuals. The loss of their money spread like wildfire
back to their countries.
These series of interconnections allowed for a global multiplier effect that sent
ripples across the world. For example, Iceland’s banks heavily depended on foreign capital,
so when the crisis hit them, they failed to refinance their loans. As a result of this credit
crunch, three of Iceland’s top commercial banks defaulted. From 2007 to 2008, Iceland’s
debt increased more than seven–fold.
Until now, countries like Spain and Greece are heavily indebted (almost like Third
World countries), and debt relief has come at a high price. Greece, in particular, has been
forced by Germany and the IMF to cut back on its social and public spending. Affecting
services like pensions, health care, and various forms of social security, these cuts have been
felt most acutely by the poor. Moreover, the reduction in government spending has slowed
down growth and ensured high levels of unemployment.
The United States recovered relatively quickly thanks to a large Keynesian–style

stimulus package that President Barack Obama pushed for in his first months in office. The
same cannot be said for many other countries. In Europe, the continuing economic crisis
has sparked a political upheaval. Recently, far–right parties like Marine Le Pens’s Front
National in France have risen to prominence by unfairly blaming immigrants for their woes,
claiming that they steal jobs and leech off welfare. These movements blend popular
resentment with utter hatred and racism. We will discuss their rise further in the final
lesson.
30
Phone: (082) 3050647 Local 118
(E) Self-Help
1. Film: The Big Short (2015)
2. Article: History of Global Economy

https://www.usi.edu/business/cashel/241/text%20files/History.pdf
3. YouTube: Economic Globalization: Documentary on the History of Economic Globalization
https://www.youtube.com/watch?v=Fb5O00tIKZ4&t=259s
(F) Let’s Check
Exercise no.2: Matching Type: Match Column A to Column B. Only one matches per item.
Column A Column B
___1. The monetary system used after isolationism. A. Global Keynesianism
___2. It was the worst and longest recession ever B. Mercantilism

experienced by the Western world.
___3. The system used in Galleon Trade. C. Global Financial Crisis
___4. The Oldest Trade Route D. Gold Standard
___5. It reduces state influence in the economy E. Great Depression
___6. A system where the government managed spending F. Bretton Woods System
___7. It is the monetary standard used in 20th century G. Silk Road
___8. It regards “economic globalization” as a historical process. H. International

Monetary Fund
___9. This was inaugurated during the United Nation Monetary I. Neoliberalism
and Financial Conference
___10. This happens when the world experienced the J. Fiat Currency greatest
economic downturn since the great depression.
31
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
From the lessons we have on global economic history, what will be the effects
(positive and negative) of privatizing Government Own Companies to our economy? Cite
some examples per effects.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
(H) IN A NUTSHELL
Activity no. 2: The above discussion tells us the chronological history of economic
globalization, its importance and challenges in its respective time. Now, using your own
words, discuss critically the different stages of global economic history. Kindly tell us what
happened during the time of the:
A. Silk Road
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
32
Phone: (082) 3050647 Local 118
B. Galleon Trade and Mercantilism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. Gold Standard and Great Depression
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
D. Fiat Currency and Global Keynesianism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
E. Neoliberalism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
33
Phone: (082) 3050647 Local 118
F. Global Financial Crisis
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
G. Economy of the 20th Century
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
34
Phone: (082) 3050647 Local 118
WEEK 3
TOPIC:
1. Lesson 3: A History of Global Politics: Creating an International Order
Lesson 3: A History of Global Politics:

Creating an International Order
(A) Course Outcome
1. To know the political development of the world politics.
2. To understand the importance of collaboration and integration in global politics.
3. To discuss the different political events that had happened in world history.
4. To understand the conflict and relations of different nations.
5. To develop a critical opinion when it comes to global politics.
Professor: Good Day to all!

This week we will discuss the history of global politics. In this discussion we will try to
understand the development of the world politics and the different challenges it faced
before it becomes what it is today.
Always bear in mind however that what we will discuss here are just dots of what had
really happened in the course of history. Yet, these points will help us understand and
appreciate the importance of politics and collaboration.
35
Phone: (082) 3050647 Local 118
(C) Metalanguage

1 International Relation It is the GOAL of internationalization and globalization,
in a sense. Primarily, it is the reason behind the act or
it tells us WHY we do globalization.
2 Internationalism It is the system used in internationalization in order to
achieve international relation. It basically tells us on
the WHEN and WHERE globalization is done.
3 Internationalization It refers to the exploration and process of attaining
deep interactions and collaborations with other states.
It tells us on HOW globalization is actually being done.
4 Nation The people/citizens inside a country who shared the
same idea, belief, faith or culture.
5 State It exercises authority over a specific population, called
its citizens and governs a specific territory. The
structure of government that crafts various rules that
people (society) follow. And it has sovereignty over its
territory.
6 Nation-State A combination of a nation and a state or commonly
known as a COUNTRY.
7 Sovereignty It is the full right and power of a governing body over
itself, without any interference from outside sources or
bodies.
8 Citizenship It is the relationship between an individual person and
a state to which he/she owes allegiance and in turn is
entitled to its protection.
9 Napoleonic Code The code with which Napoleon Bonaparte
implemented to his conquered kingdoms. This code
forbade birth privileges, encourages freedom or
religion, and promoted meritocracy n government
service.
10 Concert of Europe An inter-state system / organization that was created
by powerful nations in Europe after the Battle of
Waterloo.
11 Metternich System An inter-state system that was used after World War I.
In is in this system where great powers still hold
36
Phone: (082) 3050647 Local 118
significant influence over world politics

12 Liberal Internationalism It is an international organization that was created
having in mind Democracy.
13 Socialist Internationalism It is an international organization that was created with
the focus on Communism.
14 Axis Powers A World War II international alliance which is consists
of Germany’s Hitler, Italy’s Mussolini and Japan’s
Hirohito.
15 Allied Powers A World War II alliance which is consist of America,
Great Britain, China and Soviet Union.
16 League of Nations It is an International Organization that hoped to spread
peace and prevent another war.
17 Comintern Communist International (Comintern) is socialist
movement that was established by Vladimir Lenin after
the fall of Union of Soviet Socialist Republics (USSR)
18 Cominform Communist Information Bureau (Cominform) is a
socialist movement that was established by Joseph
Stalin after the fall of Comintern, however this
collapsed in 1991
A. Global System
I. International Relation vs. Internationalization
International Relation:
It is the interaction between states rather than their internal politics. It look
at trade deals between states and study political, military and other diplomatic
engagements between two or more countries.
Internationalization
It explore the deepening interactions between states.
37
Phone: (082) 3050647 Local 118
II. Globalization vs. Internationalization
Globalization
It encompasses a multitude of connections and interactions that cannot be

reduced to the ties between governments.
Internationalization
One of the window to view the globalization of politics.
III. Nation vs. State vs. Nation-State
Nation
According to Benedict Anderson that nation is an “imagined community”

does not go beyond official boundary. It also limits itself to people who have imbibed
a particular culture, speak a common language, and live in a specific territory and
strive to become states.
State
It exercises authority over a specific population, called its citizens and

governs a specific territory. The structure of government that crafts various rules
that people (society) follow. And it has sovereignty over its territory.
Nation-State
It is also known as a “country”. It is relatively a modern phenomenon in

human history of which people did not always organize themselves as countries.
IV. Attributes of a State
1. It exercises authority over a specific population called citizens.
2. It governs a specific territory.
3. It has a structure of government that crafts various rules that people/society

follow.
4. It is sovereign over its territory.
4.1 Sovereignty is the the full right and power of a governing body over itself,
without any interference from outside sources or bodies. It’s either:
38
Phone: (082) 3050647 Local 118
Internal Sovereignty
the right of a nation to be free of internal forces of disruption to its

rights & freedoms to exercise the internal governance of its society &
territories.
External Sovereignty
the right of a nation to be free from external forces of interference

that would challenge, disrupt, or remove the rights & freedoms of that nation
to exist & to govern its own territory & society.
B. Interstate System
1648 to end of the Thirty Year’s war in Europe.
• Avert wars in the future by recognizing that the treaty signed exercise
complete control over their domestic affairs and swear not to meddle
in each other’s affairs.
• Provided stability for the nations of Europe
1803- 1815 Napoleon Bonaparte
• Believed in spreading the principles of the French Revolution—liberty,

equality, and fraternity
• Challenged the power of king, nobility, and religion
• Implemented the Napoleonic Code that forbade birth privileges, encourage

freedom or religion, and promoted meritocracy n government service.
1815- 1914 the Metternich system
• Restore the sovereignty of state
• World war I
• States are sovereign
• Great powers still hold significant influence over world politics
C. Internationalism
A system of heightened interaction between various sovereign states,

particularly the desire for greater cooperation and unity among states and people.
39
Phone: (082) 3050647 Local 118
I. Liberal Internationalism
Immanuel Kant
He is German philosopher and the first major thinker of liberal

internationalism around late 18th century. He likened states in a global
system to people living in a given territory. For him, without a form of world
government, the international system would be chaotic. He wanted to
establish a continuously growing state consisting of various nations which will
ultimately include the nations of the world. He wanted form a global
government.
Jeremy Bentham
He is a British philosopher who coined the word international around

1780. He coined the word “International law” to govern state relation. For
him, the objective global legislators' should aim to propose legislation that
would create the greatest happiness of all nations together.
Giuseppe Mazzini
He is an Italian patriot, and the first thinker to reconcile nationalism

with liberal internationalism around 19th century. He advocated unifying the
Italian-speaking mini-states and a major critique of the Metternich system.
The Metternich system, also known as the Congress system, was a series of
meetings called among the great powers of Europe to discuss problems and
attempt to resolve issues without violence. He is a nationalist internationalist.
He influenced the thinking of the United States President Woodrow Wilson
and became the one of the 20th century most prominent internationalist.
Woodrow Wilson
He saw nationalism as a prerequisite for internationalism. He made

the Principle of Self-Determination- the belief that the world’s nations had a
right to a free, sovereign government. He also hoped that these free nations
would become democracies, because only by being such would they be able
to build a free system of international relations based on international law
and cooperation. He is most notable advocate for the creation of League of
Nations. At the end of World War 1 in 1918, he pushed to transform the
League in venue for conciliation and arbitration to prevent another war. He
as rewarded the Nobel Peace Prize in 1919.
40
Phone: (082) 3050647 Local 118
League of Nations
The United States was not able to join the League of Nations due to
strong opposition from the Senate. Since it was not that strong World War II
happened. These are the following ultra-nationalists that had an instinctive
disdain for internationalism and preferred to violently impose their
dominance over nations: Axis Powers- Germany’s Hitler, Italy’s Mussolini and
Japan’s Hirohito. Despite the failure, league gave birth to these task-specific
international organizations including WHO and ILO.
II. Socialist Internationalism
Karl Marx:
Mazzinis biggest critics
An Internationalist who does not believe in nationalism.
He did not divide the world into countries, but into classes: Proletariat
and Capitalist
He died in 1883
The Socialist
Marx followers established this international organization.
A union of European Socialist and labor parties.
Established in Paris in 1889
*Achievements
-declarations of May 1 as Labor Day
-creation of International Women’s Day
-initiated the successful campaign for an 8-hour workday.
Collapsed during World War I
Russian Revolution of 1917
Czar Nicholas II was Overthrown and replaced by a revolutionary

government.
41
Phone: (082) 3050647 Local 118
Vladimir Lenin
The new Leader of the Bolshevik Party
Union of Soviet Socialist Republics (USSR)
Established Communist International (Comintern)
Joseph Stalin
Dissolved the Comintern in 1943 and established Communist

Information Bureau (Cominform) and Collapsed on 1991
(E) Self Help
1. Article: History of the League of Nations
https://www.unog.ch/80256EDD006B8954/(httpAssets)/36BC4F83BD9E4443C1257AF3004F
C0AE/%24file/Historical_overview_of_the_League_of_Nations.pdf
2. YouTube: Political Globalization
https://www.youtube.com/watch?v=5xj-qhoJeZs&t=20s
3. Film: Stalin (1992) and The Young Karl Marx (2018) [available in YouTube)
42
Phone: (082) 3050647 Local 118
(F) Let’s Check
Exercise no. 3: Identification. Identify what is asked in every item.
__________1. Who termed nation as an ‘Imagine Community’?
__________2. Who established the socialist movement called Cominform?
__________3. Who challenged the power of king, nobility, and religion of Europe?
__________4. Who was the US president notable for the creation of the League of Nations?
__________5. What system was used by Giuseppe Mazzini in forming Liberal
Internationalism?
__________6. What term is also used to identify the word ‘country’?
__________7. What is known as the interaction between states rather than their internal
politics?
__________8. Who divide the world according to classes?
__________9. What was established in Europe after the defeat of Napoleon Bonaparte?
__________10. Who coined the term “International Law”?
43
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Looking at the relationship between United States of America and the People’s
Republic of China, apply the lessons and discussions we had just discussed: Global System,
Interstate System and Internationalism.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(H) In a Nutshell
Activity no. 3: Kindly differentiate the following terms and ideas. Use your own
words in discussing them.
1. Internationalization and International Relation
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
44
Phone: (082) 3050647 Local 118
2. State and Nation
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Westphalian System and Napoleonic Code
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Liberal Internationalism and Socialist Internationalism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
45
Phone: (082) 3050647 Local 118
WEEK 4 TO 6
1. Know and explain the purpose and functions of United Nations and its relevance in
Internationalization.
2. Analyze the difference between state and non-state regionalism and know the different
reason behind the establishment of regional organizations.
3. Understand the functions and participation of religion in globalization and elaborate on

the effect of globalization in the field of religion.
4. Comprehend the different effects of media in globalization and apprehend the

contribution of media in the spread of globalization.
WEEK 4
TOPICS:
1. Lesson 4: The United Nations and Contemporary Global Governance
2. Lesson 5: The World of Regions
Lesson 4: The United Nations and

Contemporary Global Governance
(A) Course Outcome
1. To know the history of United Nations and the organs working in it.
2. To understand the importance and role of united nations in securing peace and
development in the world.
3. To understand the importance of the different organs: its functions and roles.
4. To discuss different global challenges that the United Nations is facing nowadays
46
Phone: (082) 3050647 Local 118

In our lesson we tackled the establishment of the League of Nations, the doorway for the establishment of the
United Nation after the Second World War. In this week’s lessons, we will discuss the existence of a Global
Organization, which is the United Nations and those of regional organizations. First, we will define the
meaning of international organization and its power. After which, we will deepen our understanding about
international organization by deepening our knowledge about the United Nations and its organs.
(C) Metalanguage

1 International Organization Refers to international intergovernmental organizations
or groups that are primarily made up of member states
2 Global Governance Refers to the various intersecting processes that create
this order.
3 United Nation It is an intergovernmental organization tasked with
maintaining international peace and security.
4 General Assembly It is the main deliberative organ of the United Nations
comprised of all Member States.
5 Security Council It is primary responsible under for UN Charter to
maintain international peace and security.
6 Economic and Social Council It is UN's "principal body for coordinating, policy review,
policy dialogue, and recommendations on social and
environmental issues.
7 International Court of Justice It is task to settle legal disputes only between nations and
not between individuals.
8 The Secretariat They are responsible for servicing the other organs of the
United Nations and administering the programs and
policies laid down by them.
9 Trusteeship Council A former UN organ which is responsible for supervising
the administration of Trust Territories placed under the
Trusteeship System.
10 Veto Power A power given to the P5 to reject any rules, laws, system
or arrangement suggested or approved by SC or GA.
47
Phone: (082) 3050647 Local 118
11 Permanent Five The founding members of UN and have permanent seat

in the Security Council. These countries are USA, Russia,
China, France and UK.
Internationalization refers to the increasing importance of international trade,

international relations, treaties, alliances, etc. Inter-national, of course, means between or
among nations. While International Law is a set of rules, norms, and standards generally
accepted in relations between nations. It covers a broad range of domains, including war,
diplomacy, trade, and human rights. International law thus provides a mean for states to
practice more stable, consistent, and organized international relations. On the other hand,
International Protection is a state responsibility to provide asylum to refugees who
providing protection and rights. All these are factors that create the idea of a Global
Governance, which refers to the various intersecting processes that create this order. It is
the management of problems that are created by globalization through rules and
institutions processes. However, Global Governance is as appealing as it sound towards
world leaders; they are more inclined to International Organization than creating unified
global governance.
International Organization (IO) refers to international intergovernmental

organizations or groups that are primarily made up of member states (e.g. United Nations
and WHO). International relation scholars Michael N. Barnett & Martha Finnemore listed
the following powers of IOs:
1. The Power of Classification

The ability to classify objects, Invent, and shift their very definition and
identity. Like the creation and defining of a new categories of actors
"refugee" by the "UN High Commissioner for Refugees" ( UNHCR)
2. The Power to Fix meanings
States, organizations, and individuals view IOs as legitimate sources of

information. As such, the meanings they create have effects on various
policies. Like the definition of security as not just safety from military
violence, but safety from environmental, economic, and political harm.
48
Phone: (082) 3050647 Local 118
3. The Power to Diffuse Norms
IOs exercise a third type of power by spreading and enforcing global

values and norms. They desire to shape state practices by establishing,
articulating and transmitting norms that define what constitutes acceptable
and legitimate state behavior. They are "missionaries" of our time
THE UNITED NATIONS
Created after World War II, The United Nations is an intergovernmental organization
tasked with maintaining international peace and security, developing friendly relations
among nations, achieving international co-operation, and being a center for harmonizing
the actions of nations
I. The Five Organs of United Nations
1. The General Assembly (GA)
It is the main deliberative organ of the United Nations comprised of all

Member States (currently at 193). It makes decisions on international peace and
security, admitting new Member States and the UN budget are decided by a two-
thirds majority. Other matters are decided by a simple majority. Annually the
General Assembly elects a GA president to a one-year term of office. In 1949-50
Carlos P. Romulo, a Filipino Diplomat was elected as GA president in the GA's early
years.
2. The Security Council (SC)
The Security Council has a primary responsibility under the UN Charter to

maintain international peace and security. They determine threats to peace or acts
of aggression and resolve it through peaceful or forceful means. The Council has 15
members, including 5 permanent members (P5): China, France, the Russian
Federation, the United Kingdom, and the United States. They're permanent
members since the UN's founding and are irreplaceable. The P5 holds great power
since it only takes one veto vote from a P5 member to stop an SC action.
3. The Economic & Social Council (ECOSOC)
It is the UN's "principal body for coordinating, policy review, policy dialogue,
and recommendations on social and environmental issues, as well as
implementations of internationally agreed development goals". Currently is the UN's
central platform for discussions on sustainable development. The Council has 54
49
Phone: (082) 3050647 Local 118
members which are chosen for equal geographical representation and serve a three-
year term.
4. The International Court of Justice (ICJ)
It is the UN’s main judicial organ, It's task "is to settles legal disputes only
between nations and not between individuals, in accordance with international law,
legal disputes and submitted to it by states and to give advisory opinions referred to
it by authorized United Nations organs and specialized agencies"
1. The Secretariat
The Secretariat is made up of a tens of thousands of international staff

members working at UN Headquarters. They’re responsible for servicing the other
organs of the United Nations and administering the programs and policies laid down
by them. The Secretariat is headed by the Secretary-General, who is appointed by
the General Assembly.
II. Challenges of the United Nations
1. Non-cooperation of other states

The UN was formed because of voluntary cooperation of states. If states
refused to cooperate, the influence of the UN can be severely limited.
2. Issues in Security and Peace

The UN Security Council is tasked with authorizing international act of
military intervention. Because of the P5's veto power, it can be difficult to
release a formal resolution (e.g. The SC council sought to intervene in the
Kosovo war, however China and Russia are against the act).
a. KOSOVO War
Kosovo war. Serbian leader Slobodan Milosevic was committing acts

of ethnic cleansing against ethnic Muslim Abanians in the province of Kosovo.
NATO - North Atlantic Treaty Organization, led by the United States, sought
SC authorization to intervene in the Kosovo war on humanitarian grounds.
China and Russia, threatened to veto any action, rendering the UN incapable
of addressing the crisis.
b. Civil war in Syria
Russia has threatened to veto any SC resolution against Syria. Syrian

President Bashar al-Assad is an ally of Russian Dictator Vladimir Putin. The UN
50
Phone: (082) 3050647 Local 118
is again ineffectual amid a conflict that has led to over 220,000 people dead
and 11 million displaced.
c. United States sought to invade Iraq in 2001
It claimed that Iraq's Saddam Hussein had Weapons of Mass

Destruction that threatened the world. Russia, China, France were
unconvinced and vetoed the UN Resolution for intervention.
(E) Self Help
1.YouTube: How does the UN work? https://www.youtube.com/watch?v=tlmYtJiUK00
2. Film: The Siege of Jadotville (2017) and Backstabbing for Beginners (2017)
3. Article: The UN Charter https://www.un.org/en/sections/un-charter/un-charter-full-text/
(F) Let’s Check
Exercise no.4: identification: Identify the terms which is being asked in every statement.
1. What do you call the power given to the Power Five of UN Security Council?
2. What UN organ in in-charge of the Social and Environmental Issues?
3. Who was the first Filipino General Assembly President?
4. What is referred to as international intergovernmental organizations?
5. What is the Judicial Organ of the United Nations?
6. What UN organ maintains international peace and security?
7. What UN organ is represented by all member states?
8. How many members are there in the Security Council?
9. How many member states are there in ECOSOC?
10. Who lead the UN Secretariat?
51
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Using your own words in connection with our lesson on United Nation, Is United
Nation a powerful organization? Elaborate your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(H) In a Nutshell
Activity no. 4: Enumerate and discuss individually the following using your own words.
1. Power of International Organizations
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
52
Phone: (082) 3050647 Local 118
2. Organs of the United Nations
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
3. Challenges of United Nations
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
53
Phone: (082) 3050647 Local 118
Lesson 5: World of Regions
(A) Course Outcome
1. To know the difference between globalism and regionalism.
2. To know the features of different regional organizations.
3. To discuss the different challenges and problems that the regional

organizations are facing.
4. To develop a critical reasoning on the different issues that global and

regional originations are facing.

Let us continue our discussion on International Organizations. But this time let us focus on the regional
organizations or we call as regionalism. Let us start the discussion by enumerating and explaining the
different reasons why regional organizations are formed. After which, we distinguish a regional organization
as state organization or a non-state organization.
Same with the United Nations, regionalism also faces different forms of challenges, and we will discuss it here.
54
Phone: (082) 3050647 Local 118
(C) Metalanguage
1 Regionalism Regionalism is political and economic phenomena

which unites countries in the region for a common
good.
2 Regionalization It refers to regional concentration of economic flows.
3 NATO An example of state regionalism which was established

during the cold war for military protection purposes.
4 OPEC An example of State regionalism which was established

by oil exporting countries to protect their resources.
5 NAM Another state regionalism which was established by

countries who don’t want to be part of major global
political groups.
6 ASEAN A state regionalism that was established in order to

boost the economy of the members countries.
7 State Regionalism An international organization in the region whose

members are represented by states.
8 Non-State Regionalism An international organization in the regions whose

members are common people or philanthropists and
not directly connected to the states.
9 New Regionalism Also refers to Non-state regionalism.
10 Legitimizers These are non-state regionalism who are asking for

finances and support from the government or state.
55
Phone: (082) 3050647 Local 118
Regionalism is often seen as a political and economic phenomenon. However, the

term actually encompasses a broader area. It can be examined in relation to identities,
ethics, religion, ecological sustainability, and health.
This lesson will look at regions as political entities and examine what brings them
together as they interlock with globalization. It will conclude by asking where all these
regionalisms are bringing us as members of a nation and as citizens of the world.
I. Basic Features of Regions
Regions are “a group of countries located in the same geographically specified area”
or are “an amalgamation of two regions [or] a combination of more than two regions”
organized to regulate and “oversee flows and policy choices.”
The words regionalization and regionalism should not be interchanged, as the former
refers to the “regional concentration of economic flows” while the latter is “a political
process characterized by economic policy cooperation and coordination among countries.”
There are two types of regional groups or regionalism. The first is State Regionalism.
It is the coordination of countries and a general phenomenon or may refer to a formal
project, policy, or scheme promoted by regional states and the term actually encompasses a
broader area. The second is the Non-State Regionalism. Non-state regionalism
are individuals or organizations that have powerful economic, political or social power
and are able to influence at a national and sometimes international level while not
belonging to or ally themselves to any particular country or state.
II. Reasons of the Formation of Regional Groups in State Regionalism
A. For military defense
It is to guarantee the freedom. So unity of its members through political and military
means. An Example of this is NATO (North Atlantic Treaty Organization). During the COLD
56
Phone: (082) 3050647 Local 118
WAR, on march 4, 1947 a treaty of Dunkirk was signed by France and UK as treaty of alliance
and mutual assistance. By 1948, this alliance was expanded to include Benelux Countries
the form of the Western Union referred to as Brussels Treaty Organization. On April 4, 1949
it became North Atlantic Treaty Organization each members of NATO agreed to a system of
collective defence for its members.
B. To pool resources
Countries form regional organizations to pool their resources, get better returns for
their exports, as well as expand their leverage against trading partners. An example of this is
OPEC (Organization of the Petroleum Exporting Countries). OPEC is a group consisting of 14
of the world's major oil-exporting nations. It was founded in 1960 to coordinate the
petroleum policies of its members and to provide member states with technical and
economic aid. Its headquarters are in Vienna and Austria. Their focus is to regulate oil prices
and ensure stabilization of oil. In order to secure: Economic and regular supply of petroleum
to consuming nations, stable prices for petroleum producers and Fair return on Capital for
those investing in the petroleum industry.
C. To Protect Independence
Countries form regional blocs to protect their independence from the pressures of
superpower politics. An example of this is NAM (Non-Aligned Movement). In the year of
1955 there was an Conference at Bandug that is in the Indonesia and 29 Afro Asian
Countries Assembled and the Birth of NAM started. However, the leaders were 4 countries
and it was on the basis of Panchashell Principal. NAM officially born in 1961 at Belgrade
which is in the Yugoslavia and first session at Belgrade started with 25 members and every 3
years they have a NAM conference. Until now they have 16th NAM summits and in 2012
they have 16 NAM at Tehran and in the year of 2016 they have 17th NAM at Venezuela and
today NAM is the 2nd largest Global Organisation next to UNO and NAM had 55% of Global
Population.
NAM is an international policy of a sovereign state. It does not-align itself with any
of the power blocs. However, it actively participates in the world affairs in order to pursue
57
Phone: (082) 3050647 Local 118
world peace, international cooperation, human rights, national sovereignty, racial and
national equality, non-intervention, and peaceful conflict resolution. Its headquarter is in
Central Jakarta, Indonesia.
D. Due to Economic crisis
Economic crisis compels countries to come together. An example of this is ASEAN

(Association of Southeast Asian Nations). ASEAN was established on August 8, 1967 in
Bangkok by the 5 original member-countries: Indonesia, Malaysia, Philippines, Singapore
and Thailand. Brunei, Darussalam joined on January 8, 1984. Vietnam on July 28, 1995. Laos
and Myanmar on July 23, 1997 and Cambodia on April 30, 1999. ASEAN was formed in 1967
by Indonesia, Malaysia, Philippines, Singapore and Thailand to promote political and
Economic Cooperation and Regional Stability. Today the main focuses of ASEAN are Political
Security, Economic Security and Socio Cultural Integration.
III. Non-State Regionalism
It is not only states that agree to work together in the name or a single cause.
Organizations representing this “new regionalism” that rely on the power of individuals,
non-governmental organizations (NGOs), and associations to link up with one another in
pursuit of a particular goal (or goals). These are those who work with governments
(Legitimizers) and participate in “Institutional mechanisms that afford some civil society
groups voice and influence in technocratic policy making processes”. They are sometimes
identified with reformists who share the same values, norms, institutions, and system that
exist outside of the traditional, established mainstream institutions and systems. They are
called ‘New Regionalism’ to differ significantly from traditional state-to-state regionalism
when it comes to identifying problems.
These are tiny associations that include no more than a few actors and focus on a single
issue, or huge continental unions that address a multitude of common problems from
territorial defence to food security. They rely on the power of individuals. They could be
individuals or groups that hold influence and which are wholly or partly independent of a
sovereign state or state. These are some examples of Non-State Regional Groups:
58
Phone: (082) 3050647 Local 118
A. Rainforest Foundation
They protect indigenous peoples and the rainforest of Brazil, Guyana, Panama and Peru.
B. Regional Interfaith Youth Networks
In 2006, Religions for Peace launched six Regional Interfaith Youth Networks, in Asia,
Africa, the Middle East, Europe, North America, and Latin America and the Caribbean. They
Promote conflict prevention, resolution, peace education, and sustainable development.
C. Migrant Forum
They are another Regional network of NGO’s Trade unions who are committed to
protecting and promoting the rights and welfare of migrant workers.
IV. Challenges of Regionalism
There are disagreements which surface over issues like gender and religion.
They slowed down once countries like Malaysia, Singapore and Thailand
They refused to recognize the rights of undocumented migrant workers and the rights of
the families of migrants.
(E) Self Help
1. Article: The ASEAN Charter

https://www.asean.org/wp-content/uploads/images/archive/21069.pdf
2. YouTube: Regional Organization

https://www.youtube.com/watch?v=-Y8Ax4u-fsE
3. Film: The Last Rescue (2015) or Behind Enemy Lines (2001)
59
Phone: (082) 3050647 Local 118
(F) Let’s Check
Exercise no. 5: TRUE OR FALSE. Write TRUE is the statement is correct and FALSE if the
statement is incorrect.
1. NATO was established to pool the resources of the surrounding regions.
2. State regionalism is done through state-to-state organizations.
3. ASEAN started with only 5 original members.
4. Non-State organizations are also known as new regionalism.
5. The non-state organizations that worked together with the government are called left-
wing.
6. OPEC is an international policy of a sovereign state.
7. NAM is a regional organization that focuses on military defence.
8. Regionalism is often seen as a political and economic phenomenon.
9. OPEC is a group consisting of 14 of the world's major rice-exporting nations.
10. The Headquarters of NAM are in Vienna and Austria.
60
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
K12 Education was a product of the ASEAN Integration. With this, there were two
more years added in the secondary level of education in the Philippines. Using the lessons
we have above, Is K12 education a helpful tool for regionalism?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
61
Phone: (082) 3050647 Local 118
(H) In a Nutshell
Activity no. 5: Using the lessons and ideas we have about regionalism. Kindly identify the
following:
1. Difference between State and Non-State Regionalism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Importance of Regionalism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. The Different reasons why state regionalism are formed.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
62
Phone: (082) 3050647 Local 118
4. Examples and purpose of Non-State Regional Groups
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Challenges in ASEAN regional group
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
63
Phone: (082) 3050647 Local 118
WEEK 5
TOPICS:
1. Lesson 6: The Globalization of Religion
2. Lesson 7: Media and Globalization
Lesson 6: The Globalization of Religion
(A) Course Outcome
1. To know the role of religion in the process of globalization.
2. To understand the importance of religion in globalization and international relation.
3. To identify the different effect of globalization in religion.
4. To discuss the different approaches of religion in globalization.
Professor: Good day students!

This week’s lessons will help us to understand how globalization spread and affect different entities. We will
discuss the role of religion in the growth of globalization at the same time the effect of globalization in the
aspect of religion. We will also discuss the role of media, but we will have its introduction when we get there.
Now, in this part of our lesson we will try to understand the different undertakings that religion had to go
through since globalization is inevitable. Hence, we will also see how religion adapts to the world of
globalization.
64
Phone: (082) 3050647 Local 118
(C) Metalanguage
1 Religion It is an organized collection of beliefs, cultural system and

world views that relate humanity to transcendental
existence.
2 Globalism An ideology that focus on the material world rather than

spiritual. It concerns on creating a unified material world.
3 Isolationism An act of seclusion from the world. Usually done by

monks or cults.
4 Trojan Horse Originated from the Trojan war. It was a gift given by
Greeks to conquer the city of Troy. It has hidden
agenda/people inside of it.
5 Profanity An act of irreligiousity which is connected with

blasphemy or cursing. It could also refers to bad or dirty.
6 Materialism It is a tendency to consider material possessions and

physical comfort as more important than spiritual values.
7 Islamic Schools Or commonly known as Madrasa. It is an educational

system which focuses on the teaching of Islamic faith and
the Qur’an.
8 Modern Republics Literally referred to the kind of political system now-a-

days.
9 Religious Fundamentalism It is a belief on the superiority of religious teachings and

strict division between the righteous people and
evildoers.
65
Phone: (082) 3050647 Local 118
I. The Conflict between Religion and Globalization
Religion much more than cultures, has the most difficult relationship with globalism.
First, the two are entirely contrasting belief system.
1. Religion is concerned with the sacred, while globalism places value on material wealth.
2. Religion follows divine commandments while globalism abides by human-made laws.
3. Religion assumes that there is the possibility of communication between humans and the
transcendent, while globalism’s yardsticks is of how much of human actions can lead to the
highest material satisfaction and subsequent wisdom that this new status produces.
4. Religious people are less concerned with the wealth and all that comes along with it,
while globalists believed that this is a form of asceticism precisely because they shun
anything material for complete simplicity.
5. Religious person’s main duty is to live a virtuous and sinless life while globalists are less
worried whether they will end up in heaven or in hell, since they are more concerned about
the general progress of the community, the nation and the global economic system.
6. Religious detest politics and the quest for power for they are evidence of humanity’s
weakness, while the globalists values them as both means and ends to open up further
economies of the world.
7. The religious is concerned with spreading holy ideas globally, while globalists wish to
spread goods and services.
8. Religious regard identities associated with globalism such as citizenship, language and
race as inferior and narrow, membership to religious group, organization or cult represent a
superior affiliation that connects humans directly to the divine.
66
Phone: (082) 3050647 Local 118
However, religion and globalism clash over the fact that religious evangelization is a
form of globalization. Moreover, our first impression of religion is that they could help us
find our way of life. That is actually true. However there is one disadvantage that rises above
this idea. Religion tends to divide everyone. Islam, Catholic, Born Again, etc. And by us
divided, we tend to result to war and conflict because of the different beliefs reinstated.
Furthermore, because of the philosophical differences and the threat of

modernization, some religious groups create impenetrable sanctuaries where that can
practice their religion without the meddling and control of authorities brought about by
globalization. Some of them are:
1. The followers of Dalai Lama established Tibet
2. Buddhist monasteries are located away from civilization so that Hermits can
devote themselves in prayer and meditation.
3. The Rizalistas isolate themselves in Mount Banahaw
4. The Essenes hid themselves in the dessert during the Roman-controlled Judea
5. The Mormons of Utah also isolate themselves in sometime
These groups believe that living among the non-believers will distract them from
their mission or tempt them to abandon their faith and become sinners like everyone else.
II. The Realities
In actuality the relationship between religion and globalism is much more

complicated. Peter Berger argues that far from being secularized, “the contemporary world
is…furiously religious.” In most of the world, there are veritable explosions of religious
fervor, occurring in one form of another in all the major religious traditions (Christianity,
Judaism, Islam, Hinduism, Buddhism and even Confucianism) and in many places in
imaginative synthesis of one or more world with indigenous faiths.
Religions are the foundations of modern republics.
67
Phone: (082) 3050647 Local 118
1. In Islam
The Malayan government places religion at the center of the political system.
Its constitution explicitly states that “Islam is the Religion of the Federation.” and the
rulers of each state was also the “Head of the religion Islam”.
The late Iranian religious leader Ayatollah Ruholla Khomeini bragged about
the superiority of Islamic rule over its secular counterparts and pointed out that
“there is no fundamental distinction among constitutional, despotic, dictatorial,
democratic, and communistic regimes.”
To Khomeini, all secular ideologies were the same, they were all flawed, and
Islamic rule was the superior form of government because it was spiritual. Yer, Iran
calls itself a republic, a term that is associated with the secular.
Moreover, religious movements do not hesitate to appropriate secular

themes and practices. The moderate Muslim Association Nahdlatul Ulama in
Indonesia has Islamic Schools (Pesantren) where students are taught not only about
Islam but also about modern science, the social sciences, modern banking, civic
education, rights of women, pluralism and democracy.
2. In Christianity
The Church of England was shaped by the rationality of modern democratic

and bureaucratic culture. King Henry VIII broke with the Roman Catholic Church and
established his own Church to bolster his own power.
In the United States, religion and law were fused to together to help build
this “modern secular society”. It was observed in the early 1800s by French historian
and diplomat Alexis de Tocqueville who wrote “not only do the Americans practice
their religion out of self interest but they often even place in this world the interest
which they have in practicing it.”
68
Phone: (082) 3050647 Local 118
Jose Casanova confirms this statement by noting that “historically religion

has always been at the very center of all great political conflicts and movements of
social reform. From independence to abolition, from nativism to women suffrage,
from prohibition to the civil rights movement, religion had always been at the center
of these conflicts but also on both sides of the political barricades. It remains the
case until today with the power the Christian Right has on the Republican Party.
III. Religion FOR and AGAINST Globalization
1. Religion is FOR Globalization
Christianity and Islam see globalization less as an obstacle and more as an

opportunity to expand their reach all over the world. Globalization has “freed” communities
from the constraints of the nation-state, but in the process, also threatened to destroy the
cultural system that bind them together. Religion seeks to take the place of these broken
traditional ties to either help communities cope with their new situation or organized them
to oppose this major transformation of their lives.
2. Religion is AGAINST Globalization
Some Muslims view globalization as Trojan Horse hiding supporters of

Western values like secularism, liberalism or even communism ready to spread these ideas
in their areas to eventually displace them. The world council of Churches has criticized
economic globalization’s negative effect. It vowed to make themselves accountable to the
victims of the project of economic globalization by becoming its advocates inside and
outside the centers of power.
69
Phone: (082) 3050647 Local 118
(E) Self Help
1. Article: El Azzouzi, Monaim (2013). Religion and GLobalization: Benefits and Challenges.
https://www.moroccoworldnews.com/2013/01/75121/religion-and-globalisation-benefits-
and-challenges/
2. YouTube: Globalization and Religion
https://www.youtube.com/watch?v=ZsQGZ1bH38U
3. Film: God’s not Dead (2014)
(F) Let’s Check
Exercise no. 6: TRUE OR FALSE. Write TRUE is the statement is correct and FALSE if the
statement is incorrect.
1. In Iran Islamic Schools called Pesantren are also teaching other sciences besides Islam.
2. According to Jose Casanova, the contemporary world is furiously religious.
3. For some Muslims and Christians, they see globalization as an opportunity to expand
faith.
4. Some Muslims view globalization as Trojan Horse which hides western values like
secularism
5. Historically, religion had always been the centre of any political conflicts.
6. Khomeini bragged about the superiority of Islamic rule over other form of government.
7. The followers of Shiva established what we know now as Tibet.
8. In reality, Religions are the foundations of modern republics.
9. King Henry VIII broke with Roman Catholicism to established his own Church.
10. Religion and globalism clash over the fact that religious evangelization is a form of
globalization.
70
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Describe how your Church/Religion adapts from the trend of globalization and
modern world.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
(H) In a Nutshell
Activity no. 5: Using the lessons and ideas we have about regionalism and using your own
words kindly discuss the following:
1. The conflicts between Religion and Globalism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
71
Phone: (082) 3050647 Local 118
2. The Reality on the relationship between Religion and Globalization
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Religion is FOR Globalization
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Religion is AGAINST Globalization
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
72
Phone: (082) 3050647 Local 118
Lesson 7: Media and Globalization
(A) Course Outcome
1. To know the importance and role of media in globalization.
2. To discuss the different modes of media that helps the spread of globalization.
3. To analyze different situations wherein religion and media became part of globalization:
its role and importance.

In this part of the lesson we will deepen our understanding on the relationship between media and
globalization, particularly how media help and affect the process of globalization.
We will try to comprehend on the effect of media in the orient and the effect of media in the western world.
In this lesson also, we will try to see how media create a global village and the process of imperialism.
(C) Metalanguage
1 Media Lule describes media as a means of conveying

something, such as a channel of communication.
2 Communication It is the act of transmitting knowledge from one place,

person or group to another.
3 Global Village According to McLuhan, global village it is the idea that

people are connected by easy travel, mass media and
other electronic communication interconnections.
73
Phone: (082) 3050647 Local 118
4 Cultural Imperialism It is the practice of advocating and enacting a culture,

with a constitutionally influential nation, over a less
influential society.
5 Hegemony It is the political, economic, or armed superiority or

influence of one nation over others.
6 Cyber Ghettos It is a location on the cyberspace (ghettos) where a

group of community is disregarded.
7 Cyberbalkanization It portrays the method by which the restriction and the

presentation of flows on Internet subject matter
affects destruction or fragments within.
8 Splinternet It is a clever remark created to portray the Internet as

it exists in each independent nation offering its
personal individual version for clients of its territory.
9 Trolls They are professional users who harass political

opponents to manipulate public opinion through
intimidation and the spreading of fake news.
10 Global Online Propaganda It is the biggest threat to face as the globalization of

media deepens.
Globalization entails the spread of various cultures. When a film is made in

Hollywood, it is shown not only in the Unites States, but also in other cities across the globe.
South Korean rapper Psy’s song “Gangnam Style” may have been about a wealthy suburb in
Seoul, but its listeners included millions who have never been or may never go to Gangnam.
Some of them may not even know what Gangnam is. Globalization also involves the
spread of ideas. For example, the notion of the rights of lesbian, gay, bisexual, and
transgender (LGBT) communities is spreading across the world and becoming more widely
accepted. Similarly, the conservative Christian Church that opposes these rights moves
from places like South America to Korea and to Burundi in Africa.
74
Phone: (082) 3050647 Local 118
People who travel the globe teaching and preaching their beliefs in universities,
churches, public forums, classrooms, or even as guests of a family play a major role in the
spread of culture and ideas. But today, television programs, social media groups, books,
movies, magazines, and the like have made it easier for advocates to reach larger audiences.
Globalization relies on media as its main conduit for the spread of global culture and
ideas. Jack Lule was then right to ask, “Could global trade have evolved without a flow of
information on markets, prices, commodities, and more? Could empires have stretched
across the world without communication throughout their borders? Could religion, music,
poetry, film, fiction, cuisine, and fashion develop as they have without the intermingling of
media and cultures?
There is an intimate relationship between globalization and media which must be unraveled
to further understand the contemporary world.
Media and Its Functions
Lule describes media as “a mean of conveying something, such as a channel of
communication.” Technically speaking, a person’s voice is a medium. However, when
commentators refer to “media” (the plural of medium), they mean the technologies of mass
communication.
Print media include books, magazines, and newspapers.
Broadcast media involve radio, film, and television.
Finally, digital media cover the internet and mobile mass communication. Within the
category of internet media, there are the e-mail, internet sites, social media, and internet-
based video and audio.
While it is relatively easy to define the term “media,” it is more difficult to determine
what media do and how they affect societies. Media theorist Marshall McLuhan once
declared that “the medium is the message.” He did not mean that ideas (“messages”) are
useless and do not affect people. Rather, his statement was an attempt to draw attention
to how media, as a form of technology, reshape societies.
Thus, television is not a simple bearer of messages, it also shapes the social behavior
of users and reorient family behavior. Since it was introduced in the 1960s, television has
75
Phone: (082) 3050647 Local 118
steered people from the dining table where they eat and tell stories to each other, to the
living room where they silently munch on their food while watching primetime shows.
Television has also drawn people away from other meaningful activities such as
playing games or reading books. Today, the smart phone allows users to keep in touch
instantly with multiple people at the same time. Consider the effect of the internet on
relationships. Prior to the cellphone, there was no way for couples to keep constantly in
touch, or to be updated on what the other does all the time. The technology (medium), and
not the message, makes for this social change possible.
McLuhan added that different media simultaneously extend and amputate human
senses. New media may expand the reach of communication, but they also dull the users’
communicative capacities. Think about the medium of writing. Before people wrote things
down on parchment, exchanging stories was mainly done orally.
To be able pass stories verbally from one person to another, storytellers had to have
retentive, memories. However, papyrus started becoming more common in Egypt after the
fourth century BCE, which increasingly meant that more people could write down their
stories. As a result, storytellers no longer had to rely completely on their memories. This
development, according to some philosophers at the time, dulled the people’s capacity to
remember.
Something similar can be said about cellphones. On the one hand, they expand
people’s senses because they provide the capability to talk to more people instantaneously
and simultaneously. On the other hand, they also limit the senses because they make user
easily distractible and more prone to multitasking. This is not necessarily a bad thing; it is
merely change with a trade–off.
The Global Village and Cultural Imperialism
McLuhan used his analysis of technology to examine the impact of electronic media.
Since he was writing around the 1960s, he mainly analyzed the social changes brought
about by television. McLuhan declared that television was turning the world into a “global
village.”
By this, he meant that, as more and more people sat down in front of their television
sets and listened to the same stories, their perception of the world would contract. If tribal
76
Phone: (082) 3050647 Local 118
villages once sat in front of fires to listen to collective stories, the members of the new
global village would sit in front of bright boxes in their living rooms.
In the years after McLuhan, media scholars further grappled with the challenges of a
global media culture. A lot of these early thinkers assumed that global media had a
tendency to homogenize culture. They argued that as global media spread, people from all
over the world would begin to watch, listen to, and read the same things.
Localizing the Material
If cultural organization merely entails the spread of a Western monoculture, what

explains the prevalence of regional cultural trends? For example, the regionalization of
culture was a boon to Filipino telenovels. From 2000 to 2002, ABS-CBN aired Pangako
Sa’Yo starring Jericho Rosales and Kristine Hermosa. The show soon became a hit in
Singapore and Malaysia, and its two stars became household names. In 2013, Cambodia TV
even purchased the rights to produce its own version of the show. Until now, Filipino
telenovels like Be Careful with My Heart find audiences across Southeast Asia.
This thinking arose at a time when America’s power had turned it into the world’s
cultural heavyweight. Commentators, therefore, believed that media globalization coupled
with American hegemony would create a form of cultural imperialism whereby American
values and culture would overwhelm all others.
In 1976, media critic Herbert Schiller argued that not only was the world being
Americanized, but that this process also led to the spread of “American” capitalist values
like consumerism. Similarly, for John Tomlinson, cultural globalization is simply a
euphemism for “Western cultural imperialism” since it promotes “homogenized,
Westernized, consumer culture.”
These scholars who decry cultural imperialism, however, have a top–down view of
the media, since they are more concerned with the broad structures that determine media
content. Moreover, their focus on America has led them to neglect other global flows of
77
Phone: (082) 3050647 Local 118
information that the media can enable. This media/cultural imperialism theory has,
therefore, been subject to significant critique.
Critiques of Cultural Imperialism
Proponents of the idea of cultural imperialism ignored the fact that media messages
are not just made by producers, they are also consumed by audiences. In the 1980’s, media
scholars began to pay attention to the ways in which audiences understood and interpreted
media messages.
The field of audience studies emphasizes that media consumers are active
participants in the meaning–making process, who view media “texts” (in media studies, a
“text” simply refers to the content of any medium) through their own cultural lenses.
In 1985, Indonesian cultural critic Ien Ang studied the ways in which different
viewers in the Netherlands experienced watching the American soap opera Dallas. Through
letters from 42 viewers, she presented a detailed analysis of audiences–viewing
experiences. Rather than simply receiving American culture in a “passive and resigned
way,” she noted that viewers put “a lot of emotional energy” into the process and they
experienced pleasure based on how the program resonated with them.
In 1990, Elihu Kats and Tamar Liebes decided to push Ang’s analysis further by
examining how viewers from distinct cultural communities interpreted Dallas. They argued
that texts are received differently by varied interpretative communities because they
derived different meanings and pleasures from these texts.
Thus, people from diverse cultural backgrounds had their own ways of
understanding the show. Russians were suspicious of the show’s content, believing not only
that it was primarily about America, but that it contained American propaganda. American
viewers believed that the show, though set in America, was primarily about the lives of the
rich.
Apart from the challenge of audience studies, the cultural imperialism thesis has
been belied by the renewed strength of regional trends in the globalization process. Asian
culture, for example, has proliferated worldwide through the globalization of media.
Japanese brands–from Hello Kitty to the Mario Brothers to Pokémon–are now an indelible
part of global popular culture.
78
Phone: (082) 3050647 Local 118
The same cab said for Korean pop (K-pop) and Korean telenovels, which are widely
successful regionally and globally. The observation even applied to culinary tastes. The
most obvious case of globalized Asian cuisine is sushi. And while it is true that McDonald’s
has continued to spread across Asia, it is also the case that Asian brands have provided stiff
competition. The Philippines’ Jollibee claims to be the number one choice for fast food in
Brunei.
Given these patterns, it is no longer tenable to insist that globalization is a
unidirectional process foreign cultures overwhelming local ones. Globalization, as noted in
Lesson 1, will remain an uneven process, and it will produce inequalities. Nevertheless, it
leaves room for dynamism and cultural change. This is not a contradiction; it is merely a
testament to the phenomenon’s complexity.
Social Media and the Creation of Cyber Ghettoes
By now, very few media scholars argue that the world is becoming culturally
homogenous. Apart from the nature of diverse audiences and regional trends in cultural
production, the internet and social media are proving that the globalization of culture and
ideas can move in different directions. While Western culture remains powerful and media
production is still controlled by a handful of powerful Western corporations, the internet,
particularly the social media, is challenging previous ideas about media and globalization.
As with all new media, social media have both beneficial and negative effects. On
the one hand, these forms of communication have democratized access. Anyone with an
internet connection or a smart phone can us Facebook and Twitter for free. These media
have enabled users to be consumers and producers of information simultaneously.
The democratic potential of social media was most evident in 2011 during the wave
of uprisings known as the Arab Spring. Without access to traditional broadcast media like
TV, activists opposing authoritarian regime in Tunisia, Egypt, and Libya used Twitter to
organize and disseminate information. Their efforts toppled their respective governments.
More recently, the “women’s march” against newly installed US President Donald
Trump began with a tweet from a Hawaii lawyer and became a national, even global,
movement.
79
Phone: (082) 3050647 Local 118
However, social media also have their dark side. In the early 2000s, commentators
began referring to the emergence of a “splinternet” and the phenomenon of
“cyberbalkanization” to refer to the various bubbles people place themselves in when they
are online.
In the United States, voters of the Democratic Party largely read liberal websites, and
voters of the Republican Party largely read conservative websites. This segmentation, notes
an article in the journal Science, has been exacerbated by the nature of social media feeds,
which leads users to rea articles, memes, and videos share by like–minded friends.
As such, being on Facebook can resemble living in a echo chamber, which reinforces
one’s existing beliefs and opinions. This echo chamber preludes users from listening to or
reading opinions and information that challenge their viewpoints, thus making them more
partisan and closed–minded.
This segmentation has been used by people in power who are aware that the social
media bubbles can produce a herd mentality. It can be exploited by politicians with less
than democratic intentions and demagogues wanting to whip up popular anger. The same
inexpensiveness that allows social media to be a democratic force likewise makes it a cheap
tool of government propaganda.
Russian dictator Vladimir Putin has hired armies of social media “trolls” (paid users
who harass political opponents) to manipulate public opinion through intimidation and the
spreading of fake news. Most recently, American intelligence agencies established that
Putin used trolls and online misinformation to help Donald Trump win the
presidency–a tactic the Russian autocrat is likely to repeat in European elections he seeks to
influence.
In places across the world, Putin imitators replicate his strategy of online trolling and
disinformation to clamp down on dissent and delegitimize critical media. Critics of the
increasingly dictatorial regime of Turkish President Recep Tayyip Erdogan are threatened by
online mobs of pro-government trolls, who hack accounts and threaten violence. Some of
their responses have included threats of sexual violence against women.
As the preceding cases show, fake information can spread easily on social media
since they have few content filters. Unlike newspapers, Facebook does not have a team of
80
Phone: (082) 3050647 Local 118
editors who are trained to sift through and filter information. If a news article, even a fake
one, gets a lot of shares, it will reach many people with Facebook accounts.
This dark side of social media shows that even a seemingly open and democratic
media may be c0-opted towards undemocratic means. Global online propaganda will be the
biggest threat to face as the globalization of media deepens. Internet media have made the
world so interconnected that a Russian dictator can, for example, influence American
elections on the cheap.
As consumers of media, users must remain vigilant and learn how to distinguish fact
from falsehood in a global media landscape that allows politicians to peddle what President
Trump’s senior advisers now call “alternative facts.” Though people must remain critical of
mainstream media and traditional journalism that may also operate based on vested
interest, we must also insist that some sources are more credible than others.
A newspaper story that is written by a professional journalist and vetted by
professional editors is still likely to be more credible than a viral video produced by
someone in his/her bedroom, even if both will have their biases. People must be able to tell
the differences.
Conclusion
This lesson showed that different media have diverse effects on globalization
processes. At one point, it seemed that global television was creating a global monoculture.
Now, it seems more likely that social media will splinter cultures and ideas into bubbles of
people who do not interact. Societies can never be completely prepared for the rapid
changes in the systems of communications.
Every technological change, after all, creates multiple unintended consequences.
Consumers and users of media will have a hard time turning back the clock. Though people
may individually try to keep out of Facebook or Twitter, for example, these media will
continue to engender social changes. Instead of fearing these changes or entering a state of
moral panic, everyone must collectively discover ways of dealing with them responsibly and
ethically.
81
Phone: (082) 3050647 Local 118
(E) Self Help
1. Article: Media Globalization:
https://courses.lumenlearning.com/atd-bhcc-
introsoc/chapter/reading-global-implications-of-media-and-technology/
2. YouTube: The Internet, Globalization and the Media Future
https://www.youtube.com/watch?v=XuzvmoMCygg
3. Film: The Internship (2013)
(F) Let’s Check
Exercise no. 7: True or False: Writ TRUE if the statement is correct and FALSE if incorrect.
_________1. Imperialism refers to the various bubbles of people place themselves in when
they are online.
_________2. Voters of the Democratic Party largely read conservative websites.
_________3. According to Jack Lule media simultaneously extend and amputate human
senses.
_________4. Voters of the Republican Party largely read liberal websites.
_________5. Social media have both beneficial and negative effects.
_________6. McLuhan declared that television was turning the world into a “global village.”
_________7. Herbert Schiller argued that not only was the world being Americanized.
_________8. Globalization entails the spread of various cultures.
_________9. Very few media scholars argue that the world is becoming culturally
homogenous.
_________10. Cultural imperialism ignored the fact that media messages are not just made
by producers, they are also consumed by audiences.
82
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Media is a very powerful tool of communication; however it is also the most

abuse and the most misused. Using the discussions we have above on media and
globalization, how does globalization contribute to the spread of fake news? Create reliable
examples with citations.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
(H) In a Nutshell
Activity no.7: Using the lessons we have above, kindly explained the following:
1. Media create hegemonic world
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
83
Phone: (082) 3050647 Local 118
2. Media is a tool for cultural imperialism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Media create global village
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Media spread cyber ghettos
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
84
Phone: (082) 3050647 Local 118
WEEK 7 TO 9
1. Understand the role of global cities in the world of globalization and identify the different
criteria that makes a city a global city.
2. Know and explain the problem of overpopulation and how globalization contributes to its
growth.
3. Comprehend the reasons behind global migration and this affects the different countries
when it comes to economy, culture and society.
4. Demonstrate the effects of globalization in the environment and analyze the dilemma of
development and environmental protection.
WEEK 6
TOPICS:
1. Lesson 8: The Global City
Lesson 8: Global City
(A) Course Outcomes
1. To know the meaning and importance of Global City.
2. To know the different ways to become a Global City.
3. To understand the role global city in the development of economy, politics and culture.
4. To discuss the different challenges that a global city is facing.
5. To know the effect of rural communities to urbanization.
85
Phone: (082) 3050647 Local 118

In this part of the lesson we will discover some realities about the different cities in the world, the Global
Cities.
We will at first discuss the different indicators to become a global city. After which, we will try to comprehend
the benefits and challenges that a global city have.
Lastly, we will search and identify cities in the Philippines that could be consider as global city, if there is.
(C) Metalanguage

1 Global City Sociologist Saskia Sassen define global city as the hubs
of global finance and capitalism. A home of the world’s
top stock exchanges where inventors buy and sell
shares in major corporations.
2 New York Stock Exchange It represents the highest concentrations of capital in
the world.
3 Financial Times Stock It represents an enormous corporation of indices
Exchange dominated by the London Stock Exchange.
4 Nikkei It is a stock market index for the Tokyo Stock Exchange.
5 Economic Power Sociologist Sassen, remains correct in saying that
economic power largely determines which cities are
global.
6 Economic Opportunities This is characteristic of a global city which offers work
and professional opportunities for people in different
field.
7 Economic Competitiveness This is a criterion of a global city which pertains to
market size, purchasing power of citizens, size of the
middle class, and potential for growth.
8 Center of Authority This criterion of global city maintains the seat of power
in the country, meaning countries important political
offices are located in this city.
9 Center of Political Influence This is a criterion of a global city which pertains to the
city as home or headquarters of international
organizations.
86
Phone: (082) 3050647 Local 118
10 Center of Higher Learning This criterion of a global city pertains to the global city
as the home of famous universities and other academic
institutions.
11 Center of Culture This is a criteria of a global city which embodies the
global culture such as culinary and arts.
12 Vertical Farming It is built in an abandoned building, and it may lead the
way towards more environmentally sustainable cities
13 Gentrification It is the phenomenon of driving out the poor in favor of
newer, wealthier residents.
14 Banlieue They are poor Muslim migrants who are forced out of
Paris and have clustered around ethnic enclaves.
If you had the chance, would you move to New York? Tokyo? How about Sydney?
Chances are many of you would like to move to these major cities. And if not, you would
probably like to visit them anyway. Some of you might have already traveled to these cities
as tourists or temporary residents. Or maybe you have heard stories about them. You may
have relatives living there who have described buzzing metropolises, with forests of
skyscrapers and train lines that zigzag on top of each other.
You may likewise have an idea of what these cities look like based on what you have
seen in movies or TV. Do you remember when downtown Manhattan in New York was
destroyed in a confrontation between the Avengers (Iron Man, Thor, Captain America, the
Hulk, etc.) and aliens?
Not all people have been to global cities, but most know about them. Their
influence extends even to one’s imagination. What are these places? Why are they
important? And how are they relevant to you?
Why Study Global cities?
So far, much of the analysis of globalization in the process lessons ha looked at how
ideas of internationalism shaped modern world politics. We also examine cultural
movements like K-pop, and how they spread through media like the internet. What this
lesson will emphasize, however, is the globalization is spatial. This statement means two
things.
87
Phone: (082) 3050647 Local 118
First, globalization is spatial because it occurs in physical spaces. You can see it when
foreign investments and capital move through a city, and when companies build
skyscrapers. People who are working in these businesses–or Filipinos working abroad–start
to purchase or rent high-rise condominium units and better homes. As all these events
happen, more poor people are driven out of city centers to make way for the new
developments.
Second, globalization is spatial because what makes it move is the fact that it is
based in places. Los Angeles, the home of Hollywood, is where movies are made for global
consumption. The main headquarters of Sony is in Tokyo, and from there, the company
coordinates the sale of its various electronics goods to branches across the world. In other
words, cities act on globalization and globalization acts on cities. They are the sites as well
as the mediums of globalization. Just as the internet enables and shapes global forces, so
too do cities.
In the years to come, more and more people will experience globalization through
cities. In 1950, only 30 percent of the world lived in urban areas. By 2014, the number
increased to 54 percent. And by 2050, it is expected to reach 66 percent. This lesson
studies globalization through the living environment of a rapidly increasing number of
people.
Defining the Global City
Sociologists Saskia Sakia popularized the term “global city” in the 1990s. Her criteria
for what constitutes a global city were primarily economic. In her work, she initially
identified three global cities: New York, London, and Tokyo, all of which are hubs of global
finance and capitalism. They are the homes, for instance, of the world’s top stock
exchanges where investors buy and sell shares in major corporations.
New York has the New York stock Exchange (NYSE), London has the financial times
Stock Exchange (FTSE), and Tokyo has the Nikkei. The amount of money traded in these
markets is staggering. The value of shares traded in the NYSE, for example, is $19,300
billion, while that of the shares in the Philippine Stock exchange is only $231.3 billion.
Limiting the discussion of global cities to these three metropolises, however, is
proving more and more restrictive. The global economy has changed significantly since
88
Phone: (082) 3050647 Local 118
Sassen wrote her book, and any account of the economic power of cities today must take
note of the latest developments.
Recent commentators have expected the criteria that Sassen used to determine
what constitutes a global city. Though it is not as wealthy as New York, movie-making
mecca Los Angeles can now rival the Big Apple’s cultural influence. San Francisco must now
factor in as another global city because it is the home of the most powerful internet
companies–Facebook, Twitter, and Google.
Finally, the growth of the Chines economy has turned cities like Shanghai, Beijing,
and Guangzhou into centers of trade and finance. The Chinese government reopened the
Shanghai Stok Exchange in late 1990, and since then, it has grown to become the firth larges
stock market in the world.
Other consider some cities “global” simply because they are great places to live in.
in Australia, Sydney commands the greatest proportion of capital. However, Melbourne is
described as Sydney’s rival “global city” because many magazines and lists have now
referred to is as the world’s “most livable city” – a place with good public transportation, a
thriving cultural scene, and a relatively easy pace of life.
Defining a global city can thus be difficult. One way of solving this dilemma is to go
beyond the simple dichotomy of global and non-global. Instead of asking whether or not
one city is a global city (a yes or no question), it is better to ask: In what ways are cities
global and to what extent are they global?
Indicators for Globality
So what are the multiple attributes of the global city? The foremost characteristics is
economic power. Sassen remains correct in saying that economic power largely determines
which cities are global. New York may have the largest stock market in the world but Tokyo
houses the most number of corporate headquarters (613 company headquarters as against
217 in New York, its closest competitors).
Shanghai may have a smaller stock market compared to New York and Tokyo, but
plays a critical role in the global economic supply chain ever since China has become the
manufacturing center of the world. Shanghai has the world’s busiest container port, moving
over 33 million container units in 2013.
89
Phone: (082) 3050647 Local 118
Economic opportunities in a global city make it attractive to talents from across the
world. Since the 1970s, many of the top IT programmers and engineers from Asia have
move to the San Francisco Bay Area to become some of the key figures in Silicon Valley’s
technology boom. London remains a preferred destination for many Filipinos with nursing
degrees.
To measure the economic competitiveness of a city, The Economist Intelligence Unit
has added other criteria like market size, purchasing power of citizens, size of the middle
class, and potential for growth. Based on these criteria, “tiny” Singapore is considered
Asia’s most competitive city because of its strong market, efficient and incorruptible
governments, and livability. It also houses the regional offices of many major global
corporations.
Global cities are also center centers of authority. Washington D.C. may not be a
wealthy as New York, but it is the seat of American state power. People around the world
know its major landmarks: the White House, the Capitol Building (Congress), the Supreme
Court, the Lincoln Memorial, and the Washington Monument. Similarly, compared with
Sydney and Melbourne, Canberra is a sleepy town and thus is not as attractive to tourists.
But as Australia’s political capital, it is home to the country’s top politicians, bureaucrats,
and policy advisors.
The cities that house major international organizations may also be considered
centers of political influence. The headquarters of the United Nations is in New York, and
that of the European Union is in Brussels. An influential political city near the Philippines is
Jakarta, which is not just the capital of Indonesia, but also the location of the main
headquarters of the Association of Southeast Asian Nations (ASEAN).
Powerful political hubs exert influence on their own countries as well as on
international affairs. The European Central Bank, which oversees the Euro (the European
Union’s currency), is based in Frankfurt. A decision made in that city can, therefore, affect
the political economy of an entire continent and beyond.
Finally, global cities are centers of higher learning and culture. A city’s intellectual
influence is seen through the influence of its publishing industry. Many of the books that
90
Phone: (082) 3050647 Local 118
people read are published in places in New York, London, or Paris. The New York Times
carries the name of New York City, but it is far from being a local newspaper.
People read it no just across America, but also all over the world. One of the reasons
for the many tourists visiting Boston is because they want to see Harvard University–the
world’s top university. Many Asian teenagers are moving to cities in Australia because of
the leading English-Language universities there.
Education is currently Australia’s third largest export, just behind coal and iron ore,
and significantly ahead of tourism. In 2015, the Australian government reported that is
made as much as 19.2 billion Australian dollars (roughly 14 billion US dollars) from
education alone.
We have already explained why Los Angeles, the center of the American film
industry, maybe considered a global city. A less obvious example, however, is Copenhagen,
the capital of Denmark. It is so small that one can tour the entire city by bicycle in thirty
minutes. It is not the home of a major stock market, and its population is rather
homogenous.
However, Copenhagen is now considered one of the culinary capitals of the world,
with its top restaurants incommensurate with its size. As the birthplace of “New Nordic”
cuisine, Copenhagen has set into motion various culinary trends like foraging the forests for
local ingredients.
Similarly, Manchester, England in the 1980s was a dreary, industrial city. But many
prominent post-punk and New Wave bands–Joy Division, the Smiths, the Happy Mondays–
hailed from this city, making it a global household name.
In Southeast Asia, Singapore (again) is slowly becoming a cultural hub for the region.
It now houses some of the region’s top television stations and news organizations (MTV
Southeast Asia and Channel News Asia). Its various art galleries and cinemas also show
paintings from artists and filmmakers, respectively, from the Philippines and Thailand. It is,
in fact, sometimes easier to watch the movie of a Filipino indie filmmaker in Singapore than
it is in Manila!
It is the cultural power of global cities that ties them to the imagination. Think about
how many songs have been written about New York (Jay Z and Alicia Keyes’s “Empire State
91
Phone: (082) 3050647 Local 118
of Mind,” Simon and Garfunkel) and how these references conjure up images of a
place where anything is possible–“a concrete jungle where dreams are made of,” according
to Alicia Keys.
Today, global cities become culturally diverse. In a global city, one can try cuisines
from different parts of the world. Because of their large Turkish populations, for example,
Berlin and Tokyo offer some of the best Turkish food one can find outside of Turkey. Manila
is not very global because of the dearth foreign residents (despite the massive domestic
migration), but Singapore is, because it has a foreign population of 38%.
The Challenges of Global Cities
Global cities conjure up images of fast-paced, exciting, cosmopolitan lifestyles. But
such descriptions are lacking. Global cities also have their undersides. They can be sites of
great inequality and poverty as well as tremendous violence. Like the broader processes of
globalization, global cities create winners and losers.
In this section, we list some “pathologies” of the global city, based on the research of
the Chicago Council on Global Affairs.
Cities can be sustainable because of their density. As Richard Florida notes:
“Ecologists have found that by concentrating their populations in smaller areas, cities and
metros decrease human encroachment on natural habitats. Denser settlement patterns
yield energy savings; apartment buildings, for example, are more efficient to heat and cool
than detached suburban houses.”
Moreover, in cities with extensive public transportation systems, people tend to
drive less and thereby cut carbon emissions. It is no surprise to learn that, largely because
of the city’s extensive train system, New Yorkers have the lowest per capita carbon footprint
in the United States. In Asia, dense global cities like Singapore and Tokyo also have
relatively low per capita carbon footprints.
Not all cities, however, are as dense as New York or Tokyo. Some cities like Los
Angeles are urban sprawls, with massive freeways that force residents to spend money on
cars and gas. And while cities like Manila, Bangkok, and Mumbai are dense, their lack of
public transportation and their governments’ inability to regulate their car industries have
made them extremely polluted.
92
Phone: (082) 3050647 Local 118
More importantly, because of the sheer size of city populations across the world, it is
not surprising that urban areas consume most of the world’s energy. Cities only cover 2
percent of the world’s landmass, but they consume 78 percent of global energy.
Therefore, if carbon emissions must be cut to prevent global warming, this massive
energy consumption in cities must be curbed. This action will require a lot of creativity. For
example, many foods products travel many miles before they get to major city centers.
Shipping this food through trains, buses, and even planes increases carbon emission.
Will it be possible to grow more food in cities instead? Solutions like so–called
“vertical farms” built in abandoned buildings (as is increasingly being done in New York)
may lead the way towards more environmentally sustainable cities. If more food can be
grown with less water in denser spaces, cities will begin to be greener.
The major terror attacks of recent years have also targeted cities. Cities, especially
those with global influence, are obvious targets for terrorists due to their high populations
and their role as symbols of globalization that many terrorists despise. The same attributes
that make them attractive to workers and migrants make them sites of potential terrorist
violence. Only by looking from this perspective will we be able to understand the 9/11
attacks that brought down the twin towers of the World Trade Center in New York, and the
November 2015 coordinated attacks in Paris by zealots of the Islamic State of Iraq and the
Levant (ISIL).
Now that real estate magnate Donald Trump is the president of the United States,
security experts believe that properties around the world that carry his name may be
targets of terror attacks. There are Trump Towers, for example, in places like Istanbul and
Manila.
The Global City and the Poor
We have consistently noted that economic globalization has paved the way for
massive inequality. This phenomenon is thus very pronounced in cities. Some large cities,
particularly those in Scandinavia, have found ways to mitigate inequality through state-led
social redistribution programs. Yet many cities, particularly those in the developing
countries, are sites of contradictions. In places like Mumbai, Jakarta, and Manila, it is
93
Phone: (082) 3050647 Local 118
common to find gleaming buildings alongside massive shantytowns. This duality may even
be seen in rich, urban cities.
In the outskirts of New York and San Francisco are poor urban enclaves occupied by
African-Americans and immigrant families who are often denied opportunities at a better
life. Slowly, they are being forced to move farther away from the economic centers of their
cities. As a city attracts more capital and richer residents, real estate prices go up and poor
residents are forced to relocate to far away but cheaper areas. This phenomenon of driving
out the poor in favor of newer, wealthier residents is called gentrification.
In Australian cities, poor aboriginal Australians have been most acutely affected by
this process. Once living in public urban housing, they were forced to move farther away
from city centers that offer more jobs, more government services, and better transportation
due to gentrification. In France, poor Muslim migrants are forced out of Paris and have
clustered around ethnic enclaves known banlieue.
In most of the world’s global cities, the middle class is also thinning out.
Globalization creates high-income jobs that are concentrated in global cities. These high
earners, in turn, generate demand for an unskilled labor force (hotel cleaners, nannies,
maids, waitresses, etc.) that will attend to their increasing needs. Meanwhile, many middle-
income jobs in manufacturing and business process outsourcing (call centers, for example)
are moving to other countries. This hallowing out of the middle class in global cities has
heightened the inequality within them. In places like New York, there are high-rolling
American investment bankers whose children are raised by Filipina maids. A large global
city may thus be a paradise for some, but a purgatory for others.
Conclusion
Global cities, as noted in this lesson, are sites and mediums of globalization. They
are, therefore, material representations of the phenomenon. Through them, we see the
best of globalization; they are places that create exciting fusions of culture and ideas. They
are also places that generate tremendous wealth. However, they remain sites of great
inequality, where global servants serve global entrepreneurs. The question of how
globalization can be made more just is partly a question of how people make their cities
more just.
94
Phone: (082) 3050647 Local 118
(E) Self Help
1. YouTube: Global Cities – Full Documentary
https://www.youtube.com/watch?v=V-4oMnmu47Q
Saskia Sassen – Global Cities
https://www.youtube.com/watch?v=ZP2VE7ptKjI
2. Article: Sassen, Saskia (2005) The Global City: introducing a Concept
http://www.saskiasassen.com/pdfs/publications/the-global-city-brown.pdf
3. Film: In Time (2011)
(F) Let’s Check
Exercise no. 8: Matching Type: Identify from what indicators the following cities belongs.
Answers may repeat.
__________________1. London
A. Economic Power
__________________2. Shanghai
B. Economic Opportunity
__________________3. Jakarta C. Economic Competitiveness
__________________4. Singapore D. Center of Authority
E. Center of Political Influence

__________________5. Boston
F. Center of Higher Learning
__________________6. Copenhagen
G. Center of Culture
__________________8. San Francisco H. Center of Entertainment
__________________9. Canberra
__________________10. Brussels
95
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Looking at the cities here in the Philippines, can there be any cities to be
considered as a Global City? What do you think will be the effect of having a Global City to
our culture and economy?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(H) In a Nutshell
Activity no. 8: Using the lesson we have above, kindly discuss the following:
1. What are the criteria or indicators that constitute a Global City? Explain each.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
96
Phone: (082) 3050647 Local 118
2. What are the different challenges of a global city?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How do the global cities affect the poor citizens or population of the city?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
97
Phone: (082) 3050647 Local 118
WEEK 7
Topic:
1. Lesson 9: Global Demography
2. Lesson 10: Global Migration
Lesson 9: Global Demography
(A) Course Outcome
1. To know the different factors that contributed to the growth of population.
2. To know the different approaches to combat overpopulation.
3. To understand the effect of globalization in overpopulating cities and countries.
4. To discuss Malthusian and neo Malthusian theory vis-à-vis with the different propaganda
movements.
5. To analyze the good and bad effects of globalization in relation to growth and population.

In this part of the lesson, we will tackler the demographic profile of the world with concentration on
population or overpopulation. Our task on this lesson is know the different ideologies that governs the idea of
overpopulation and if overpopulation really does exist. After that, we try to discuss the different solutions of
the different government in the fight against overpopulation.
Lastly, we will listened to the arguments presented by the Feminists movements in their perspective about
controlling population.
98
Phone: (082) 3050647 Local 118
(C) Metalanguage

1 Demography A discipline that integrate various social scientific data
to know the growth of population and its different
effects.
2 Demographers They are the one who study the flow of population and
the effects of its immense change.
3 Urban Families They desire just one or two progenies.
4 Rural Families They believe that the more children the better it will
be for the farms or the small by-the-street corner
enterprises.
5 Urbanization It is the process of turning the rural area to an urban
area by integrating industries and residences.
6 Industrialization It is the development brought about by urbanization
which is usually pertains to buildings and machinery.
7 Population Bomb A book written by an American biologist Paul R. Ehrlich
and his wife, Anne.
8 Malthusianism A belief that population growth will inevitably exhaust
world food supply by the middle of the 19th century.
9 Neo-Malthusianism Advocates for the use of contraception and other
population control method to reduce population.
10 Nightmarish It is an explosion of people which is a potentially
disastrous environmental, social, and industrial threat
to the world.
11 Reproductive Health (Birth An advocacy of Neo-malthusianism which focus on
Control) reducing population by means of birth controls.
12 Baby Boom Generation They are those who are born between 1965 and 1990.
(Boomers)
13 Green Revolution They have created high yielding crops which eventually
disprove the Malthusian theory.
14 Feminism A women movement pursuing the rights of women and
equality in the society.
15 Food Security It is a securement of food sustainably as the population
grow.
99
Phone: (082) 3050647 Local 118
When couples are asked why they have children, their answers are almost always
about their feelings. For most, having a child is the symbol of a successful union; it also
ensures that the family will have a successor generation that will continue its name. The
kinship is preserved, and the family’s story continues.
A few, however, worry about how much strain a child can bring to the households as
he/she “competes” for the parents’ attention, and in reverse, how much energy the family
needs to shower its love to an additional member. Viewed from above, however, having or
not having children is mainly driven by economics. Behind the laughter or the tears lies the
question. Will the child be an economic asset or a burden to the family?
Rural communities often welcome an extra hand to help in crop cultivation,
particularly during the planting and harvesting seasons. The poorer districts of urban
centers also tend to have families with more children because the success of their “small
family business” depends on how many of their members can be hawking their wares on the
streets. Hence, the more children the better it will be for the farms or the small by-the-
street corner enterprises.
Urbanized, educated, and professional families with two incomes, however, desire
just one or two progenies. With each partner tied down, or committed to his/her respective
professions, neither has the time to devote to having a kid, much more to savings plans.
They set aside significant parts of their incomes for their retirement, health care, and the
future education of their child/children.
Rural families view multiple children and large kinship networks as critical
investments. Children, for example, can take over the agricultural work. Their houses can
also become the “retirement homes” of their parents, who will then proceed to take care of
their grandchildren. Urban families, however, may not have the same kinship network
anymore because couples live on their own, or because they move out of the farmlands.
Thus, it is usually the basic family unit that is left to deal with life’s challenges on its own.
100
Phone: (082) 3050647 Local 118
These differing versions of family life determine the economic and social policies that
countries craft regarding their respective populations. Countries in the “less developed
regions of the world” that rely on agriculture tend to maintain high levels of population
growth.
The 1980 United Nations report on urban and rural population growth states that
“these areas contained 85 percent of the world rural population in 1975 and are projected
to contain 90 percent by the end of the 20th century.
Since then, global agricultural population has declined. In 2011, it accounted for
over 37 percent of the total world population, compared to the statistics in 1980 in which
rural and urban population percentages were more or less the same.
The blog site “Nourishing the Planet,” however, noted that even as “the agricultural
population shrunk as a share of total population between 1980 and 2011, it grew
numerically from 2.2 billion to 2.6 billion people during this period.”
Urban populations have growth, but not necessarily, because families are having
more children. It is rather the combination of the natural outcome of significant migration
to the cities by people seeking work in the “more modern” sectors of society.
This movement of people is especially manifest ion the developing countries where
industries and businesses in the cities are attracting people from the rural areas. This trend
has been noticeable since the 1950s, with the pace accelerating in the next half-a-century.
By the start of the 21st century, the world had become “44 percent urban, while the
corresponding figures for developed countries are 52 percent to 75 percent.”
International migration also plays a part. Today, 191 million people live in countries
other than their own, and the United Nations projects that over 2.2 million will more from
the developing world to the First World countries.
Countries welcome immigrants as they offset the debilitating effects of an aging
population, but they are also perceived as threats to the job market because they compete
against citizen for jobs and often have the edge because they are open to receiving lower
wages. Voters’ pressure has often constrained their governments to institute stricter
immigration policies.
101
Phone: (082) 3050647 Local 118
The “Perils” of Overpopulation

Development planners see urbanization and industrialization as indicators of a
developing society, but disagree on the rule of population growth or decline in
modernization. This lengthy discussion brings back ideas of British scholar.
Thomas Malthus who warned in his 1798 “An Essay on the Principle of Population”
that population growth will inevitably exhaust world food supply by the middle of the 19th
century.
Malthus’ prediction was off base, but it was revived in the late 1960s when American
biologist Paul R. Ehrlich and his wife, Anne, wrote The Population Bomb, which argued that
overpopulation in the 1970s and the 1980s will bring about global environmental disasters
that would, in turn, lead to food shortage and mass starvation.
They proposed that countries like the United Stated take the lead in the promotion
of global population control in order to reduce the growth rate to zero.
Their recommendations ranged from the bizarre (chemical castration) to the policy-
oriented (taxing an additional child and luxury taxes on child-related products) to monetary
incentives (paying off men who would agree to be sterilized after two children) to
institution-building (a powerful Department of Population and Environment).
There was some reason for this fear to persist. The rate of global population
increase was at its highest between 1955 and 1975 when nations were finally able to return
to normalcy after the devastations wrought by World War II. The growth rate rose from 1.8
percent per year from 1955 to 1975, peaking at 2.06 percent annual growth rate between
1965 and 1970.
By limiting the population, vital resources could be used for economic progress and
not be “diverted” and “wasted” to feeding more mouths. This argument became the basis
for government “population control” programs worldwide. In the mid-20th century, the
Philippines, China, and India sought to lower birth rates on the belief that unless controlled,
the free expansion of family members would lead to a crisis in resources, which is turn may
result in widespread poverty, mass hunger, and political instability.
As early as 1958, the American policy journal, Foreign Affairs, had already advocated
“contraception and sterilization” as the practical solutions to global economic, social, and
102
Phone: (082) 3050647 Local 118
political problems. While there have been criticisms that challenged this argument, it
persists even to this very day.
In May 2009, a group of American billionaires warned of how a “nightmarish”
explosion of people was “a potentially disastrous environmental, social, and industrial
threat” to the world.
This worry is likewise at the core of the economist argument for the promotion of
reproductive health. Advocates population control contend for universal access to
reproductive technologies (such as condoms, the pill, abortion, and vasectomy) and, more
importantly, giving women the right to choose whether to have children or not.
They see these tools as crucial to their nation’s development. Thus, in Puerto Rico,
reproductive health supporters regard their work as the task of transforming their “poor
country” into a “modern nation.”
Finally, politics determine these “birth control” programs. Developed countries
justify their support for population control in developing countries by depicting the latter as
conservative societies. For instance, population experts blamed the “irresponsible
fecundity” of Egyptians for that nation’s run-on population growth, and the Iranian
peasant’s “natural” libidinal tendencies for the same rise in population.
From 1920 onwards, the Indian government “marked lower castes, working poor,
and Muslims as hypersexual and hyper-fecund and hence a drain on national resources.
These policy formulations lead to extreme policies like the forced sterilization of twenty
million “violators” of the Chinese government’s one-child policy. Vietnam and Mexico also
conducted coercive mass sterilization.
It’s the Economy, Not the Babies!
The use of population control to prevent economic crisis has its critics. For example,
Betsy Hartman disagrees with the advocates of Neo-Malthusian theory and accused
governments of using population control as a “substitute for social justice and much-needed
reforms – such land distribution, employment creation provision of mass education and
health care, and emancipation.
Others pointed out that the population did grow fast in many countries in the 1960s,
and this growth “aided economic development by spurring technological and institutional
103
Phone: (082) 3050647 Local 118
innovation and increasing the supply of human ingenuity. They acknowledged the shift in
population from the rural to the urban areas (52percent to 75 percent in the developing
world since the 1950s).
They likewise noted that while these “megacities” are now clusters in which income
disparities along with “transportation, housing, air pollution and, waste management” are
major problems, they also have become, and continue to be, “centers of economic growth
and activity.”
The median of 29.4 years for females and 30.9 for male in the cities means a young
working population. With this median age, states are assured that they have a robust
military force. According to two population experts”
“As a country’s baby-boom generation gets older, for a time it constitutes a large
cohort group of working-age individuals and, later a large cohort of elderly people…In all
circumstances, there are reasons to think that this very dynamic age structure will have
economic consequences. A historically high proportion of working -age individuals in a
population means that, potentially, there are more workers per dependent than previously.
Production can therefore increase relative to consumption, and GDP capita can receive a
boost.”
The productive capacities of this generation are especially high in regions like East
Asia as “Asia’s remarkable growth in the past half century coincide closely with demographic
change in the region. As infant mortality fell from 181 to 34 per 1,000 births between 1950
and 2000, fertility fell from six to two children per woman. The lag between falls in
mortality and fertility created a baby-boom generation: between 1965 and 1990, the
region’s working-age population grew nearly four times faster than the dependent
population. Several studies have estimated that this demographic shift was responsible for
one-third of East Asia’s economic growth during the period (a welcome demographic
dividend).”
Population growth has, in fact, spurred “technological and institutional innovation”
and increased “the supply of human ingenuity.” Advances in agricultural production have
shown that the Malthusian nightmare can be prevented. The “Green Revolution” created
high-yielding varieties of rice and other cereals and, along with the development of new
104
Phone: (082) 3050647 Local 118
methods of cultivation, increased yields globally, but more particularly in the developing
world.
The global famine that neo-Malthusians predicted did not happen. Instead, between
1950 and 1984, global grain production increased by over 250 percent, allowing agriculture
to keep pace with population growth, thereby keeping global famine under control.
Lately, a middle ground emerged between these two extremes. Scholars and
policymakers agree with the neo-Malthusians but suggest that if governments pursue
population control programs, they must include “more inclusive growth” and “greener
economic growth.”
Women and Reproductive Rights
The character in the middle pf these debates–women–is often the subject of these
population measures. Reproductive rights supporters argue that if population control and
economic development were to reach their goals, women must have control over whether
they will have children or not and when they will have their progenies, if any. By giving
women this power, they will be able to pursue their vocations–be they economic, social, or
political–and contribute to economic growth.
This serial correlation between fertility, family, and fortune has motivated countries
with growing economies to introduce or strengthen their reproductive health laws,
including abortion. High-income First World nations and fast-developing countries were
able to sustain growth in part because women were given the power of choice and easy
access to reproductive technologies. In North America and Europe, 73 percent of
governments allow abortion upon a mother’s request.
Moreover, the more educated a woman is, the better are her prospects of improving
her economic position. Women can spend most of the time pursuing either their higher
education or their careers, instead of forcibly reducing this time to take care of their
children.
Most countries implement reproductive health laws because they worry about the
health of the mother. In 1960, Bolivia’s average total fertility rate (TFR) was 6.7 children. In
1978, the Bolivian government put into effect a family planning programs that included the
105
Phone: (082) 3050647 Local 118
legalization of abortion (after noticing a spike in unsafe abortion and maternal deaths). By
1985, the TFR rate went down to 5.13 and further declined to 3.46 in 2008.
A similar pattern occurred in Ghana after the government expanded reproductive
health laws out of the same concern as that of the Bolivian government. As a result,
“fertility declined steeply;;;and continued to decline [after] 1994.” Such examples seemed
to draw the attention of other countries. Thus, in 2014, the United Nations report noted
that the proportion of countries allowing abortion to preserve the physical health of a
woman increased from 63 percent to 67 percent, and those to preserve the mental health
of a woman increased from 52 percent to 64 percent.
Opponents regard reproductive rights as nothing but as false front for abortion.
They contend that this method of preventing conception endangers the life of the mother
and must be banned. The religious wing of the anti-reproductive rights flank goes further
abortion as a debauchery that sullies the name of God; it will send the mother to hell and
prevents a new soul, the baby, to become human.
This position was a politically powerful one partly because various parts of the
developing world remain very conservative. Unfailing pressure by Christian groups
compelled the governments of Poland, Croata, Hungary, Yugoslavia, and even Russia to
impose restrictive reproductive health programs, including making access to condoms and
other technologies difficult.
Muslim countries do not condone abortion and limit wives to domestic chores and
delivering babies. Senegal only allows abortion when the mother’s life is threatened. The
Philippines, with a Catholic majority, now has a reproductive health law in place, but
conservative politicians have enfeebled it through budget cuts and stalled its
implementation by filing a case against the law in the Supreme Court.
A country being industrialized and developed, however, does not automatically
assure pro-women reproductive regulations. In the United States, the women’s movement
of the 1960s was responsible for the passage and judicial endorsement of a pro-choice law,
but conservatives controlling state legislatures have also slowly undermined this law by
imposing a restriction on women’s access to abortion.
106
Phone: (082) 3050647 Local 118
While pro-choice advocates argue that abortion is necessary to protect the health of
the mother, their conservative rivals shift the focus on the death of the fetus in the mother’s
womb as the reason for reversing the law. This battle continues to be played out in all the
political arenas in the United States.
The Feminist Perspective
Feminists approach the issue of reproductive rights from another angle. They are,
foremost, against any form of population control because they are compulsory by nature,
resorting to a carrot-and-stick approach (punitive mechanisms co-exist alongside benefits)
that actually does not empower women. They believe that government assumptions that
poverty and environmental degradation are caused by overpopulation are wrong.
These factors ignore other equally important causes like the unequal distribution of
wealth, the lack of public safety nets like universal health care, education, and gender
equality programs. Feminists also point out that there is very little evidence that point to
overpopulation as the culprit behind poverty and ecological devastation.
Governments have not directly responded to these criticisms, but one of the goals of
1994 United Nations International Conference of Population and Development suggests
recognition of this issue. Country representatives to that conference agreed that women
should receive family planning counseling on abortion, the dangers of sexually transmitted
diseases, the nature of human sexuality, and the main elements of responsible parenthood.
However, the conference also left it to the individual countries to determine how
these recommendations can be turned into programs. Hence, globally, women’s and
feminist arguments on reproductive rights and overpopulation are acknowledged, but the
struggle to turn them into policy is still fought at the national level. It is the dilemma that
women and feminist movements face today.
Population Growth and Food Security
Today’s global population has reached 7.4 billion, and it is estimated to increase to
9.5 billion in 2050, then 11.2 billion by 2100. The median age of this population is 30.1, with
the make median age at 29.4 years and female, 30.9 years.
Ninety-five percent of this population growth will happen in the developing
countries, with demographers predicting that by the middle of this country, several
107
Phone: (082) 3050647 Local 118
countries will have tripled their population. The opposite is happening in the developed
world where populations remain steady in general, but declining in some of the most
advanced countries (Japan and Singapore).
However, this scenario is not a run-off that could get out of control. Demographers
predict that the world population will stabilize by 2050 to 9 billion, although they warn that
feeling this population will be an immense challenge.
The decline in fertility and the existence of a young productive population, however,
may not be enough to offset this concern over food security. The Food and Agriculture
Organizations (FAO) warns that in order for countries to mitigate the impact of population
growth, food production must increase by 70 percent; annual cereal production must rise to
3 billion tons from the current 2.1 billion; and yearly meat production must go up to 200
million tons to reach 470 million. The problem here is that the global rate of growth of
cereals had declined considerably – from 3.2 percent in 1960 to just 1.5 percent in 2000.
The FAO recommends that countries increase their investments in agriculture, craft
long-term policies aimed at fighting poverty, and invest in research and development. The
UN body also suggests that includes develop a comprehensive social service program that
includes food assistance, consistent delivery of health services, and education especially for
the poor.
If domestic production is not enough, it becomes essential for nations to import.
The FAO, therefore, enjoins governments to keep their markets open, and to eventually
“move towards a global trading system that is fair and competitive, and that contributes to
a dependable market for food.”
The aforementioned are worthy recommendations but nation-state shall need the
political will to push through these sweeping changes in population growth and food
security. This will take some time to happen given that good governance is also a goal that
many nations, especially in the developing world, have yet to attain.
108
Phone: (082) 3050647 Local 118
Conclusion
Demography is a complex discipline that requires the integration of various social
scientific data. As you have seen, demographic changes and policies have impacts on the
environment, politics, resources, and other. Yet, at its core, demography accounts for the
growth and decline of the human species. It may be about large numbers and massive
effects, but it is ultimately about people. Thus, no interdisciplinary account of globalization
is complete without an accounting of people. The next lesson will continue on this theme of
examining people, and will focus particularly on their global movement.
(E) Self Help
1. YouTube: Global Demography – Discussion and Analysis
https://www.youtube.com/watch?v=kpyzikMhrAI
2. Article: Ashraf, Quamrul and Galor, Oded (2008). Malthusian Population Dynamics:
Theory and Evidence
https://www.econstor.eu/obitstream/10419/62638/1/571838952.pdf
3. Film: The Thinning (2016)
109
Phone: (082) 3050647 Local 118
(F) Let’s Check
Exercise no. 9: Identification: Identify what is asked in every item. Wrong spelling is wrong.
1. What do you call those who were born around 1965 – 1990?
2. Who view multiple children and large kinship networks as critical investments?
3. Who predict that the world population will stabilize by 2050 to 9 billion?
4. Who warned about the exhaustion of world food supply by the middle of the 19 th
century?
5. What type of family desires just one or two progenies?
6. Who are foremost against any form of population control as they are compulsory by
nature?
7. Who suggest that in order to mitigate the impact of population growth, food production
must increase by 70 percent?
8. How many people live in countries other than their own?
9. What was written by American biologist Paul R. Ehrlich and his wife about population?
10. Who disagrees with the advocates of Neo-Malthusian theory and accused governments
of using population control as a “substitute for social justice and much-needed reforms?
110
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Using the lessons we had above, Is it necessary in our country Philippines to

adapt the different methods to lower our population? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(H) In a Nutshell
Activity no. 9: Using the discussion we have on global demography, kindly explained the
following:
1. Perils of Overpopulation
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
111
Phone: (082) 3050647 Local 118
2. Malthusianism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Neo-Malthusianism
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Methods of controlling overpopulation
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
112
Phone: (082) 3050647 Local 118
5. Feministic View on Overpopulation and Population Control
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
6. Food and Over Population
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________
113
Phone: (082) 3050647 Local 118
Lesson 10: Global Migration
(A) Course Outcomes
1. To know the different reasons of migration.
2. To know the effect of migration to the sending and receiving countries.
3. To understand the role and importance of migration in economy, politics and culture.
4. To discuss the different challenges of migration.

In this part of our lesson we will discuss about global migration. We will discuss about the reasons behind the
migration and its benefits and challenges to both receiving and sending countries. At the same time, we will
also discuss the problems that global migration brings such as human trafficking and the integration of the
migrants in the receiving countries.
Lastly, we will see the movement of people in our country as one of the leading providers of workforce in the
world.
114
Phone: (082) 3050647 Local 118
(C) Metalanguage

1 Migration It is an act of transferring from one place to another
and its either internal migration or international
migration,
2 Internal Migration It refers to people moving from one area to another
within one country
3 International Migration This happens when people cross borders of one
country to another
4 Refugees (Asylum-Seekers) It refers to those who purposely left his own country
primarily because of political situation.
5 Anti-Immigrants These are those who opposed to immigration of
people for varied reasons.
6 Brain-Drain This is a case when substantial individual or
professionals immigrate to other countries and we are
left with very few numbers of professionals.
7 Remittances It is the money sent by a migrant to his/her home
country.
8 Human Trafficking It is the 3rd criminal act in the world. It is run by
profitable, earing syndicates, smugglers, and even
corrupt state officials.
9 Integration It relates to how migrants interact with their new
home countries.
10 First Generation Migrants These are those who were born in a country other than
his/her and whose residence period in the host
countries is expected to be at least 12 months,
This lesson will look at global migration and its impact on both the sending and
receiving countries. Although we will cite numerous challenges relating to migration,
migration should not be considered a “problem.” There is nothing moral or immoral about
moving from one country to another. Human beings have always been migratory. It is the
result of their movements that areas get populated, communities experience diversity, and
115
Phone: (082) 3050647 Local 118
economies proper. Thus, rather than looking at migration in terms of a simplistic good vs.
bad lens, treat it is a complex social phenomenon that even predates contemporary
globalization.
What is Migration?
There are two types of migration: internal migration, which refers to people moving
from one area to another within one country; and international migration, in which people
cross borders of one country to another. The latter can be further broken down into five
groups. First are those who move permanently to another country (immigrants). The
second refers to workers who stay in another country for a fixed period (at least 6 months in
a year). Illegal migrants comprise the third group, while the fourth are migrant whose
families have “petitioned” them to move to the destination country. The fifth group are
refugees (also known as asylum-seekers), i.e., those “unable or unwilling to return because
of a well-founded fear of persecution on account of race, religion, nationality, membership
in a particular social group, or political opinion.”
Demographers estimate that 247 million people are currently living outside the
countries of their birth. Ninety percent of them moved for economic reasons while the
remaining 10 percent were refugees and asylum-seekers. The top three regions of origin
are Latin America (18 percent global total), followed by Eastern Europe and Central Asia (16
percent), and the Middle East and North Africa (14 percent). On a per country basis, India,
Mexico, and China are leading, the Philippines, together with Afghanistan, only ranking 6 th in
the world. The top 10 country destinations of these migrants are mainly in the West and
the Middle East, with the United States topping the list.
Fifty percent of global migrants have moved from the developing countries to the
developed zones of the world and contribute anywhere from 40 to 80 percent of their labor
force. Their growth has outstripped the population growth in the develop countries (3
percent versus only 0.6 percent), such that today, according to the think-tank McKinsey
Global Institute, “first-generation immigrants constitute 13 percent of the population in
Western Europe, 15 percent in North America, and 48 percent in the GCC countries. The
majority of migrants remain in the cities. The percentages of migrants in cities are 92 and
116
Phone: (082) 3050647 Local 118
99 percent in Australia. Once settled, they contribute enormously to raising the productivity
of their host countries (Table 1).
Table 1. Migrant Contribution to Destination Country, in dollars and as percentage of
national GDP, 2015
Country Contribution Percentage of GPD
United States $2 trillion 11 percent
Germany $550 billion 17 percent
United Kingdom $390 billion 14 percent
Australia $330 billion 25 percent
Canada $320 billion 21 percent
The migrant influx has led to a debate in destination countries over the issue of
whether migrants are assets or liabilities to national development. Anti-immigrant groups
and nationalists argue that governments must control legal immigration and put a stop to
illegal entry of foreigners. Many of these anti-immigrant groups are gaining influence
through political leaders who share their beliefs. Example include US President Donald
Trump and UK Prime Minister Theresa May, who have been reversing the existing pro-
immigration and refugee-sympathetic policies of the United States of people from majority-
Muslim countries, even those with proper documentation. He also continues to speak
about his election promise of buildings a wall between the United States and Mexico.
The wisdom of these government actions has been consistently belied by the data.
A 2011 Harvard Business School survey on the impact of immigration concluded that the
“likelihood and magnitude of adverse labor market effects for native from immigration are
substantially weaker that often perceived.” The fiscal impact of immigration on social
welfare was noted to be “very small.” Furthermore, the 2013 report on government
welfare spending by Organization for Economic Co-operation and Development (OECD)
clearly show that native-born citizens still receive higher support compared to immigrants.
117
Phone: (082) 3050647 Local 118
The massive inflow of refugees from Syria and Iraq has raised alarm bells once again,
but has not proved to be as damaging as expected. The International Monetary Fund
predicted that the flow of refugees fleeing the war in Syria and Iraq would actually grow
Europe’s GPD, albeit “modestly.” In Germany, the inflow of refugees from the Middle East
has not affected social welfare programs, and had very little impact on wages and
employment. In fact, they have brought much-needed labor to the economy instead.
Benefits and Detriments for the Sending Countries
Even if 90 percent of the value generated by migrant workers remains in their host
countries, they have sent billions back to their home countries (in 2014, their remittance
totaled $580 billion). In 2014, India held the highest recorded remittance ($70 billion),
followed by China ($62 billion), the Philippines ($28 billion), and Mexico ($25 billion). These
remittances make significant contributions to the development of small–and medium–term
industries that help generate jobs. Remittances likewise change the economic and social
standing of migrants, as shown by new or renovated homes and their relatives’ access to
new consumer goods. The purchasing power or a migrant’s family doubles and makes it
possible for children to start or continue their schooling.
Yet, there remain serious concerns about the economic sustainability of those reliant
on migrant monies. The Asian Development Bank (ADB) observes that in countries like the
Philippines, remittances “do not have a significant influence on other key items of
consumption or investment such as spending on education and health care.” Remittances,
therefore, may help in lifting “households out of poverty…but not in rebalancing growth
especially in the long run.”
More importantly, global migration is “siphoning… qualified personnel, [and]
removing dynamic young workers.” This process has often been referred to as “brain
drain.” According again to the McKinsey Global Institute, countries in sub-Saharan Africa
and Asia have lost on-third of their college graduates. Sixty percent of those who moved to
OECD destinations were college graduates, compared to just 9 percent of the overall
population in the country. Fifty-two percent of Filipino who leave for work in the developed
world have tertiary education, which is more than double the 23 percent of the overall
Filipino population.
118
Phone: (082) 3050647 Local 118
Furthermore, the loss of professionals in certain key roles, such as doctors, has been
detrimental to the migrants’ home countries. In 2006, some 15 percent of locally trained
doctors from 21 sub-Saharan African countries had emigrated to the United States or
Canada; the losses were particularly sleep in Liberia (where 43 percent of doctors left),
Ghana (30 percent), and Uganda (20 percent).”
Governments are aware of this long-term handicap, but have no choice but to
continue promoting migrant work as part of state policy because of the remittances’ impact
on GPD. They are equally “concerned with generating jobs for an under-utilized workforce
and getting the maximum possible inflow of worker remittances.”
Governments are thus actively involved in the recruitment and deployment of works,
some of them setting up special departments like the Bureau of Manpower, Employment
and Training in Bangladesh; the office of the Protector of Emigrants within the Indian Labor
Ministry and the Philippine Overseas Employment Agency (POEA). The sustainability
of migrant-dependent economies will partially depend on the strength of these institutions.
The Problem of Human Trafficking
On top of the issue of brain drain, sending state must likewise protect migrant
workers. The United States Federal Bureau of Investigation lists human trafficking as the
third largest criminal activity worldwide. In 2012, the International Labour Organization
(ILO) identified 21 million men, women, and children as victims of “forced labor,” an
appalling three out of every 1,000 persons worldwide. Ninety percent of the victims (18.7
million) are exploited by private enterprises and entrepreneurs; 22 percent (4.5 million) are
sexually abused; and 68 percent (14.2 million) work under compulsion in agriculture,
manufacturing, infrastructure, and domestic activities.
Human trafficking has been very profitable, earing syndicates, smugglers, and
corrupt state officials profits of a high as $150 billion a year in 2014. Governments, the
private sector, and civil society groups have worked together to combat human trafficking,
yet the results remain uneven.
Integration
A final issue relates to how migrants interact with their new home countries. They
may contribute significantly to a host nation’s GPD, but their access to housing, health care,
119
Phone: (082) 3050647 Local 118
and education is not easy. There is, of course, considerable variation in the economic
integration of migrants.
Migrants from China, India, and Western Europe often have more success, while
those from the Middle East, North Africa, and sub-Saharan Africa face greater challenges in
securing jobs. In the United States and Singapore, there are blue-collar as well as white-
collar Filipino workers (doctors, engineers, even corporate executives), and it is the
professional, white-collar workers that have oftentimes been easier to integrate.
Democratic states assimilate immigrants and their children by granting them
citizenship and the rights that go with it (especially public education). However, without a
solid support from their citizens, switching citizenship may just be a formality. Linguistic
difficulties, customs from the “old country,” and, of late, differing religion may create
cleavages between migrants and citizens of receiving countries, particularly in the West.
The latter accuse migrants of bringing in the culture from their home countries and
amplifying differences in linguistic and ethnic customs. Crucially, the lack of integration
gives xenophobic and anti-immigrant groups more ammunition to argue that these “new
citizens are often not nationals (in the sense of sharing the dominant culture).”
Migrants unwittingly reinforce the tension by “keeping among themselves.” The
first-time migrant’s anxiety at coming into a new and often “strange” place is mitigated by
“local networks of fellow citizens” that serve as the migrant’s safety net from the dislocation
of uprooting oneself. For instance, the Chinese Consolidated Benevolent Association of
California provide initial support for new Chinese migrants, guiding them in finding work or
in setting up their small businesses (restaurants and laundromats) in the state and
elsewhere. The drawback of these networks is that instead of facilitating integration, they
exacerbate differences and discrimination.
Governments and private businesses have made policy changes to address
integration problems, like using multiple languages in state documents (in the case of the
United States, Spanish and English). Training programs complemented with counseling have
also helped migrant integration in Hamburg, Germany, while retail merchants in Barcelona
have brought in migrant shopkeepers to break down language barriers while introducing
120
Phone: (082) 3050647 Local 118
Chinese culture to citizens. Whether these initiatives will succeed or not remains an open
question.
Conclusion
Global migration entails the globalization of people. And like the broader
globalization process, it is uneven. Some migrants experience their movement as a
liberating process. A highly educated professional may find moving to another country
financially rewarding. At the other end, a victim of sex trafficking may view the process of
migration as dislocating and disempowering.
Like globalization, moreover, migration produces different and often contradictory
responses. On the one hand, many richer states know that migrant labor will be beneficial
for their economies. With their aging populations, Japan and Germany will need workers
from demographically young countries like the Philippines. Similarly, as working
populations in countries like the United States move to more skilled careers, their
economies will require migrants to work jobs that their local workers are beginning to
reject. And yet, despite these benefits, developed countries continue to excessively limit
and restrict migrant labor. They do so for numerous factors already mentioned. Some want
to preserve what they perceive as local culture by shielding it from newcomers. Other
states use migrants as scapegoats, blaming them for economic woes that are, in reality,
caused by government policy and not by foreigners.
Yet, despite these various contradictions, it is clear that different forms of global
interdependence will ensure that global migration will continue to be one of the major
issues in the contemporary world. Countries whose economies have become entirely
dependent on globalization and rely on foreign labor to continue growing (e.g., Singapore,
Saudi Arabia, and even protectionist Japan) will actively court foreign workers. Likewise,
countries like the Philippines with an abundance of labor and a need for remittance will
continue to send these workers.
Hence, it is inevitable that countries will have to open up again to prevent their
economies from stagnating or even collapsing. The various responses to these movements–
xenophobia and extreme nationalism in the receiving countries; dependency in the sending
countries–will continue to be pressing issues.
121
Phone: (082) 3050647 Local 118
(E) Self Help
1. YouTube: Global Migration
https://www.youtube.com/watch?v=pjjB1CtCYhg
2. Article: Bloom, David and Canning, David(2013) . Global Demography: Fact, Force and
Future.
https://cdn1.sph.harvard.edu/wp-content/uploads/sites/1288/2013/10/PGDA_WP_14.pdf
3. Film: A Better Life (2011)
(F) Let’s Check
Exercise no.10: Identification: Identify what is asked in every item. Wrong spelling is wrong.
1. It makes significant contributions to the development of small–and medium–term

industries that help generate jobs.
2. It has been very profitable, earing syndicates, smugglers, and corrupt state officials profits
of a high as $150 billion a year in 2014.
3. It refers to people moving from one area to another within one country.
4. It is the process of siphoning the qualified personnel, and removing dynamic young
workers.
5. It provides initial support for new Chinese migrants, guiding them in finding work or in
setting up their small businesses in the state and elsewhere.
6. He said that because of global migration, countries in sub-Saharan Africa and Asia have
lost on-third of their college graduates.
7. It is the third largest criminal activity worldwide.
8. It predicted that the flow of refugees fleeing the war in Syria and Iraq would actually grow
Europe’s GPD, albeit “modestly”?
9. It refers to the act of people crossing borders of one country to another.
10. They estimate that 247 million people are currently living outside the countries of their
birth.
122
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Our OFWs are considered as Modern Heroes in the Philippines. Using the lessons on
Global Migration, How should we, Filipinos, pay homage to our OFWs? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________
(H) In a Nutshell
Activity no.10: Using the lessons we had on global migration kindly discuss the
following:
1. Migration and Immigration (Internal and International Migration)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
123
Phone: (082) 3050647 Local 118
2. Benefits and Challenges for Sending Countries
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Benefits and Challenges of Receiving Countries
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Human Trafficking
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
124
Phone: (082) 3050647 Local 118
5. Integration of Migrants in Receiving Countries
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
6. Effects of Global Migration to Global Demography
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
125
Phone: (082) 3050647 Local 118
WEEK 8
TOPICS:
1. Lesson 11: Environmental Crisis and Sustainable Development
Lesson 11: Environmental Crisis and

Sustainable Development
(A) Course Outcomes
1. To know the different environmental issues that the world is facing today.
2. To understand the importance of sustainable development in terms of environment and

development.
3. To create a sustainable development programs in each communities.

This is the last topic that we will discuss on our course; this is on environmental crisis and sustainable
development. These two are not different topics, rather they are interconnected. On the first part of our
discussion we will tackle about the numerous environmental problems that our world are facing now, both
natural catastrophes and man-made. Moreover, we will also discuss the different acts of solving the problems
by different countries around the world. Lastly, we discuss the major effects of these problems, such as global
warming and climate change and how it lead us to creating sustainable development programs that both
benefit man and the environment.
126
Phone: (082) 3050647 Local 118
(C) Metalanguage

1 Environment Environment is a physical space where both living and
non-living things are connected to one another.
2 Environmental Problems These are circumstances of degrading if not killing the
environment. Also related to harmful effects of human
activities.
3 Sustainable Development It is a kind of development which meets the need of
the present without compromising the future and the
environment at the same time.
4 Man-Made Pollutions These are byproducts of human action such as waste
disposal, transportation and energy generation.
5 Kyoto Protocol It is an agreement signed by 192 countries to reduce
the use of greenhouse gasses.
6 Paris Accord It was an agreement signed in 2015 by 195 countries to
response to the threat of the climate change.
7 Extractive Economies It is a resource base economy where it is dependent on
harvesting and extracting natural resources.
8 Terminal Economist It is an effect of long extractive economies, after the
exhaustion of resources the economy reaches it
terminal point.
9 Global Warming It is the result of billions of tons of carbon dioxide
,various air pollutants, and other gases accumulating in
the atmosphere.
10 Greenhouse Effect It is responsible for recurring heat waves and along
droughts in certain places, as well as for heavier rainfall
and devastating hurricanes and typhoons in others.
11 Climate Change It is describe as a change in the average condition of
temperature in a region for a long period of time.
12 Global Emissions This is the total combustion of different
states/countries around the world.
127
Phone: (082) 3050647 Local 118
If you live in Metropolitan manila and travel to school (or to work) every day, the
moment you step out of your home, you are already exposed to the most serious problem
humanity faces today: the deteriorating state of the environment. As you walk out of the
gate, the fetid smell of uncollected garbage hits you and you go near the trash bin, curious
about what is causing the smell. You see rotting vegetables, a dead rat, and a bunch of
whatnot packed in plastic. The three “wastes” are already indicative of some environmental
problems – the vegetable ought to be added to a compost pile; the rat either buried or
burned (to also get rid of lice that might jump into the hair of the children playing nearby);
and the plastics washed and recycled because, unlike the other two wastes, it cannot
decompose.
You hop on the first bus and as it approaches Epifanio de los Santos Avenue (EDSA),
the traffic where, as the joke goes, the turtle can outpace even the fastest of motor
vehicles. You look out of the window and see the smoke coming out of diesel vehicles, and
as you lift your head up to the sky, you see nothing but smog, courtesy of the cars and
buses, as well as the coal plant and several industrial sits located alongside the Pasig River.
You notice the oil spots on the river, not to mention the tons of effluents (human and non-
human wastes) floating alongside each other. In the city enormous amount of waste, and a
declining quality of life.
It is at this point that you recognize the ecological crisis happening around you, and
how the deterioration of the environment has destabilized populations and species, raising
the specter of extinction for some and a lesser quality of life for the survivors and their
offspring.
The World’s Leading Environmental Problems
The Conserve Energy Future website lists the following environmental challenges
that the world faces today.
128
Phone: (082) 3050647 Local 118
1. The depredation caused by industrial and transportation toxins and plastic in the
ground; the defiling of the sea, rivers, and water beds by oil spills and acid rain;
the dumping of urban waste
2. Changes in global weather patterns (flash flood, extreme snowstorms, and the
spread of deserts) and the surge in ocean and land temperatures leading to a rise
in sea levels (as the polar ice caps melt because of the weather), plus the
flooding of many lowland areas across the world
3. Overpopulation (see Lesson 9)
4. The exhaustion of the world’s natural non-renewable resources from oil reserves
to minerals to potable water
5. A waste disposal catastrophe due to the excessive amount unloaded be
communities in landfills as well as on the ocean; and the dumping of nuclear
waste
6. The destruction of million-year-old ecosystems and the loss of biodiversity
(destruction of the coral reefs and massive deforestation) that have led to the
extinction of particular species and the decline in the number of others
7. The reduction of oxygen and the increase in carbon dioxide in the atmosphere
because of deforestation, resulting in the rise in ocean acidity by as much as 150
percent in the last 250 years
8. The depletion of the ozone layer protecting the planet from the sun’s deadly
ultraviolet rays due to chlorofluorocarbons (CFCs) in the atmosphere
9. Deadly acid rain as a result of fossil fuel combustion, toxic chemicals from
erupting volcanoes, and the massive rotting vegetables filling up garbage dumps
or left on the streets
10. Water pollution arising from industrial and community waste residues seeping
into underground water tables, rivers, and seas
11. Urban sprawls that continue to expand as a city turns into a megalopolis,
destroying farmlands, increasing traffic gridlock, and making smog cloud a
permanent urban fixture (see Lesson 8)
129
Phone: (082) 3050647 Local 118
12. Pandemics and other threats to public health arising from wastes mixing with
drinking water, polluted environments that become breeding grounds for
mosquitoes and disease-carrying rodents, and pollution
13. A radical alteration of food systems because of genetic modifications in food
production
Many of these problems are caused by natural changes. Volcanic eruptions release
toxins in the atmosphere and lower the world’s temperature. The US Geological Survey
measured the gas emissions from the active Kilauea volcano in Hawaii and concluded “that
Kilauea has been releasing more than twice the amount of noxious sulfur dioxide gas (SO2)
as the single dirtiest power plant on the United States mainland.”
The 15 million tons of sulfur dioxide that were release when Mount Pinatubo
erupted on June 15, 2001 created a “hazy layer of aerosol particles composed primarily of
sulfuric acid droplets” that brought down the average global temperature by 0.6 degrees
Celsius for the next 15 months. Volcanologists at the University of Hawaii added that
Pinatubo had release “15 to 20 megatons…of [sulfur dioxide] into the
stratosphere…to offset the present global warming trends and severely impact the ozone
budget.”
Man-mad Pollution
Humans exacerbate other natural environmental problems. In Saudi Arabia,
sandstorms combined with combustion exhaust from traffic and industrial waste has lead
the World Health Organization (WHO) to declare Riyadh as one of the most polluted cities in
the world. It is this “human contribution” that has become an immediate cause of worry.
Coal fumes coming out of industries and settling down in surrounding areas contaminated
20 percent of China’s soil, with the rice lands in Hunan and Zhuzhou found to have heavy
metals from the mines, threatening the food supply.
Greenpeace India reported that in 2015, air pollution in the country was at its worst,
aggravated by the Indian government’s inadequate monitoring system (there are only 17
national air quality networks covering 89 cities across the continent). Furthermore, 94
percent of Nigeria’s population is exposed to air pollution that the WHO warned as reaching
130
Phone: (082) 3050647 Local 118
dangerous levels, while Gaborone, the capital of Botswana, is the 7 th most polluted city in
the world. The emission of aerosols and other gases from car exhaust, burning of wood or
garbage, indoor-cooking, and diesel-fueled electric generators, and petrochemical plants are
projected to quadruple by 2030.
Waste coming out of coal, copper, and gold mines flowing out into the rivers and
oceans is destroying sea life or permeating the bodies of those which survived with poison
(mercury on tuna, prominently). The biggest copper mine in Malanjkhand in India
discharges high levels of toxic heavy metals into water streams, while in China, the “tailings”
from the operations of the Shanxi Maanqiao Ecological Mining Ltd., producing 12,000 tons
of gold per year, “have caused pollution and safety problems.” Conditions in china
havebecome very critical as the “toxic by-products of production processes…are being
produced much more rapidly than the Earth can absorb.”
Meanwhile, for over a century, coal mines in West Virginia have pumped “chemical-
laden wastewater directly into the ground, where it can leech in the water table and turn
what had been drinkable…water into a poisonous cocktail of chemical.” The system “goes
back generations and could soon render much of the state’s water undrinkable.”
Pollution in West Africa has affected “the atmospheric circulation system that
controls everything from wind and temperature to rainfall across huge swathes of the
region.” The Asian monsoon, in turn, had become the transport of polluted air into the
stratosphere, and scientists are now linking Pacific storms to the spread of Pollution in Asia.
Aerosol is tagged the culprit in changing rainfall patterns in Asia and the Atlantic Ocean.
These climate disruptions have similarly caused drought all over Asia and Africa and
accelerated the pace of desertification in certain areas. Twenty years ago, there were over
50,000 rivers in China. In 2013, as a result of climate change, uncontrolled urban growth,
and rapidly industrialization, 28,000 of these rivers had disappeared.
People’s health has been severely compromised. An archived article in the journal
Scientific American blamed the pollution for “contributing to more than half a million
premature deaths each year at the cost of hundreds of billions of dollars.” The International
Agency for Research on Cancer blamed air pollution for 223,000 lung cancer deaths in 2010.
In Indonesia and Malaysia, the link between forest fires and mortality had been well-
131
Phone: (082) 3050647 Local 118
established. The aforementioned coal mining in West Virginia (mentioed above) has also
made people sick, some with “rare cancers, little kids with kidney stones [and] premature
deaths,” and children born with congenital disabilities and adults having shorter life
expectancy.
It has been the poor who are most severely affected by these environmental
problems. Their low income and poverty already put them at a disadvantage by not having
the resources to afford good health care, to live in unpolluted areas, to eat healthy food,
etc. In the United States, a Yale University research team studying areas with high levels of
pollution observed that the “greater the concentration of Hispanics, Asians, African-
Americans, or poor residents in an area, the more likely that dangerous compounds such as
vanadium, nitrates, and zinc are in the mix of fine particles they breathe.”
In India, studies on adults health revealed that 46% in Delhi and 56% of in Calcutta
have “impaired lung function” due to air pollution. In China, the toxicity of the soil has
raised concerns over food security and the health of the most vulnerable, especially the
peasant communities and those living in factory cities. In 2006, 160 acres of la in Xinma,
China was badly poisoned by cadmium. Two people died and 150 were known to be
poisoned; the entire village was abandoned. Hong Kong faces the same problem.
In Metropolitan Manila, 37 percent (4 million people) of the population live in slum
communities, areas where “[t]he effects of urban environmental problems and threats of
climate change are also most pronounced…due to their hazardous location, poor air
pollution and solid waste management, weak disaster risk management, and limiting coping
strategies of households.” Marife Ballesteros concludes that this unhealthy environment
“deepens poverty, increases the vulnerability of both the poor and non-poor living in slums,
and excludes the slum poor from growth.
One of the major ironies of urban pollution is that the necessities that the poor has
access to are also the sources of the problem. The main workhorse of the public transport
system is the bus. However, because it runs mainly on diesel fuel, it is now considered “one
of the largest contributors to environmental pollution problems worldwide.” This problem
is expected to worsen as the middle classes and the elites buy more cars and as the road
systems are improved to give people more chance to travel.
132
Phone: (082) 3050647 Local 118
The other mode of transportation that the poor can afford is the motorbike (also
called the two- and three-wheeled vehicles). According to the Centre for Science and
Environment in Delhi, India, “two-wheelers form a staggering 75%-805 of the traffic in most
Asian cities.” Motorbikes burn oil and gasoline and “emit more smoke, carbon monoxide,
hydrocarbons, and particulate matter than the gas-only four-stroke engines found in newer
motorcycles.”
Finally, adding to this predicament is the proliferation of diesel-run cars. These
vehicles usually command a lower price because of their durability and low operating cost,
and hence affordable to the middle class. However, they also release four times the toxic
pollution as the buses.
“Catching Up”
These massive environmental problems are difficult to resolve because governments
believe that for their countries to become fully developed, they must be industrialized,
urbanized, and inhabited by a robust middle class with access to the best of modern
amenities. A developed society, accordingly, must also have provision for the poor-jobs in
the industrial sector, public transport system, and cheap food. Food depends on a country’s
free trade with other food producers. It also relies on a “modernized” agricultural sector in
which toxic technologies (such as fertilizers or pesticides) and modified crops (e.g., high-
yielding varieties of rice) ensure maximized productivity.
The model of this ideal modern society is the United States, which, until the 1970s,
was a global economic power, with a middle class that was the envy of the world. The
United States, however, did not reach this high point without serious environmental
consequences. To this very day, it is “the worst polluter in the history of the world,”
responsible for 27 percent of the world’s carbon dioxide emissions. Sixty percent of the
carbon emission comes from cars and other vehicles plying American highways and roads,
the rest from smoke and soot from coal factories, forest fires, as well as methane released
by farms and breakdown of organic matter, paint, aerosol, and dust.
133
Phone: (082) 3050647 Local 118
These ecological consequences, however, are far from the mind of countries like
China, India, and Indonesia, which are now in the midst of a frenzied effort to achieve and
sustain economic growth to catch up with the West. In the “desire to develop and improve
the standard of living of their citizens, these countries will opt for the goals of economic
growth and cheap energy,” which, in turn, would “encourage energy over-consumption,
waste, and inefficiency and also fuel environmental pollution.” With their industrial sector
still having a small share of the national wealth, these countries will be using first their
natural resources like coal, oil, forest and agricultural products, and minerals to generate a
national kitty that could be invested in industrialization.
These “extractive” economies, however, are “terminal” economist. Their resources,
which will be eventually depleted, are also sources of pollution. In Nigeria, Niger Delta oil
companies have “caused substantial land, water, and air pollution.” Nigeria is caught in a
bind. If it wants “ to maintain its current economic growth path and sustain its drive for
poverty reduction, [the very polluting] oil exploration and production will continue to be a
dominant economic activity.” If the United States lets its environment suffer to achieve
modernity and improve the lives of its people, developing countries see no reason,
therefore, why they could not sacrifice the environment in the name of progress.
This issue begs the question: How is environmental sustainability ensured while
simultaneously addressing the development needs of poor countries?
Climate Change
Governments have their own environmental problems to deal with, but these states’
ecological concerns become worldwide due to global warming, which transcends national
boundaries. Global warming is the result of billion of tons of carbon dioxide (coming from
coal-burning power plants and transportation), various air pollutants, and other gases
accumulating in the atmosphere. These pollutants trap the sun’s radiation causing the
warming of the earth’s surface. With the current amount of carbon dioxide and other gases,
this “greenhouse effect” has sped up the rise in the world temperature. There is now a
consensus that the global temperature has risen at a faster rate in the last 50 years and it
134
Phone: (082) 3050647 Local 118
continues to go up despite efforts by climate change deniers that the world had cooled off
in and around 1998.
The greenhouse effect is responsible for recurring heat waves and along droughts in
certain places, as well as for heavier rainfall and devastating hurricanes and typhoons in
others. Until recently, California had experienced its worst water shortage in 1,200 years
due to global warming. This change recently when storms brought rain in the drought-
stricken areas. The result, however, is that the state is having some of its worst flashflood in
the 21st century. In India and Southeast Asia, global warming altered the summer monsoon
patterns, leading to intermittent flooding that seriously affected food production and
consumption as well as infrastructure networks. Category 4 or 5 typhoons, like the Super
Typhoon Haiyan that hi the central Philippines in 2013, had “doubled and even
tripled in some areas of the (Southeast Asian) basin. Scientists claim that there will be more
[of such] typhoons in the coming years.” In the eastern United States, the number of storms
had also gone up, with Hurricane Katrina (2005) and Hurricane Sandy (2012) being the
worst.
Glaciers are melting every year since 2002, with Antarctica losing 134 billion metric
of ice. There is coastal flooding not only in the United States eastern seaboard but also in
the Gulf of Mexico. Coral reefs in the Australian Great Barrier Reef are dying, and the
production capacities of farms and fisheries have been affected. Flooding has allowed more
breeding grounds for disease carriers like the Aedes aegypti mosquito and the cholera
bacteria.
Since human-made climate change threatens the entire world, it is possibly the
greatest present risk to humankind.
Combating Global Warming

More countries are now recognizing the perils of global warming. In 1997, 192
countries signed the Kyoto Protocol to reduce greenhouse gases, following the 1992 United
Nations Earth Summit where a Framework Convention for Climate Change was finalized.
The protocol set targets but left it to be the individual countries to determine how best they
would achieve these goals. While some countries have made the necessary move to reduce
135
Phone: (082) 3050647 Local 118
their contribution to global warming, the United States–the biggest polluter in the world–is
not joining the effort. Developing countries lack the funds to implement the protocol’s
guidelines as many of them need international aid to get things moving. A 2010 World Bank
report thus concluded that the protocol only had a slight impact on reducing global
emissions, in part because of the non-binding nature of the agreement.
The follow-up treaty to the Kyoto Protocol is the Paris Accord, negotiated by 195
countries in December of 2015. It seeks to limit the increase in the global average
temperature based on targeted goals as recommended by scientists. Unlike the Kyoto
Protocol which has predetermined CO2 emission limits per country, the Paris Accord
provides more leeway for countries to decide on their national targets. It largely passed as
international legislation because it emphasizes consensus-building, but it is not clear
whether this agreement will have any more success that the Kyoto Protocol.
Social movements, however, have had better success working together, with some
pressure on their governments to regulate global warming. In South Africa, communities
engage in environmental activism to pressure industries to reduce emissions and to lobby
parliament for the passage of pro-environment laws. Across the Atlantic, in El Salvador,
local officials and grassroots organizations from 1,000 communities push for crop
diversification, a reduction of industrial sugar cane production, the protection of
endangered sea species from the devastating effects of commercial fishing, the preservation
of lowlands being eroded by deforestation up in rivers and inconsistent release of water
from a nearby dam.
Universities also partner with governments in producing attainable programs of
controlling pollution. The University of Chicago’s Energy Policy Institute sent teams to India
to work with government offices, businesses, and communities in coming up with viable
ground-level projects that “strike a balance between urgently needed economic growth and
improved air quality.”
When these local alliances between the state, schools, and communities are
replicated at the national level, the success becomes doubly significant. In Japan,
population pressure forced the government to work with civil society groups, academia, and
political parties to get the parliament to pass “a blizzard of laws–14 passes at once–in what
136
Phone: (082) 3050647 Local 118
became known as the Pollution Diet of 1970. These regulations did not eliminate
environmental problems, but today, Japan has some of the least polluted cities in the world.
The imperative now is for everyone to set up these kinds of coalitions on a global
scale. For at this point, when governments still hesitate in fully committing themselves to
fight pollution and when international organizations still lack the power to enforce anti-
pollution policies, social coalitions that bring in village associations, academics, the media,
local and national governments, and even international aid agencies together may be the
only way to reverse this worsening situation.
Conclusion
Perhaps no issue forces people to think about their role as citizens of the world than
environmental degradation. Every person, regardless of his/her race, nation, or creed,
belongs to the same world. When one looks at an image of the earth, he/she will realize
that, he/she belongs to one world–a world that is increasingly vulnerable. In the fight
against climate change, one cannot afford to simply care about his/her own backyard. The
CO2 emitted in one country may have severe effects on the climate of another. There is no
choice but no find global solutions to this global problem.
137
Phone: (082) 3050647 Local 118
(E) Self Help
1. YouTube: * Global environmental problems:
https://www.youtube.com/watch?v=-_T1sxIIvbM
*2050 - A Documentary
https://www.youtube.com/watch?v=Z24Dd1Tcz1Y
2. Article: *KYOTO PROTOCOL TO THE UNITED NATIONS FRAMEWORK CONVENTION ON

CLIMATE CHANGE
http://unfccc.int/resource/docs/convkp/kpeng.pdf
*PARIS AGREEMENT
http://unfccc.int/sites/default/files/english_paris_agreement.pdf
3. Film: Before the Flood (2016)
138
Phone: (082) 3050647 Local 118
(F) Let’s Check
Exercise no.11: True or False. Write TRUE if the statement is correct, FALSE if the statement
is incorrect.
1. Volcanic eruptions release toxins in the atmosphere and lower the world’s temperature.
2. Unlike Kyoto Protocol, Paris Accord provides more leeway for countries to decide on their
national targets.
3. Riyadh as one of the most polluted cities in the world.
4. Glaciers are melting every year since 2002, with Antarctica losing 134 billion metric of ice.
5. Gaborone, the capital of Botswana, is the 7th most polluted city in the world.
6. China is “the worst polluter in the history of the world”.
7. 195 countries signed the Kyoto Protocol to reduce greenhouse gases, following the 1992
United Nations Earth Summit.
8. Climate Change is responsible for recurring heat waves and along droughts in certain
places, as well as for heavier rainfall and devastating hurricanes and typhoons in others.
9. Noise pollution is one of the world’s most leading environmental problems.
10. Greenhouse Effect is the result of billions of tons of carbon dioxide various air pollutants,
and other gases accumulating in the atmosphere.
139
Phone: (082) 3050647 Local 118
(G) Let’s Analyze
Using the lesson above, create a simple community plan that can generate a
sustainable development, a development that will not endanger the people and the
environment.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
(H) In a Nutshell
Using the learning we had about environmental crisis and sustainable

development kindly discuss the following:
1. Man-made pollution
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________
140
Phone: (082) 3050647 Local 118
2. Kyoto Protocol
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Paris Accord
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Greenhouse Effect
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
141
Phone: (082) 3050647 Local 118
5. Global Warming
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
6. Climate Change
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
142
Phone: (082) 3050647 Local 118
Course Outline
WEEK TOPIC / LESSON TLA MATERIALS ASSESSMENT
/COVERAGE
UNIT 1: STRUCTURES OF GLOBALIZATION
1 Class Introduction and *Reading Provided in the *Exercises
Guidelines, UM VMCV Comprehension Module *Activities
and *Discussion *Oral Discussion
Lesson 1: What is *Question and
Globalization? Answer
2 Lesson 2: Globalization of *Reading Provided in the *Exercises
World Economics Comprehension Module *Activities
*Discussion *Oral Discussion
*Question and
Answer
3 Lesson 3: A History of *Reading Provided in the *Exercises
Global Politics: Creating Comprehension Module *Activities
an International Order *Discussion *Oral Discussion
*Question and
Answer
UNIT 2: A WORLD OF IDEAS: CULTURE OF GLOBALIZATION
4 Lesson 4: The United *Reading Provided in the *Exercises
Nations and Comprehension Module *Activities
Contemporary Global *Discussion *Oral Discussion
Governance and Lesson *Question and
5: A World of Regions Answer
5 Lesson 6: Globalization of *Reading Provided in the *Exercises
Religion and Comprehension Module *Activities
Lesson 7: Media and *Discussion *Oral Discussion
Globalization *Question and
Answer
UNIT 3: MOVEMENT AND SUSTAINABILITY
6 Lesson 8: The Global City *Reading Provided in the *Exercises
Comprehension Module *Activities
*Discussion *Oral Discussion
*Question and
Answer
7 Lesson 9: Global *Reading Provided in the *Exercises
Demography and Lesson Comprehension Module *Activities
10: Global Migration and *Discussion *Oral Discussion
Chapter *Question and
Answer
8 Lesson 11: Environmental *Reading Provided in the *Exercises
Crisis and Sustainable Comprehension Module *Activities
Development *Discussion *Oral Discussion
*Question and
Answer
9 FINAL DISCUSSION Final Examination
143
Phone: (082) 3050647 Local 118
Suggested Course Schedule

DAY TOPIC TIME
WEEK ONE
MONDAY Class Introduction and Guidelines 1 HOUR
TUESDAY UM’s Vision, Mission and Core Values and Lesson 1 Introduction 1 HOUR
WEDNESDAY The Short Story and Globalism 1 HOUR
THURSDAY Globalization and Multiple Globalization 1 HOUR
FRIDAY Activities and Exercises 1 HOUR
SATURDAY CHECKING /SUBMISSION
WEEK TWO
MONDAY Silk Road to Mercantilism 1 HOUR
TUESDAY Gold Standard to Global Keynesianism 1 HOUR
WEDNESDAY Neoliberalism 1 HOUR
THURSDAY Global Financial Crisis 1 HOUR
WEEK THREE
MONDAY International Relation to Attributes of Nation-State 1 HOUR
TUESDAY Interstate System 1 HOUR
WEDNESDAY Liberal Internationalism 1 HOUR
THURSDAY Socialist Internationalism 1 HOUR
FRIDAY FIRST EXAMINATION 1 HOUR
WEEK FOUR
MONDAY Global Government to International Organization 1 HOUR
TUESDAY The United Nations and its Challenges 1 HOUR
WEDNESDAY Regionalism and Features of Regionalism 1 HOUR
THURSDAY Non-State Regionalism and Contemporary Challenges of 1 HOUR
Regionalism
WEEK FIVE
MONDAY Religion Vs. Globalism and Realities Between Religion and 1 HOUR
Globalization
TUESDAY Religion FOR and AGAINST Globalization 1 HOUR
WEDNESDAY Media and Its Functions 1 HOUR
THURSDAY Critiques of Cultural Imperialism 1 HOUR
FRIDAY SECOND EXAMINATION 1 HOUR
144
Phone: (082) 3050647 Local 118
WEEK SIX
MONDAY Global City to Indicators of Global Cities 1 HOUR
TUESDAY Challenges of Global Cities 1 HOUR
WEDNESDAY Overpopulation to Neo-Malthusianism 1 HOUR
THURSDAY Anti-Malthusianism to Feminism and Food Security 1 HOUR
WEEK SEVEN
MONDAY Migration and its Benefits and Challenges 1 HOUR
TUESDAY The problem of Human Trafficking and Migrant’s Integration 1 HOUR
WEDNESDAY World’s Leading Environmental Problems and Man-Made Pollutions 1 HOUR
THURSDAY World Solutions, Global Warming and Climate Change 1 HOUR
FRIDAY THIRD EXAMINATION 1 HOUR
WEEK EIGHT FINAL DISCUSSION 6 HOURS

WEEK NINE FINAL DISCUSSION WITH EXAM 6 HOURS
145

Ge3 Sim Espino

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ge3 Sim Espino

Uploaded by

Copyright:

Available Formats

COLLEGE OF ARTS AND SCIENCES EDUCATION

Social Science Discipline

College of Arts and Sciences Education

General Education Program

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE3: The Contemporary World

Name of Teacher: Lindsey C. Espino, MPA-GA

EXPECT REVISIONS OF THE MANUAL.

GE3: The Contemporary World

Distant Learning Module

Course Coordinators: Lindsey C. Espino, MPA-GA

Course Outline Policy

Areas of Concern Details

Turnitin To ensure honesty and authenticity, all assessment tasks are

Please note that academic dishonesty such as cheating and

However, if the late submission of assessment paper has a valid

For group assessment tasks, the course coordinator will require

Re-marking of You should request in writing addressed to the program coordinator

If disapproved by the course coordinator, you can elevate your case

First Exam 10%

Preferred Depends on the discipline; if uncertain or inadequate, use the general

Student You are required to create a umindanao email account which is a

Phone: 082-305-0647 loc. 118

Contact Details of Victoria O. Ligan, DPA

2. Understand systematically the meaning of Globalization and Multiple Globalization.

1. Class Introduction and Guidelines

*See Course Outline Policy

2. The University of Mindanao’s Vission,

Excellence (Galing) Innovation (Gawa)

Honesty and Integrity (Gawi) Teamwork (Gana)

3. Lesson 1: What is Globalization?

(A) Course Outcome

3. To discuss critically the necessity of studying globalization in the contemporary world.

(B) Facilitator’s Voice

Professor: Good day students! Welcome to our Class!

A Story: Gio, Latif, and the Laksa

(C) Let’s Analyze

METALANGUAGE MEANING / DEFINITION

(E) Essential Knowledge

Globalism is different from Globalization. In order to clarify the differentiation of the

According to Manfred Steger, a professor at the University of Hawaii at Manoa,

According to the Anthropologist Arjun Appadurai, there are different kinds of

3. TECHNOSCAPE – Refers to the movement of all sorts of technology across worldwide

4. IDEOSCAPE - Refers to the flow of ideas.

5. FINANCESCAPE - Refers to the flow of money across political borders.

1. Article: Nye, Joseph (2002). Globalism versus Globalization.

2. YouTube: Globalization Explained

(G) Let’s Check

1. Difference between globalism and globalization

2. “Globalization is the expansion and intensification of social relation and consciousness

3. Globalization moves because of multiple forms of globalization.

4. Globalization is important because…

Lesson 2: The Globalization of World

(A) Course Outcome

1. To know the history of the economy in the world

(B) Facilitator’s Voice

Professor: Good day students! Welcome to our Class!

METALANGUAGE MEANING / DEFINITION

sharp increases in rates of poverty and homelessness.

(D) Essential Knowledge

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

These changes are the products of people, organizations, institutions, and

According to the United Nations Conference on Trade and Development (UNCTAD),