The Contemporary World

EDJ & FJD

MODULE 2
Maria Ester Excelsis D. Jaymalin, PhD
Frensie J. De Mateo, MS

DISCLAIMER: No part of this module may be reproduced, stored in a retrieval system or transmitted in any form or by
any means, mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the
author/s. This module is distributed for the students of Aklan State University intended for academic purposes only.
 The Contemporary World
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CHAPTER 3
A WORLD OF IDEAS, GLOBAL POPULATION AND MOBILITY

Desired Learning Outcomes:

After completion of the lesson, the students must be able to:
1. Explain the dynamics between local and global culture;
2. Analyze how various media drives different forms of global integration;
3. Explain how globalization affects religious practices and beliefs;
4. Analyze the relationship between religion and global conflict, and conversely, global peace;
5. Identify the attributes of global city;
6. Analyze how cities serve as engines of globalization;
7. Explain the theory of demographic transition as it affects global population;
8. Analyze the political, economic, cultural and social factors underlying the global movements of
people; and
9. Display first-hand knowledge of the experiences of OFW’S.

Things to Remember (Applicable for Chapter 3 and Chapter 4):

1. At the end of every sub-topic, there will be Process Questions. Your answers to the
process questions will be sent every week through your Google classroom. If internet signal is
difficult, your answers may be sent through messenger or email address of your professor or hard
copy of modules may be submitted. (These may subject to changes as per advice by your course
professor). Follow this format for process questions: Font style: Arial, font size:12, double line
spacing, normal margins, letter size of paper.
2. There are Individual and Group Activity at the end of the chapter. Submit your activity to
the date set by your professor.

PART A.
A WORLD OF IDEAS: CULTURES OF GLOBALIZATION

Unit I. Global Media Cultures

Globalization could not occur without media. Both acted together and have partnered
throughout the whole human history. However, media has not always been positive and
progressive in its influence.
What is Media?
Media is a plural term for medium. It is a channel of communication, a means of conveying
something. Media (plural term) came into general circulation in the 1920s. It became a popular
usage that talks about new social issues. Media is the main means of mass communication

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(broadcasting, publishing, and the Internet), regarded collectively. Marshall McLuhan said that “the
Medium is the Message”. McLuhan believed that it was not what we said, but the way we said it
that mattered most. This theory helps to explain why we communicate through more than one
medium. Media is a form of technology which reshapes the society.
Media is now part of our daily life, from television programs to social media groups. The spread
of globalization of religion, education, culture, economics and political views are linked also to
media. There is an intimate relationship between globalization and media which should be
discovered for us to further understand this contemporary world (Claudio and Abinales, 2018).
Media expands our reach and connections. It brings us to other places and virtually meet other
people. Reciprocally, it also amputates our senses which sometimes dull our communication skills
and capacities. People, little by little, find other mediums attractive no more. According to McLuhan,
new media are neither inherently good nor bad. However, let us bear in mind that all things are
permissible, but not all things are beneficial (1 Corinthians 6:12).
Historical Development of Media
Canadian theorist Harold Innis (1950) divided media into three periods:
1. Oral
2. Print
3. Electronic
James Lull (2000) added digital to those three:
1. Oral
2. Print
3. Electronic
4. Digital
Terhi Rantanen (2005) places SCRIPT before the printing press
1. Oral
2. Script
3. Print
4. Electronic (Wired)
5. Electronic (Wireless)
6. Digital
For our purposes, Jack Lule in 2012 categorized the five time periods which usually capture the
study of globalization and media:
1. Oral
2. Script
3. Print
4. Electronic
5. Digital

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Global Imaginary & Global Village

The most important consequence of communication media for globalization has been—
through MEDIA, the people of the world came to know of the world. For globalization to proceed,
people needed to be able to truly:
1. Imagine the world and;
2. Imagine themselves acting in the world
Global Imaginary
Media brings about a fundamentally new imaginary—the Global Imaginary—the globe itself
as imagined community. Cosmopolitanism is now a feature of modern life. People imagine
themselves as part of the world. Nations are the result of ‘imagined communities’; people will never
meet face to face with others but they can imagine themselves as one--in the minds of each lives
the image of their communion. The imagination is not a trifling fantasy but a ‘social fact’ and a
staging ground for action.
Media and Cultural Globalization
On one level, the Media, are primary carriers of culture; it generates numerous and ongoing
interactions among cultures. The media are the people; active economic agents and aggressive
political lobbyists on matters of culture. They market brands aggressively, seek out new markets
worldwide for their cultural products and actively bring about interactions of culture for beauty,
power and profit. They market brands aggressively, seek out new markets worldwide for their
cultural products and actively bring about interactions of culture for beauty, power, and profit.

Three outcomes/influences of globalization on culture by Jan Nederveen Pieterse (2004)

1. Cultural differentialism 2. Cultural convergence 3. Cultural hybridity
Cultural Differentialism
 Suggests that cultures are different, strong & resilient.
 Distinctive cultures will endure, despite globalization & the global reach of American or
Western cultural forms (The Yanomami of the Amazon).
 Some culture are destined to clash as globalization continue to bring them together.
 The Clash of Civilizations & the Remaking of World Order by US political scientist Samuel
Huntington argues that the West & Islam will be locked in conflict.
Cultural Convergence
 Suggests that globalization will bring about a growing sameness of culture.
 A global culture, some fear, will overtake many local cultures, which will lose their distinctive
characteristics.
 It can suggest “cultural imperialism” in which the cultures of more developed nations
‘invade’ & take over the cultures of less developed nations.
 The result: a worldwide, homogenized and Westernized culture.

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Cultural Hybridity
1. Suggests that globalization will bring about an increasing blending or mixture of cultures.
2. This melange leads to the creation of new and surprising cultural forms.
3. From music to food to fashion (foreign melody of OPM, Pinoy Rap Culture, Filipino-style
spaghetti, Filipino character cosplay etc.)
4. For Pieterse, this outcome is common, desirable, occurs throughout history, & will occur more
so in an era of globalization.
The worldwide violence surrounding the publication of Danish editorial cartoons that mocked
Mohammed can be understood as cultural differentialism, also the worldwide broadcasting of
ISIS killing non-Islam citizens is terrorism propaganda. It is the interaction of cultures that is deemed
to contain “catastrophic collision” (Aldama, 2018).
Jazz music is an archetypal example of cultural hybridity (Please Be Careful of Jodi Santa
Maria & Richard Yap was an example of Korean light drama technique adapted by ABS-CBN to
address the Filipino audience w/in the Asian sphere).
Glocalization
It a word to describe that media and globalization are facts of life in local cultures. Local culture
is not static and fixed; it is pliable and weak, awaiting or fearing contact from the outside. It instead
created and produced daily, drawing from, adapting, succumbing to, satirizing, rejecting, or
otherwise negotiating with the facts, global and local, of the day. The local is built and understood
anew each day in a globalized world (the global takes local form: Asia’s/ Pilipinas Got Talent, PBB,
The Voice Philippines, Survivor Philippines., Asia’s Top Model). Cultures converge not in the
abstract but in newsroom, cabarets, churches, mosques, movie theatres, & living rooms—as well
as in chat rooms & McDonald’s.
Thoughts to Ponder:
1. Globalization and media too often have fulfilled Mumford’s worst fears.
2. They built a village with large tracts of economic injustice, political repression and conflict.
3. They have sewn seeds of bitter and deadly discord between nations, classes, political parties,
ethnic groups, religions and neighbors.
4. They have sewn seeds of bitter and deadly discord between nations, classes, political parties,
ethnic groups, religions and neighbors.
Process Questions (10 points each):
Share your thoughts on these matter by writing your Insight Paper. Format: Arial, 12, double
line spacing, letter size, normal margins.
1. Could global trade evolve without flow of information on markets, prices, and commodities?
2. Could empires have stretched across the world without communication through their borders?
3. Could religion, poetry, film, fiction, cuisine, and fashion develop as they have without the
intermingling of media and cultures?

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Unit II. The Globalization of Religion

Globalization flattens out cultural differences, erodes local customs and beliefs, and spreads
a secular, capitalist way of life that is at odds with religions of all sorts. The spread of religion across
boundaries, across cultures and countries have a relationship in globalization. Scholte, 2005 as
cited by Aldama, 2018 said that “Global communications, global organizations, global finance and
the like have allowed ideas of Muslims and the universal Christian church to be given concrete
shape as before.
Social media platforms and other information technologies allowed broadcast of religious
sermons, exposition, forums, debates and evangelistic activities to be seen worldwide. These
allows more viewers. Religions became diverse and widespread, except, on countries which has
the ability to filter/ limit their social media and internet websites.

Religion
“Religion” comes from the Latin words "religare" which means “to bind”, and “religio” which
means “obligation, bond or reverence” (Oxford languages). In English, it refers to a particular
system of faith and worship. In the Anglo-French, “religiun” and Old French word, “religion” means
piety, devotion, religious community (Online Etymology Dictionary).
Based on the 2020 survey of Swedish Nomad-Travel Blog, here are the top 5 religions in the
world. The largest religion is Christianity with 2.4 billion followers which includes several
denominations such as Baptist, Catholicism, Seventh Day Adventist, Evangelicals, Orthodox and
the like. It is followed by Islam with 1.8 billion followers, Hinduism with 1.1 billion followers,
Buddhism with 500 million followers and Shintoism with 104 million followers.
In the midst of globalization, religious principles, doctrines and traditions continue to influence
people from all walks of life. With the globalization of economics and politics, individuals feel
insecure. In order for a person to maintain a sense of psychological well-being and avoid existential
anxiety, he turns to scripture stories. Religion provides people the way to inner peace and the sense
of personal fulfilment. Individuals who feel insecure in the globalized world, in business or personal
life will often pray to God for spiritual support. A community of people, sharing the same faith, same
belief, and same practices keeps people connected. It gives people a sense of belongingness.
Religious groups help them to find themselves in modern times. In the midst of political
problems, such as loss of ethical values and increased corruption, people find shelter in religion.
There is moral degeneration, political Instability, educational secularism and spiritual dryness.
Many espouse belief in nothing beyond the immediate and the physical. Others have incredible
belief in the human and the self but with little reference to the transcendent.
Globalization leads to a period of much noise and little silence. There are higher rate of
suicides, teenage pregnancy, addiction and the like. This was the result of globalization in many

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areas of our lives. There is a wrong notion that religion or faith should be only taught at church. It
is a big no! Moral and spiritual values embedded in our faith must be shared, not kept in our
workplaces, schools, family, friends and colleagues. What we bring is a message of peace, not
disaster; a comfort, not rage and hope, not negativity. This is a time of great activity and opportunity
to do something worthwhile but we only have little time to look within ourselves.

Thoughts to Ponder:
1. Globalization has pros and cons when it comes to religion.
2. Religion and globalism have distinctions: religion is concerned with the sacred and globalism
with the value on material wealth. Religion follows divine commandments while globalism abides
with human-made laws.
3. Religion assumes that there is the possibility of communication between humans and the
transcendent. This link confers some social power. (Claudio and Abinales, 2018)
4. Religion and globalism clash over the fact that religious evangelization is in itself a form of
globalization.
Process Questions (10 points each):
Are you in favor or not in favor with these arguments? Write a Reaction Paper on these issues:
1. Religion can spread even without globalization.
2. Based on the history, some religious leaders have used religion to wield influence in the political
arena like the coming of Spaniards in the Philippines. Moral arguments were used to justify their
political involvement.

PART B.
GLOBAL POPULATION AND MOBILITY

Unit I. The Global City and the Global South

The idea of global city emerged in the social science literature in the 1980’s. The concept was
preceded by the idea of world city. Through the global cities, the nations-states project their
significance onto the global stage. Global city is generally considered to be an important node in
the global economic system; it’s significant production points in specialized financial and producer
services that make the globalized economy run.
Saskia Sassen (1991) identified only 3 global cities: New York, London and Tokyo. Sassen
said that when she first chose to use global city, she did it knowingly to make an attempt to name
a difference. It is the specificity of the global as it gets structured to the contemporary world.
World City
It refers to a type of city which we have seen over the centuries or in earlier periods in Asia
and in European colonial centers. In this regard, it can be said that most of today's major global
cities are also world cities, but that there may some global cities today that are not world cities in

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the full rich sense of that term. This is partly an empirical question; further, as the global economy
expands and incorporates additional cities into the various networks, it is quite possible that the
answer to that particular question will vary. Thus, the fact that Miami has developed global city
functions beginning in the late 1980s does not make it a world city in that older sense of the term.
General Characteristics of Global Cities
1. Home to major stock exchanges and indexes
2. Influential to international political affairs
3. Home to world-renowned cultural institutions
4. Service a major media hub
5. Large mass transit networks
6. Home to a large international airport
7. Having a prominent skyline
The Global South
The Global South is a term that has been emerging in transnational and postcolonial studies
to refer to what used to be called the "Third World" (i.e., countries in Africa, Asia, Latin America),
"developing countries," "less developed countries," and "less developed regions."
It is not a geographical location, but a word to describe a country. The term should not be
taken too literally, with the equator dividing the world in two. Instead, it should be understood in the
wider context of globalization – or global capitalism.
In most cases it then becomes related to an economic division between rich and poor
countries. Global North countries are wealthy and democratic. Global South is not a static concept.
The Global South countries are home to 85 percent of the world’s population but possess only 20
percent of the globe’s wealth.
With geopolitical shifts, definition of the Global South may also change; not only with regard
to the meaning of the term but also to which countries are considered part of the Global South and
which are not. This implies that there was no actual agreement about who is part of the Global
South and who is not or about whether the term should be used in the first place.
Why Global South?
Global South, as a term, is more favorable than its predecessors, “Third World” or
“Developing World” according to Jonathan Rigg. In comparison with “Third World” and “Developing
World”, the term Global South carries more weight in resisting hegemonic forces.
The Global South countries emerging after World War II struggled on separate tracks to find
a foreign policy approach that could provide them with the security they lacked. The paths they
have taken fall into four major categories:
1. Nonalignment- To avoid being entrapped in another “War”, both the United States and the Soviet
Union tried to renew their efforts to attract the uncommitted Global South countries to their own
network of allies offering economic and military aid as an inducement.

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2. National Security- Many developing countries felt betrayed and invaded when became the
battleground on which the superpowers conducted covert activities, paramilitary operating, and
proxy wars.
3. Arms Acquisition- The burden of military spending (measured by the ratio of military expenditures
to GNI) is highest among those least able to bear it.
4. Reducing Vulnerability to Environment Disaster
Thoughts to Ponder:
When thinking about global cities, we need to do a couple of things:
1. Clarify what it is we are talking about at the time.
2. Relative to the definition we are using, seek to identify the specific parts of the city in question
that generate real above average value at the global level.
Process Questions (10 points each):
1. What is the difference between the global south and global north?
2. Can other countries also be part of global cities?

Unit II. Global Demography

Demography is the study of human populations – their size, composition and distribution
across space – and the process through which populations change.
It is the application of population ecology principles to the study of statistical change in human
population. Births, deaths and migration are the ‘big three’ of demography, jointly producing
population stability or change.
The greatest threat to mankind's existence is from the unchecked multiplication of his own
species, especially in the developing countries of Asia and Africa. The uneven distribution of
population in the world has severely affected the fragile ecological balance in many countries. The
unbridled growth of human population has also brought in its wake problems like unemployment,
urbanization, pollution etc.
The big problem is: a finite world inhabited by people who can procreate rapidly. This dilemma
underscores the need for population education. Expansion of Population Education is the need of
the day. Population Education in lay man's language is the education about population matters i.e.
fertility, mortality, migration, etc. Population education is an educational process. It is a desire to
help people to understand the nature, the causes and consequences of population growth.

Philippine Demographic Situation

The 2020 Philippines’ total population of 109,581,078 wherein there is a yearly change of
+1.35%, a global share of 1.4% and globally ranked 13 in the population. (Worldometer, 2020). The
total fertility rate (TFR) is 2.6 with the life expectancy at birth in both sexes is 71.7 years. The

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population density in the Philippines is 363 people per Km 2 (939 people per mi2) calculated on a
total land area of 298, 170 Km2 (115,124 sq. miles). Philippines is in Top 13 in the largest countries
by population.
Population situations vary. Different populations require different policy actions. Example,
Japan and Australia need to increase its population while the Philippines needs to limit it.
World Demographic Situation
The world population is 7,794,798,739 with the yearly change in +1.05%. The population
density is 52 people per Km 2 (134 people per mi2). The calculated land area is 148,940,000 Km 2
(57,506, 032 sq. miles). Every day, more than 200 thousand people are added to the world’s
population and more than 60 thousands of death per day. During the 20 th century, the population
has grown from 1.65 billion to 6 billion. It has tripled in size.
The Earth’s Carrying Capacity
Scientists believe that maximum carrying capacity of Earth is 9 billion to 10 billion people.
Harvard University sociologist Edward O. Wilson based his estimated calculations on the available
resources of Earth (Wolchover, 2012) because its content is fixed. Imagine the earth as a giant
ecosystem. The carrying capacity of the earth is carrying capacity of the earth’s ecosystem or the
natural resources needed to sustain the same standard of living. The carrying capacity of the earth
is the supportable population, given the food, habitat, water and other necessities available within
the earth, including medical care and educational care.

Thoughts to Ponder:
1. More mouths to feed means less food in each mouth.
2. The choice is ours to make. Whatever we do or fail to do today will spell the kind of future
that we shall pass on to the generations yet unborn.
3. Please beget a child not by chance but by rational choice.
4. Some scientists believe that our advances in science will help the demands of a growing
population. They do not believe further population growth should be a cause of concern.
5. By year 2025, we would reach a population of 8 to 10 billion. By year 2100, we will need 3
earths to continue living the way we do. Where do we find the other 2 earths?
6. Is the concern real? That’s up to you to decide. The evidence is everywhere.
Process Questions (10 points each):
1. God has given us the capability to multiply due to having more children but with that capacity,
what are some of those responsibilities we can take to have a more balanced life?
2. Gather data regarding the consumption rate of fuel, food, fresh water, species and other primary
consumption of human. Collate data and make an evaluation. Can these resources sustain the
next generation? What could be our step/s to do to be part of the “solution.”

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Unit III. Global Migration

What is Migration?
The movement of people from one place to another for the purpose of taking up residence for
a certain minimum period, usually across a political or administrative boundary.
Based on the 2019 International Migration Report of United Nations Department of Economic
and Social Affairs Population Division, the number of international migrants worldwide reach nearly
272 million, up from 153 million in 1990. The host country with the largest international migrants is
Europe (82 million), followed by Northern America (59 million), Northern Africa and Western Asia
(49 million). The number of refugees and asylum seekers also increased by about 13 million
between 2010 and 2017. Northern Africa and Western Asia host around 46 per cent of the refugees
and asylum seekers.
Philippines is ranked 72 as to the net immigration rate of the countries with -2 migrants per
1,000 population based on 2017 data (CIA World Factbook 2019). In 2020, the current net migration
rate of the Philippines is -0.618 per 1,000 population, a 1.28% decline from 2019. (Macrotrends
LLC, 2020)
Migrant Transnationalism
Migrant Transnationalism refers to a social process characterized by substantively bifocal
consciousness and orientation, as well as regular practices of conducting migrants’ lives across
state borders, of living out significant domains of social life both “here” and “there.”

Unit IV. Global Experiences

Many global experiences come from stories of our OFWs, let us hear from their stories. We all
know that they all struggled to make better lives for their families but it is a different thing if we
interview them and let them share their journey with us.

Thoughts to Ponder:
1. People tend to migrate from developing countries to developed countries with the desire to find
greener pastures.
2. Poverty had forced people to migrate to other places to survive from hunger and have better life.
3. Cities were overcrowded and ghettos were usually migrants.
Process Questions (10 points each):
1. In this times of COVID pandemic, what has been your thoughts on migration? As we could see
Filipino OFWs repatriated in the Philippines (international migration) and also the locally stranded
individuals (internal migration), what are the positive and negative side of it?
2. Do you have a plan of living or working in another country? What are your reasons? What or
who influenced you in this perspective?

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Activity:
1. Individual Powerpoint or Video Presentation
Interview a former or current Overseas Filipino Worker (either face-to-face or online) regarding
their experiences and how they sustained in living in other country.
Create a video presentation or powerpoint presentation. Share it in your online class regarding
your lessons learned in the interviews about transnationalism and the factors that affect global
migrations. At the same time, share what possible contributions you could make or suggestions to
recommend on issues pertaining such matter.
2. Individual: Write your Synthesis
Based on the readings and discussions, write a synthesis on the concept and definition
of globalization for not more than 50 words.
Criteria:
Logical organization of thought 25%
Substance/content 25%
Clarity of ideas 25%
Grammar and syntax 25%
100%
3. Group Film Analysis
You professor will divide you into groups.
Watch the movie “The Boy in Stripe Pajamas”. Create an Insight Paper as a film analysis on
how genocides affect the Jews. Submit your output to the online classroom.

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CHAPTER 4

TOWARDS A SUSTAINABLE WORLD

Desired Learning Outcomes:

After completion of the lesson, the students will:

1. Differentiate stability from sustainability and articulate models of global sustainable

development;
2. Define global food security and identify environmental challenges;
3. Articulate personal definition of global citizenship and appreciate the ethical obligations of
global citizenship; and
4. Share ideas on the Global Filipino and some global experiences.

Unit I. Sustainable Development

When we say sustainability, it is meeting the needs of the present without compromising the
ability of future generations to meet their needs (Grant, 2020). Sustainability has three pillars:
economic, environmental and social informally known as profits, planet, and people.

Sustainability prepares people to do strategic plans for a long-term goal. We could meet our
goals today without depriving tomorrow’s need through properly managing present resources with
enough for the next day. It is something like a mother budgeting food for the whole month but goes
beyond it. Sustainability speaks on looking forward for years.

Natural systems functions, diverges, and produces everything we need for the ecology to
remain balance. However, in the modern way of life, there have been changes and developments
which damaged its own environment and affected its own survival chance.

In 2012, the United Nations Conference on Sustainable Development set the Millennium
Development Goals (MDG) which includes the end of poverty and hunger, better standard of
education and health care (pertains to water quality and better sanitation), sustainable economic
growth while promoting job and stronger economies, climate change, and sustainability on health
of land, air and sea.

Thoughts to Ponder:

1. We have a world that is increasingly vulnerable although companies, agencies or institutions

think of what is beneficial. The effect to other social institutions and the environment must also be
considered.

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2. The future is not yet clear, good things become better while best things also become worse.
Even though the future is not certain, what we could be sure of is that we could help in one way or
another.
Process Questions (10 points each):
1. Could poor countries balance their need for development and the necessity also to protect the
environment? How?
2. As an individual, what do you have at hand (either resources, ability or connections) to contribute
in the call for sustainable development?

Unit II. Global Food Security

Food security as defined by United States Agency for International Development (USAID)
means having, at all times, both physical and economic access to sufficient food to meet dietary
needs for productive and health life. The World Health Organization (WHO) defines food security
in three aspects: food availability, food access and food utilization.
Based on the previous unit regarding demography, there was a rise on population rate
worldwide. Feeding this population will be an immense challenge. For previous years, history of
hunger and malnutrition were reported most especially on Asian countries. This belongs to the third
world countries. Food and Agriculture Organization (FAO) recommended that in order for countries
to meet the demand on food due to population growth, food products must increase by 70%. In the
case of the Philippines, we are prone to natural calamities which makes food production harder for
farmers. Fishery products also were scarce due to unreported, unregulated and illegal fishing. In
this pandemic, thousands of vegetables, fruits like tomatoes and other perishable items were
wasted because of lack of capacity (technology and facility) to process foods. It is very dismaying.
Many people are hungry, but foods were just wasted.
FAO also recommends to invest in agriculture, craft policies to fight poverty and invest in
research and developments. The United Nations also conducts comprehensive social service
programs which includes food assistance, health services and education for the poor. USDA
National Institute of Food and Agriculture also supports global efforts to strengthen agricultural
production and end hunger.
Thoughts to Ponder:
1. Food security often rooted in poverty, decreases the ability of the countries to develop
agricultural markets and economies.
2. Nation-states should have the political will to push to address food security issues.
3. Access to nutritious food is fundamental to our existence. Securing access to food could create
positive impacts such as economic growth and job creation, poverty reduction, trade opportunities,
increase global security and stability and improved health and health care.

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Process Questions (10 points each):

1. Is there a single solution to provide a sustainable food security for the future? Why or why not?
If yes, how?
2. Does food security means abundant food in plate? Explain your answer.

Unit III. Environmental Challenges

Philippines is one of the top contributors in plastic waste in the world which created a large
amount of water pollution. Single-use plastics are everywhere and people were irresponsibly
throwing them. There are also other waste products and materials which threatens not only our
environment but also our health. Boracay Island, Philippines closed for several months to restore,
if not, create a remedy on what was damaged. The world agrees to it being under ecological and
environmental crisis.
Movements, NGOs and other concerned agencies had already taken a step for this concern.
However, it could not be solved by only few people. The preservation and conservation of the
natural resources as well as participation in sustainability projects is EVERYBODY’S agenda. We
are sharing the same earth. We should not say “Ah, it is the problem of the government” or “I am
not part of it so why should I waste my time and effort there?” Come on! We can help with whatever
we have and we can do something about it. It is our responsibility.
Here are the common environmental problem of the countries in the world:
1. Climate change: global warming and greenhouse effect.
2. Depredation caused by industrial and transportation toxic waste affected bodies of water.
3. Changes in global weather patterns.
4. Rise of sea levels because of the surge in ocean and land temperatures.
5. Overpopulation.
6. Exhaustion on the consumption of the world’s natural non-renewable resources.
7. Improper waste disposal or non-functional waste management.
8. Destruction of ecosystems and loss of biodiversity resulting to the extinction of other species.
9. Deforestation which led to the reduction of oxygen and increase in carbon dioxide.
10. Depletion of the ozone layer due to the use of chlorofluorocarbon (CFCs).
11. Deadly acid rain due to fossil fuel combustion, toxic chemicals from volcano eruption and
massive rotting vegetables or garbage.
12. Water pollution due to industrial and community water residues. Evidences of micro plastics
had already been seen on seafood products.
13. Urban sprawls such as destroying farmlands and traffic congestion.
14. Pandemic and other health problems due to polluted environment such as dengue,
leptospirosis and malaria.
15. Alteration in the food system due to genetically modified food products.

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Thoughts to Ponder:
1. Global problems need global solutions. What we do in our backyard will affect our
neighbors, then, it could affect the whole community and so on and so forth. It is an endless ripple.
2. For the little things that we could do, it could create greater impact. It is the same with the
solution: for simply observing the waste segregation system, your effort will not be put into vain.
We could also help through following the 6 R’s (Recycle, Rethink, Refuse, Reuse, Repair and
Reduce). Some advocates used or added Repurpose, Regift, Recruit, Refill, Repeat and Rot.
Process Questions (10 points each):

1. What are the major environmental problems that you are experiencing today? Could you
consider it as global? Why?
2. What are the practices you have already been observing to protect the environment and what
are those you are planning to adopt?

Unit IV. Women and Reproductive Rights

Globalization opens an era for the rights of women, children and vulnerable persons to be
given more attention. International human rights organizations worked hand in hand with the
advocacy of equality.

However, in the debates on population control: fertility, family and fortune were the subjects.
Some countries with growing economies have struggles also in their growing population which
motivated them to introduce or strengthen their reproductive health laws, including abortion.

In some fast-developing countries, women were given the power to choose whether they will
have children or sometimes abortions were allowed by the government upon the request of the
mother (like in North America and Europe). By giving them this power, they will be able to pursue
their vocations and contribute to economic growth. This is what the reproductive right supporters
had been advocating. This may be because a contributory factor was their culture in which abortion
was accepted and legalized.

In the case of the Philippines, abortion is a crime. The reproductive health law was designed
to protect the health and mental health of the mother and suggests a family planning program. This
is what pro-choice were advocating.

Pro-life advocates opposed reproductive health laws seeing it as a front to abortion. They
believed that contraceptives can endanger the life of the mother rather than protecting them. They
further describe abortion as a violation of God’s law. Christian groups also were divided in this view,
some are in favor of reproductive health law and some are not. Some suggested restrictions to this
law.

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Muslim countries do not condone abortion. They limit their wives to do the house chores and
deliver babies. The Neo-Malthusian theory was popularized in the late 18th century by an English
political economist, Thomas Malthus, who wrote his “Essay on the Principle of Population” (Mellos,
1988). He believes that the rate of demographic growth and rate of food supply is disproportionate.
Thus, the periodic crisis of food supply could be corrected by reduction of the population size. He
describes two forms of checks on population size: the positive check and the preventive check.
Positive checks includes wars, famines and epidemics while preventive checks includes various
birth control such as abortion and infanticide.
In the Feminist perspective, advocates are against any form of population control which are
compulsory by nature. They believe that it does not empower women and that poverty and
environmental degradation are not caused by overpopulation. Feminists point out other factors
such as unequal distribution of wealth, lack of public safety, education, gender equality programs
should not be ignored.
In the 1994 United Nations International Conference on Population and Development
recognized this issue and recommended programs to help overcome this problem. However, it was
the responsibility of individual countries on how they will be able to craft programs on this matter.
Thoughts to Ponder:
1. Problems on population growth is a complex problem and cannot be solved by putting the blame
on one factor only.
2. Women’s rights and reproductive rights were differently observed depending on the country they
are in. This may due to some discrimination, stigma and entrenched traditions.
3. Reproductive rights are human rights. Performance of procedures related to women’s
reproductive and sexual health without the consent of women are violations of their rights. This
includes forced sterilization, forced virginity examinations, forced abortions. Women are also at risk
in female genital mutilation (FGM) and early marriage. (Office of the United Nations High
Commissioner for Human Rights)
Process Questions (10 points each):
1. Do you believe in neo-Malthusian theory? Why or why not?
2. What can you say about the feminist perspectives?

Unit V. Global Citizenship

Global citizenship is nothing new. As far back as the year 450, Socrates already proclaimed
his land of origin to be ‘the world’. A century later, Diogenes declared himself a ‘citizen of the world’.
Even though the global dimension of citizenship has been around for many centuries, there is no
clear definition of this form of citizenship.

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Global citizenship, at first glance, may seem like an oxymoron. Citizenship, on the surface, is
the legal act of belonging to a state or nation. As the globe is not a state, one may ask how it is
possible to be a global citizen. What we must do in order to prove the existence of global citizenship
is to look deeper into the definition of national citizenship.
Caecilia Johanna van Peski (as cited by Aldama, 2018) defined global citizenship “as a moral
and ethical deposition that can guide and understanding of individuals or groups of local and global
contexts, and remind them of their relative responsibilities within various communities.” Global
citizens are the glue which binds local communities together in an increasingly globalized world. In
van Peski’s words, ‘global citizens might be new types of people that can travel within these various
boundaries and somehow still make sense of the world” (Baraldi,2012 as cited by Aldama, 2018).
Global citizenship remains within the purview of individuals to live, work and play within trans-
national norms that defy national boundaries and sovereignty. Traditional citizenship (Falk, 1994)
is being challenged and remolded by the important activism associated with trans-national, political,
and social evolution. Traditional ties are withering, such as decrease in voter turn-outs, due to low
regard for politicians. The Down-up scenario is that there is no central authority grantor of rights
and the primacy is on the global citizen. While various types of global citizen exists, a common
thread to their emergence is their base in grassroots activism.
Falk’s categories of global citizens (1994) includes global reformers, elite global business
people, global environmental managers, politically conscious regionalists, and trans-national
activists with grassroots activism as their core.
Global Citizenship Types:
According to Oxley and Morris (2013) as cited by Miller and Reysen (2018), there are 8
different types of global citizenship: political global citizenship, economic global citizenship, cultural
global citizenship, social global citizenship, environmental global citizenship, spiritual global
citizenship, critical global citizenship and moral global citizenship.
What Does it Mean to be a Global Citizen?
A “global citizen is someone who identifies with being part of an emerging world community
and whose actions contribute to building this community’s values and practices.”(Israel, 2012)

Global citizenship nurtures personal respect and respect for others wherever they live. It
encourages individuals to think critically about what is equitable and just and what will minimize
harm to our planet. Exploring global citizenship themes help learners grow confident in standing up
for beliefs and skilled in evaluating ethics and impact of their decisions.
A Global Citizen is someone who:
 is aware of the wider world and has a sense of their own role as a world citizen
 respects and values diversity
 has an understanding of how the world works
 is outraged by social injustice

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 participates in the community at a range of levels, from the local to the global
 is willing to act to make the world a more equitable and sustainable place
 takes responsibility for their actions.
Thoughts to Ponder:
1. The central tenet of globalization is international economic integration (Claudio and Abinales,
2018). Some writers and commentators were confuse that this integration is the entirety of
globalization. However, economics is only one of the different windows in the globalization
phenomenon: it is not the entire thing.
2. Globalization could be anchored in economy, culture and politics. For example, Filipinos tend to
purchase “stateside” products rather than buying Filipino brands. We also enjoy foreign videos,
movies and music that we had less attention for local pride.
3. Because of the globalization of politics, foreign affairs were conducted to cement the relations
between and among other states (Claudio and Abinales, 2018).
4. Governments must continue to devise ways of minimize the most damaging effects of economic
globalization while ensuring the benefits for everyone.
Process Questions (10 points each):
1. Would you consider yourself a global citizen? State your reasons.
2. Does being a global citizen hamper or deter the rights and obligations of a citizen of a nation-
state?

Unit V. Global Filipino

Philippines is diverse with different cultures. Not only the millennials but also the millenniors
(seniors who are fond of millennial matters) who adopt not only American, but also Japanese,
Korean and Mexican popular culture. From clothing, accessories, hairstyles, music, movie series
and food stuffs: we have been invaded by foreign stuff. Our returning Overseas Filipino workers or
migrant families also practice the customs adopted from the countries they lived in. They were
really fans of western culture but some would just go with the flow in order not to be left out with
the bandwagon.
In the midst of this modern practices, there is a call to preserve and revive the Filipino culture.
Pinoy music and arts are promoted which indicates a “reverse flow” and spread this from local to
overseas. These are indications of global flow of connections.
Filipinos have a very little choice but to accept the globalized state as a country and a people
(Claudio and Abinales, 2018). Although globalization has benefited us but not mostly. Effects of
globalization may still continue, but we should not also forget who we are, Filipinos!

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Thoughts to Ponder:
1. What does your news feed in Facebook, twitter or instagram display? Does it feature global
views or portrays local issues?
2. How about your posts? Are those global in scope or address global issues? What are your
common themes: status of your personal life, movie reviews, a product, an educational post, an
opinion, religious views or Bible verse?
Process Question:
What does it mean to be global Filipino? Answer this question either through:
 Writing a poem
 Writing an essay
 Creating a video, vlog or blog
 Drawing, painting or poster-making
 Mindmap
Activity:

1. Individual (40 points):

Directions: Submit your answers in your professor’s email.
Format: Arial, 12, short coupon bond, 1.5 line spacing.
With Front cover design, Table of Contents, Introduction, Body, Conclusions, References and
Researcher’s Profile.
Create a research paper with proper citations, regarding the status of the Philippines in
economic globalization. Follow these tasks:

a) Choose an international company (Jollibee, McDonald, Toyota, etc.) or economic

organization (example, Asian Development Bank);
b) Research the origins and history of the institution you have chosen;
c) Map or establish the international connections it has created;
d) Identify the major country-leaders of this institution; and
e) Locate or link the Philippines in the map of interconnectedness.
f) How does this institution influence global economic activity?
g) How does it affect economics in the Philippines?
2. Individual: Creating your Personal Concept Map (20 points)
Based on what you have learned on global citizenship, synthesize a personal definition of
the concept. Afterwards, they will list the obligations attached to a global citizen.
As your guide, this is an illustration of Concept Map
What is Concept Mapping?
Concept mapping visually illustrates the relationships between concepts and ideas. Usually
represented in circles or boxes, concepts are linked by words and phrases that explain the

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connection between the ideas, helping students organize and structure their thoughts to further
understand information and discover new relationships. Most concept maps represent a
hierarchical structure, with the overall, broad concept first with connected sub-topics, and more
specific concepts. (from: http://www.inspiration.com/visual-learning/concept-mapping)

How to prepare a concept map?

Source:
from:https://www.google.com/search?q=concept+map+for+education&tbm=isch&source=iu&ictx=1&fir=VcxnENaOBhnjS
M%253A%252Cb7lXzqBDORKgJM%252C_&usg=__U9X2l6WYX6WHSHVOWX5dknT1yuw%3D&sa=X&ved=0ahUKEwi
QvrrPsunaAhWFNJQKHdwaBKQQ9QEILDAB#imgrc=VcxnENaOBhnjSM:

3. Group: Video Presentation

You will be assigned to a group by your professor. Your group will then choose an
Asian musical act that became internationally famous which influenced you (either your
perspectives, actions or words). Create a collaborative video presentation and submit it to
your professor on the assigned date. The video presentation will be composed of but not
limited to: collection of photos about globalization through art, music, web article, video
clip, and a story telling of your global experiences.

4. Group: Film/ Video/Movie Analysis

Same group from the video presentation will composed this output.

Watch a movie film or a blog regarding environmental challenges or human rights.

Create an analysis and make a powerpoint presentation about it. The presentation will be
submitted to the professor and will be shared to the online classroom. There will be a voice

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over in the presentation just like an online reporting so that it could be viewed by other
classmates even after the presentation.

The analysis must contain the following:

 the title of the movie/ film/ video

 your analysis (favor or not in favor) with supporting evidences
 your references (if applicable)

Rubric for Process Questions

Level 5 Level 4 Level 3 Level 2 Level 1

Area of Evaluation Excellent Proficient Adequate Inadequate Unacceptable
9-10 points 7-8 points 5-6 points 3-4 points 1-2 points
Content and Full coverage of Content is focus Partial coverage Limited coverage of Very limited coverage
organization content and on the basics and of the content and content and of content wherein
(Paper is organized organizes ideas organizes data organizes data organizes data very essentials are not dealt
and readable ; logically and somewhat little logically illogically lacking in with and organizes
addresses the precisely logically and lacking in precision ideas with no logic nor
issue/ topic and has precisely precision precision
distinct introduction,
body and
conclusion)
Evidence of Limited citations Not clearly cited Incorrectly use of Does not cite any
proper citations of sources and sources or references and credible references or
from source/s references references citations sources

Word choice Understanding

and vocabulary of the course Some Word choice and Word choice and
show an content is shown understanding of vocabulary do not vocabulary are vague
Convention
exceptional but needs to be the course clearly express and unclear.
(Citations and
understanding expounded more content is shown ideas or address
sentence structure)
of course the subject/ topic.
content Word choice and Word choice and
vocabulary are vocabulary are
Word choice is well observed acceptable.
well matched to
the subject/
topic.

Rubric for Research Output, Film Analysis, and Video Presentation

EXEMPLARY (31-40 PROFICIENT (21-30 BASIC NOT DEMONSTRATED

points) points) (11-20 points) (1-10 points)
 Paper has clear  Paper has thesis  Paper has  Paper has no clear
CONTENT
thesis that thoroughly that addresses the incomplete or ill- thesis and does not
(Content of the
and insightfully topic. defined thesis, and address the topic.
essay addresses the
addresses all aspects does not completely
issue/ topic)
of the topic. address the topic.
 Paper is interesting  Paper is readable  Paper has limited  Paper is
and readable. and has introduction, readability and an disorganized, has no
ORGANIZATION  It has distinct a body and a inadequate introduction, body or
introduction that conclusion. Some introduction, body, conclusion. Work
(Paper is organized
and readable ; has grabs the reader’s points could have and/ or conclusion. needs to be
attention; a body that used stronger support Transitions are reorganized and
distinct introduction,
clearly addresses all and stronger lacking, and paper is redone.
body and
main points; and a transitions could have difficult to
conclusion)
conclusion that ties helped paper have understand.
paper together. better flow.

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 Paragraphs flow
together with smooth
transitions.
 Writer develops  Ideas are logical  Writing is primarily  Paper lacks evidence
logical and reasoned and reasoned, but opinion without valid of critical thinking.
independent ideas demonstrate lesser support. Little critical  Uses superficial,
that go beyond degree of originality. thinking is evident. simplistic or irrelevant
predictable outcomes  Follows where  Follows existing reasons and
or the conclusions of evidence and reason evidence to obtain unjustifiable claims
the researched lead to obtain conclusions.  Makes illogical,
materials. justifiable, logical  Make inferences, inconsistent inferences
 Follows where conclusions. but not necessarily  Exhibits close-
evidence and reason  Make valid based on existing or mindedness or hostility
lead in order to obtain inferences, but not prevalent reasons or to reason; regardless of
EVIDENCE OF defensible, with the same depth reasoning. the evidence, maintains
CRITICAL thoughtful, logical as a (4)  Identifies scant or defends views based
THINKING conclusions or  Identifies significant implications and on self-interest.
(The answer/ paper solutions. implications and consequences and  Ignores significant
presents creative  Makes deep rather consequences and in a lesser fashion implications and
solutions, than superficial distinguishes probable distinguishes consequences of
applications or inferences. from improbable probable from reasoning
predictions beyond  Makes inferences improbable.
the obvious) that are consistent
with one another
 Identifies the most
significant
implications and
consequences of the
reasoning (whether
positive and/ or
negative)
 Distinguishes
probable from
improbable
 Evidence of proper  Not clearly cited  Incorrectly use of  Does not cite any
citations from sources or references references and credible references or
source/s  Some citations sources
 Word choice and understanding of the  Word choice and  Word choice and
CONVENTION vocabulary show an course content is vocabulary do not vocabulary are vague
(Citations and exceptional shown clearly express ideas and unclear.
sentence structure) understanding of  Word choice and or address the
course content vocabulary are subject/ topic.
 Word choice is well acceptable.
matched to the
subject/ topic.

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References:

Aldama, P. K. R. (2018) The Contemporary World. First Edition. REX Book Store.

856 Nicanor Reyes, Sr. St., 1977 C.M. Recto Avenue, Manila Philippines.

ISBN: 987-971-23-8666-4

Claudio, L. E. and Abinales, P. N. (2018). The Contemporary World. C&E

Publishing, Inc. 839 EDSA, South Triangle, Quezon City, Philippines.

ISBN: 978-971-98-0862-6.

CMO No. 46, series 2012, Policy-Standard to Enhance Quality Assurance (QA) in Philippine

Higher Education through an Outcomes- Based and Typology-Based QA, Section 11, p. 4.

CIA World Factbook 2019

Falk, R. (1994). The Making of Global Citizen. In B. Van Steernbergen (Ed.). The Condition of

Citizenship. London: SAGE Publications Ltd.

Grant, M. (2020). Sustainability. Investopedia. Dotdash Publishing. New York.

Israel, R.C. (2012). What Does it Mean to be a Global Citizen? Retrieved at

https://www.google.com/url?sa=t&source=web&rct=j&url=http://smic-globalcitizenship.

weebly.com/uploads/8/6/3/8/8638770/what_does_it_mean_to_be_a_global_citizen.pdf&ved

.=2ahUKEwj0n7ur4a3rAhWFc3AKHRMkBu4QFjABegQICxAG&usg=AOvVaw1H3pwov_upha1

HVihp3oSZ. Retrieved August 22, 2020.

Lagos, T. G. (n.d) Global Citizenship-Towards a Definition. University of Washington Press.

Retrieved August 22, 2020 at

https://depts.washington.edu/gcp/pdf/globalcitizenship.pdf.

Macrotrends LLC. Retrieved at

<ahref='https://www.macrotrends.net/countries/PHL/philippines/net-migration'>

Philippines Net Migration Rate 1950-2020</a>. www.macrotrends.net. Retrieved August 21, 2020.

Mellos, K. (1988). Neo-Malthusian Theory.In-Perspectives on Ecology. Palgrave. Macmillan, London.

Miller I.K. and Reysen, S. (2018). Inclusive global Citizenship: Education: Measuring Types of

Global Citizens. Journal of Global Citizenship and Equity education. Volume 6

Number 1-2018. journals.sfu.ca/jgcee.

Office of the United Nations High Commissioner for Human Rights. Retrieved August 22, 2020

https://www.ohchr

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About the Authors for Module 2

Dr. Maria Ester Excelsis D. Jaymalin is presently

teaching at the main campus of Aklan State
University, Banga, Aklan and the School of Arts
and Sciences Chair of Curriculum and Instruction.
She previously held the position of Department
Chair of Communication, Languages, Humanities
and Culture. She has also taught in other
educational institutions specifically Aklan
Catholic College, De La Salle University, St.
Scholastica’s College, and Assumption College.
As a professor, she teaches The Contemporary
World, Readings in Philippine History and other
General Education subjects. Dr. Jaymalin finished
her Bachelor of Arts major in Humanities and
minor in French Language studies at the De La
Salle University, Manila main campus. She
obtained her Master of Arts in Philosophy and
complete academic requirements (CAR) in Doctor
of Philosophy in the same institution. She is also a
LLB degree holder or Bachelor of Laws at Aklan
Catholic College. She finished her Doctor of
Philosophy in Social Science at West Visayas
State University, Iloilo City.

Ms. Frensie J. De Mateo is teaching as an

Instructor 1 at the Criminology Department of
Aklan State University-New Washington Campus.
She graduated her Bachelor of Science in
Criminology at Aklan State University-College of
Fisheries and Marine Sciences, New Washington,
Aklan in the year 2013. She also finished her
Master of Science in Criminology major in
Forensic Science at West Visayas State
University- Lambunao Campus, Lambunao, Iloilo
on 2016. She is currently taking up her Doctor of
Philosophy in Criminology at Philippine College of
Criminology, Sta.Cruz, Manila. She attended the
Second Generation Training of the Commission on
Higher Education on The Contemporary World at
the University of San Agustin in the year 2016.

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