Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

VICTORINO SALCEDO CAMPUS
Sara, Iloilo

Course Code : GE 7
Descriptive Title : THE CONTEMPORARY WORLD
Term and Academic Year : 1st Semester, AY 2021-2022
Department and Year Level : BSCRIM 2
Professor : PROF. REGINA C. VILLARUEL

Module 3, Lesson 5
The Global Citizenship
I. Introduction
Connection across cultures is a crucial component in fostering empathy on a global scale. As such, broadening
one’s horizons and stepping out of your own experience is essential in order to develop empathy for others. One way to
achieve this goal is by diving head first into global citizenship. But what does global citizenship mean? How do you
become a global citizen?
With these asked, in this module, you will be introduced to the answers to these questions, as well as some of
the ways in which you can expand your global citizenship education.
Since, all people have civic responsibilities to the world as a whole, rather than just their local communities or
countries. They should take an active role in their community and work with others to make our planet more peaceful,
sustainable and fairer. So, by expanding one’s personal horizons through global learning, you are able to effect change
in a more meaningful sense on both a small and larger scale.
In order to gain a thorough understanding of this lesson, you have to read the discussion and you are also tasked
to answer the assessment and submit requirements found in the “enrichment activities/outputs” section. Send your
answers through my messenger: Regz CV or email to reginacastigador@gmail.com.

Time Frame: 5 hours Date of Submission:

II. Learning Outcomes:

At the end of the lesson, you must have:
1. articulated a personal definition of global citizenship; and
2. appreciated the ethical obligations of global citizenship.
III. Learning Contents
Meaning and Usage of Global Citizenship
Global Citizenship refers to the rights, responsibilities and duties that come with being a member of global
entity as a citizen of a particular nation or place. The idea is that one's identity transcends geography or political
borders and that responsibilities or rights are derived from membership in a broader class: "humanity". This does not
mean that such a person denounces or waives their nationality or other, more local identities, but such identities are
given "second place" to their membership in a global community. Extended, the idea leads to questions about the state
of global society in the age of globalization. In general usage, the term may have much the same meaning as "world
citizen" or cosmopolitan, but it also has additional, specialized meanings in differing contexts. Various organizations,
such as the World Service Authority, have advocated global citizenship.
Usage of Global Citizenship
It is used in education, philosophy, psychological studies, human rights, in support of global government.
A. Global Citizenship as Used in Education
In education, the term is most often used to describe a worldview or a set of values toward which
education is oriented (see, for example, the priorities of the Global Education First Initiative led by the Secretary-
General of the United Nations). The term "global society" is sometimes used to indicate a global studies set of
learning objectives for students to prepare them for global citizenship.
1. Global Citizenship Education
Within the educational system, the concept of global citizenship education (GCED) is beginning to
supersede or overarch movements such as multicultural education, peace education, human rights education,
Education for Sustainable Development and international education. Additionally, GCED rapidly incorporates
references to the aforementioned movements. The concept of global citizenship has been linked with awards
offered for helping humanity. Teachers are being given the responsibility of being social change agents. Audrey
Osler, director of the Centre Citizenship and Human Rights Education, the University of Leeds, affirms that
“Education for living together in an interdependent world is not an optional extra, but an essential
foundation.”
With GCED gaining attention, scholars are investigating the field and developing perspectives. The
following are a few or the more common perspectives:

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 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo

• Critical and transformative perspective. Citizenship is defined by being a member with rights and
responsibilities. Therefore, GCED must encourage active involvement. GCED can be taught from a critical
and transformative perspective, whereby students are thinking, feeling, and doing. In this approach, GCED
requires students to be politically critical and personally transformative. Teachers provide social issues in a
neutral and grade-appropriate way for students to understand, grapple with, and do something about.
• Worldmindedness. Graham Pike and David Selby view GCED as having two strands. Worldmindedness, the
first strand, refers to understanding the world as one unified system and a responsibility to view the
interests of individual nations with the overall needs of the planet in mind. The second strand, Child-
centeredness, is a pedagogical approach that encourages students to explore and discover on their own
and addresses each learner as an individual with inimitable beliefs, experiences, and talents.
• Holistic Understanding. The Holistic Understanding perspective was founded by Merry Merryfield,
focusing on understanding self in relation to a global community. This perspective follows a curriculum
that attends to human values and beliefs, global systems, issues, history, cross-cultural understandings,
and the development of analytical and evaluative skills.
B. Global Citizenship as Used in Philosophy
Global citizenship, in some contexts, may refer to a brand of political philosophy which it is proposed that
the core social, political, economic and environmental realities of the world today should be addressed at all levels
– by individuals, civil society organizations, communities and nation states – through a global lens. It refers to a
broad, culturally- and environmentally-inclusive worldview that accepts the fundamental interconnectedness of all
things. Political, geographic borders become irrelevant and solutions to today’s challenges are seen to be beyond
the narrow vision of national interests. Proponents of this philosophy often to Diogenes of Sinope (c. 412 B.C.) as
an example, given his reported declaration that "l am a citizen of the world” in response to a question about his
place of origin. A Sanskrit term, Vasudhaiva Kutumbakam, has the meaning of “the world is one family.” The
earliest reference to this phrase is found in the Hitopadesha, a collection of parables. In the Mahopanishad VI.71-
73, ślokas describe how one finds the Brahman (the one supreme, universal Spirit that is the origin and support of
the phenomenal universe). The statement is not just about peace and harmony among the societies in the world,
but also about a truth that somehow the whole world has to live together like a family.

C. Global Citizenship as Used in Psychological Studies

Recently, global pollsters and psychologists have studied individual differences in the sense of global
citizenship. Beginning in 2005, the World Values Survey, administered across almost 100 countries, included the
statement, "I see myself as a world citizen.” For smaller studies, several multi-item scales have been developed
including:
• Sam McFarland and colleagues’ ldentification with All Humanity scale (e.g., “How much do you identify with,
that is, feel a part of, feel love toward, have concern for. . . all humans everywhere?)”,
• Anna Malsch and Alan Omoto's Psychological Sense of Global Community (e.g., “I feel a sense of connection to
people all over the world, even if I don’t know them personally”),
• Gerhard Reese and colleagues’ Global Social Identity scale (e.g., "I feel strongly connected to the world
community as a whole."), and
• Stephen Reysen and Katzarska-Miller’s Global Citizenship Identification Scale (e.g., " I strongly identify with
global citizens."). These measures are strongly related to one another, but they are not fully identical.

Studies of the psychological roots of global citizenship have found that persons high in global citizenship
are also high on the personality traits of openness to experience and agreeableness from the Big Five personality
traits and high in empathy and caring. Oppositely, the authoritarian personality, the social dominance orientation
and psychopathy are all associated with less global human identification. Some of these traits are influenced by
heredity as well as by early experiences, which in turn, likely influence individuals’ receptiveness to global human
identification.

Research has found that those who are high in global human identification are less prejudiced toward
many groups, care more about international human rights, worldwide inequality, global poverty and human
suffering. They attend more actively to global concerns, value the lives of all human beings more equally, and give
more in time and money to international humanitarian causes. They tend to be more politically liberal on both
domestic and international issues. They want their countries to do more to alleviate global suffering.

Following a social identity approach, Reysen and Katzarska-Miller tested a model showing the antecedents
and outcomes of global citizenship identification (i.e., degree of psychological connection with global citizens).
Individuals' normative environment (the cultural environment in which one is embedded contains people, artifacts,
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 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo

cultural patterns that promote viewing the self as a global citizen) and global awareness (perceiving oneself as
aware, knowledgeable, and connected to others in the world) predict global citizenship identification. Global
citizenship identification then predicts six broad categories of prosocial behaviors and values, including: intergroup
empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and a felt responsibility
to act. Subsequent research has examined variables that influence the model such as: participation in a college
course with global components, perception of one’s global knowledge, college professors’ attitudes toward global
citizenship, belief in an intentional worlds view of culture, participation in a fan group that promotes the identity,
use of global citizen, religiosity and religious orientation, threat to one’s nation, interdependent self-construal
prime, perception of the university environment, and social media usage.

D. Global Citizen is Used in Other Aspects: Geography, Sovereignty, and Mere Citizenship
At the same time that globalization is reducing the importance of nation-states, the idea of global
citizenship may require a redefinition of ties between civic engagement and geography. Face-to-face town hall
meetings seem increasingly supplanted by electronic “town halls” not limited by space and time. Absentee ballots
opened the way for expatriates to vote while living in another country; the Internet may carry this several steps
further. Another interpretation given by several scholars of the changing configurations of citizenship due to
globalization is the possibility that citizenship becomes a changed institution; even if situated within territorial
boundaries that are national, if the meaning of the national itself has changed, then the meaning of being a citizen
of that nation changes.

Tension among Local, National, and Global Forces

An interesting feature of globalization is that, while the world is being internationalized, it’s also being
localized at the same time. The world shrinks as the local community (village, town, city) takes on greater and
greater importance. This is reflected in the term glocalization, a portmanteau of the words “global” and “local.”
Mosco (1999) noted this feature and saw the growing importance of technopoles. If this trend is true, it seems
global citizens may be the glue that holds these separate entities together. Put another way, global citizens are
people who can travel within these various boundaries and somehow still make sense of the world through a global
lens.
E. Globalization Citizenship as Used in Human Rights
The lack of a universally recognized world body can put the initiative upon global citizens themselves to
create rights and obligations. Rights and obligations as they arose at the formation of nation-states (e.g. the right to
vote and obligation to serve in time of war) are being expanded. Thus, new concepts that accord certain "human
rights” which arose in the 20th century are increasingly being universalized across nations and governments. This is
the result of many factors, including the Universal Declaration of Human Rights by the United Nations in 1948, the
aftermath of World War ll and the Holocaust and growing sentiments towards legitimizing marginalized peoples
(e.g., pre-industrialized people found in the jungles of Brazil and Borneo). Couple this with growing awareness of
our impact on the environment, and there is the rising feeling that citizen rights may extend to include the right to
dignity and self-determination. If national citizenship does not foster these new rights, then global citizenship may
seem more accessible.
One cannot overestimate the importance of human rights discourse in shaping public opinion. What are
the rights and obligation of human beings trapped in conflicts? Or, incarcerated as part of ethnic cleansing? Equally,
striking, are the pre-industrialized tribes newly discovered by scientist living in the depth of dense jungle? These
rights can be equated with the rise of global citizenship as normative associations, indicating a national citizenship
model that is more closed and a global citizenship one that is more flexible and inclusive. If true, this places a strain
in the relationship between national and global citizenship.

The Universal Declaration of Human Rights

On December 10, 1948, the United Nations General Assembly adopted Resolution No. 217-A (111), also known
as “The Universal Declaration of Human Rights."
Article 1 states that "All human beings are born tree and equal in dignity and rights. They are endowed with
reason and conscience and should act towards one another in a spirit of brotherhood."
Article 2 states that "Everyone is entitled to all the rights and freedoms set forth in this Declaration, without
distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin
property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or
international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-
governing or under any other limitation of sovereignty.”
Article 13(2) states that "Everyone has the right to leave any country, including his own, and to return to his
country.

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo

As evidence in today's modern world, events such as the Trial of Saddam Hussein have proven what British
jurist A. V. Dicey said in 1885, when he popularized the phrase "rule of law" in 1885. Dicey emphasize three aspects of
the rule of law:

1. No one can be punished or made to suffer except for a breach of law proved in an ordinary court.
2. No one is above the law and everyone is equal before the law regardless of social, economic, or political
status.

Global Citizen (or World Citizen)

A global citizen is a person who places global citizenship above every nationalistic or local idealities and
relationships.
An early expression of the term globalization 1s mentioned in Diogenes of Sinope (412 B.C.), who is the
founding father of the cynic movement in Ancient Careece. Diogenes was asked and said: "Asked where he came from,
he answered: I am a citizen of the world (cosmopolites).’ This was a ground breaking concept of global citizen because
the broadest basis of social identity in Greece at the time was either the individual city-state of Greeks city-state or the
Greeks (Hellenes) as a group. The Tamil poet Kaniyan Poongundran wrote in Purananuru, “To us all towns are one, all
men our kin." In later years, political philosopher Thomas Paine would declare, "my country is the world, and my
religion is to do good.” Today, the increase in worldwide globalization has led to the formation of a "world citizen”
social movement under a proposed world government. In a non-political definition, it has been suggested that a world
citizen may provide value to society by using knowledge acquired across cultural contexts.

Albert Einstein described himself as a world citizen and supported the idea throughout his life, famously saying
“Nationalism is an infantile disease. It is the measles of mankind.” World citizenship has been promoted by
distinguished people including Garry Davis, who lived for 60 years as a citizen of no nation, only the world. Davis
founded the World Service Authority in Washington, DC, which sells World Passports, a fantasy passport to world
citizens. In 1956, Hugh J. Schonfield founded the Commonwealth of World Citizens, later known by its Esperanto name
"Mondcivitana Respubliko,” which also issued a world passport; it declined after the 1980s.

The Bahá’í faith promotes the concept through its founder's proclamation (in the late 19th century) that "The
Earth is but one country, and mankind its citizens.” As a term defined by the Bahá’í International Community in a
concept paper shared at the 1st session of the United Nations Commission on Sustainable Development, New York,
U.5.A. on 14-25 June 1993. "World citizenship begins with an acceptance of the oneness of the human family and the
interconnectedness of the nations of ‘the earth, our home.’ While it encourages a sane and legitimate patriotism, it also
insists upon a wider loyalty, a love of humanity as a whole. It does not, however, imply abandonment of legitimate
loyalties, the suppression of cultural diversity, the abolition of autonomy, nor the imposition of uniformity. Its hallmark
is ‘unity in diversity.’ World citizenship encompasses the principles of social and economic justice, both within and
between nations; non-adversarial decision making at all levels of society; equality of the sexes; racial, ethnic, national
and religious harmony; and the willingness to sacrifice for the common good. Other facets of world citizenship –
including the promotion of human honor and dignity, understanding, amity, co-operation, trustworthiness, compassion
and the desire to serve – can be deduced from those already mentioned.

Mundialization (French, mondialisation)

As a philosophy, this term seems to be a response to globalization's "dehumanization through planetarization,
as quoted from Teilhard de Chardin. The early use of the term mundialization was the safe to the act of a city or a local
authority declaring itself as a “world citizen” city by voting a charter stating its awareness of global problems and its
sense of shared responsibility. The concept was promoted by the self-declared World Citizen Garry Davis in 1949, as a
logical extension of the idea of individuals declaring themselves world citizens, and promoted by Robert Sarrazac, a
former leader of the French Resistance who created the Human Front of World Citizens in 1945. The first city to be
officially mundialised was the small Frencg city in Cahors (only 20,000 in 2006), the capital city of the Département of
Lot in central France, on 20 July 1949. Hundreds of cities mundialised themselves over a few years, most of them in
France, and then it spread internationally, including to many German cities and to Hiroshima and Nagasaki. In less than
a year, 10 General Councils (the elected councils of the French "Départements"), and hundreds of cities in France
covering 3.4 million inhabitants voted mundialisation charters. One of the goals was to elect one delegate per million
inhabitants to a People's World Constitutional Convention given the already then historical failure of the United Nations
in creating a global institution able to negotiate a final world peace. To date, more than 1000 cities and towns have
declared themselves World cities, including Beverly Hills, Los Angeles, Minneapolis, St. Louis, Philadelphia, Toronto,
Hiroshima, Tokyo, Nivelles, and Königswinter.
As a social movement, mundialization expresses the solidarity populations of the globe and aims to establish
institutions and supranational laws of a federative structure common to them, while respecting the diversity of cultures
and peoples. The movement advocates for a new political organization governing all humanity, involving the transfer of

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 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo

certain parts of national sovereignty to a Federal World Authority, Federal World Government and Federal World Court.
Basing its authority on the will of the people and developing new systems to draw the highest and best wisdom of all
humanity into the task of governing our world the collaborative governing system would be capable of solving the
problems which call into question the future of man, such as hunger, water, was, peace-keeping, pollution and energy.
The mundialization movement includes the declaration of specified territory – a city, town, or state for example – as
world territory, with responsibilities and rights on a world scale. Currently, the nation-state system and the United
Nations offer no way for the people of the world to vote for world officials or participate in governing our world.
International treaties or agreements lack the force of law. Mundialization seeks to address this lack by presenting a way
to build, one city at a time, such a system of true World Law based upon the sovereignty of the whole.

Earth Anthem
Shashi Tharoor, an author, feels that an Earth Anthem sung by people across the world can inspire planetary
consciousness and global citizenship people. This author suggests that the students of this course should write the lyrics
of and Earth Anthem with musical composition. In addition, they should also compose the World Pledge (Panatang
Pandaigdig).

Criticism of Global Citizenship

Various writers and authors criticized the use and practice of global citizenship. Not all people of the world like
the idea of having a global citizenship. For example, Parekh advocates what he calls globally oriented citizens, and
states, “If global citizenship means being a citizen of the world, it is neither practicable nor desirable.” He argues that
global citizenship, defined as an actual membership of a type of worldwide government system, is impractical and
dislocated from one’s immediate community. He also notes that such a world state would inevitably be “remote,
bureaucratic, oppressive, and culturally bland.” Parekh presents his alternative option with the statement: “Since the
conditions of life of our fellow human beings in distant parts of the world should be matter of deep moral and political
concern to us, our citizenship has an inescapable global dimension, and we should aim to become what I might call a
globally oriented citizen.” Parekh’s concept of globally oriented citizenship consists of identifying with and
strengthening ties towards one’s political regional community (whether in its current state or an improved, revised
form) while recognizing and acting upon obligations towards others in the rest of the world.
Michael Byers, a professor in Political Science at the University of British Columbia, questions the assumption
that there is one definition of global citizenship, and unpacks aspects of potential definitions. In the introduction to his
public lecture, the UBC Internationalization website states, “Global citizenship remains undefined. What, if anything,
does it really mean? Is global citizenship just the latest buzzword?’ Byers notes the existence of stateless persons,
whom he remarks ought to be the primary candidates for global citizenship, yet continue to live without access to basic
freedoms and citizenship rights. Byers do not oppose the concept of global citizenship; however, he criticizes potential
implications of the term depending on one’s definition of it, such as ones that provide support for the “ruthlessly
capitalist economic system that now dominates the planet.” Byers states that global citizenship is a “powerful term”
because “people that invoke it do so to provoke and justify action,” and encourages the attendees of his lecture to re-
appropriate it in order for its meaning to have a positive purpose, based on idealistic values.
Neither is criticism of global citizenship anything new. Gouverneur Morris, a delegate to the Constitutional
Convention (United States), criticized “citizens of the world” while he was on the floor of the convention; August 9,
1787. “As to those philosophical gentlemen, those Citizens of the World as they call themselves, He owned he did not
wish to see any of them in our public Councils. He would not trust them. The men who can shake off their attachments
to their own Country can never love any other. These attachments are the wholesome prejudices which uphold all
Governments, admit a Frenchman into your Senate, and he will study to increase the commerce of France: an
Englishman, and he will feel an equal bias in favor of that of England.

The Rights and Responsibilities of Global Citizenship

By Ron Israel, Co-Founder and Director, The Global Citizens' lnitiative, July, 2015
A global citizen is someone who sees themselves as part of an emerging sustainable world community, and
whose actions support the values and practices of that community. Many people today identify with being global
citizens as more and more aspects of their lives become globalized.
Being a global citizen does not mean that you have to give up the other citizenship identities you already have,
e.g. your country citizenship, your allegiance to your local community, religious, or ethnic group. Being a global citizen
just means that you have another layer of identity (with the planet as a whole) added on to who you are. And if you
take that identity seriously, there are a new set of rights and responsibilities that come with it.

Global Citizenship Right

The rights of global citizens are embedded in the Universal Declaration of Human Rights, first drafted in 1948
after World War II. The core nature of the Universal Declaration – grounded in individual liberty, equality and equity –
has remained constant. However, the ways in human rights are applied change over time, with changes that occur in
the political, economic, and social fabric of society. Also new rights, that were not on the 1948 human rights agenda

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 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo

have emerged, for example, digital access rights, LGBT rights, and environmental rights. Some people cite the
emergence of new rights and changing political systems as calling forth the need for an updated Universal Declaration
of Human Rights.

The main problem related to human rights has been the difficulties that the world has had in enforcing them.
There is a long and shameful history of disrespect for and abuse of human rights on the part of sovereign states,
religious institutions, corporations and others. A growing number of international mechanisms have been established
for reporting human rights abuses. There are also global, regional, and national courts that exist to adjudicate
incidences of human rights abuse. Yet, unfortunately, human rights enforcement mechanisms still have limited legal
jurisdiction, and many states have not agree to participate in them. This is yet another reason for a review and update
of our current human rights policies and programs.

Global Citizenship Responsibilities

A global citizen, living in an emerging world community, has moral, ethical, political, and economic
responsibilities. These responsibilities include:

1. Responsibility to understand one’s own perspective and the perspectives of others on global issues.
Almost every global issue has multiple ethnic, social, political, and economic perspectives attached to it. It
is the responsibility of global citizens to understand these different perspectives and promote problem-solving
consensus among the different perspectives and the building of common ground solutions. A global citizen should
avoid taking sides with one particular point of view, and instead search for ways to bring all sides together.

2. Responsibility to respect the principle of cultural diversity.

The multiple perspectives that exist with most global issues often are a reflection of different cultural
belief systems. Each of our major cultural belief systems brings value-added to our search for solutions to the
global issued we face. In building a sustainable values-based world community, it is important to maintain respect
for the world’s different cultural traditions; to make an effort to bring together the leaders of these different
cultural traditions who often have much in common with one another; and to help leaders bring the best elements
of their cultures to the task of solving global issues and building world community.

3. Responsibility to make connections and build relationships with people from other countries and cultures.
Global citizens need to reach out and build relationships with people from other countries and cultures.
Otherwise, we will continue to live in isolated communities with narrow conflict-prone points of view on global
issues. It is quite easy to build global relationship. Most countries, cities, and towns are now populated with
immigrants and people from different ethnic traditions. The Internet offers a range of opportunities to connect
with people on different issues. So even without travelling abroad (which is a useful thing to do), it is possible to
build a network of personal and group cross-country and cultural relationships. Building such networks help those
involved better understand their similarities and differences and search for common solutions for the global issues
that everyone faces.

4. Responsibility to understand the ways in which peoples and countries of the world are interconnected and
interdependent.
Global citizens have the responsibility to understand the many ways in which their lives are
interconnected with people and countries in different parts of the world. They need for example to understand the
ways in which the global environment affects them where they live, and how the environmental lifestyles they
choose affect the environment in other parts of the world. They need to understand the ways in which human
rights violations in foreign countries affect their own human rights, how growing income inequalities across the
world affect the quality of their live, how the global tide of immigration affects what goes on in their countries.

5. Responsibility to understand global issues.

Global citizens have the responsibility to understand the major global issues that affect their lives. For
example, they need to understand the impact of the scarcity of resources on societies; the challenges presented by
the current distribution of wealth and power in the world; the roots of conflict and dimensions of peace-building;
the challenges posed by a growing global population.

6. Responsibility to advocate for greater international cooperation with other nations.

Global citizens need to play activist roles in urging greater international cooperation between their nation
and others. When a global issue arises, it is important for global citizens to provide advice on how their countries
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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
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can world with their nations to address this issue; how it can work with established international organizations like
the United Nations, rather than proceed on a unilateral course of action.

7. Responsibility for advocating for the implementation of international agreements, conventions, and treaties
related to global issues.
Global citizens have the responsibility to advocate for having their countries ratify and implement the global
agreements, conventions, and treaties that they have signed.

8. Responsibility for advocating for more effective global equity and justice in each of the value domains or the
world community.
There are a growing number of cross-sector issues that require the implementation of global standards of
justice and equity; for example, the global rise in military spending, the unequal access by different countries to
technology, and the lack of consistent national policies on immigration.

Global citizens have the responsibility to work with one another and advocate for global equality and
justice solutions to these issues.

Ethical Obligations of Global Citizens

Various writers have the following ideas concerning the Global Citizen's ethical obligations:
1. From: Daisaku Ikeda
• A global citizen has the wisdom to perceive the interconnectedness of all life and living.
• The courage not to fear or deny difference; but to respect and strive to understand people of different cultures
and to grow from encounters with them.
• The compassion to maintain an imaginative empathy that reaches beyond one's immediate surroundings and,
extends to those suffering in distant places.

Thus, a global citizen has the ethical obligation of involvement and activity with the goal of moving towards
greater social justice in all dimension of his Iife.
2. From Kwame Anthony Appiah, Professor of Philosophy at Princeton University
• If you can prevent something bad from happening at the cost of something less bad, you ought to do it.
• People have a right to the satisfaction of their basic needs such health, food, shelter and education. Our
obligation is to help others satisfy their needs.
• In any event, our highest duties are to those whom we are closest – family, friends.

According to Janet Keeping, President of Sheldon Cheuner Foundation for Ethics in Leadership in Calgary,
Alberta, global citizenship has no legal significance at the moment. Perhaps, as such it never will. But the words often
serve as a rallying cry for ethically motivated action on global problems such as the AIDS pandemic. The concept is likely
to contribute to call for more onerous obligations in the powerful and fortunate in both international and domestic law
– to share with those who are less so.

IV. Learning Assessment

A. Short Essay
Answer the following questions in 3-5 sentences each. Write your answer on the extra sheet provided. (10 Points
Each)
1) What is/are the ethical obligation/s of a global citizen?
2) Is there really a global citizen? Support your answer.
3) Can one be a citizen without any rights and responsibilities? Support your answer.

Scoring Guide:
Each answer shall be evaluated using these criteria:
Content 5 pts.
Organization of ideas 3 pts.
Language facility 2 pts.
Total score: 10 pts

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
VICTORINO SALCEDO CAMPUS
Sara, Iloilo

V. Enrichment Activities/Outputs
A. Essay Writing
Instructions:
Write an essay consisting of 150-300 words about the topic below:
• “I am a Global Citizen in Thoughts, Words and Deeds.”

Scoring Guide:
Each answer shall be evaluated using these criteria:
Content 40 pts.
Organization 30 pts.
Language Facility 30 pts.
Total: 100 pts.
B. Reflection
Instructions: Reflect upon what you have learned from this lesson. Determine what you have learned (the
knowledge that serves as your information to stand and keep); the things you have realized and appreciated
(attitude towards learning) and the things that you discovered (skills that you will cherish in life). Fill each part
of the table.

Things I Have Learned Things I Have Realized and Things I Have Discovered (Skills)
(Knowledge) Appreciated (Attitudes)

VI. References
Ariola, M.M. (2018). The global citizenship. The Contemporary World. Manila: Unlimited Books Library Services and
Publishing Inc.

----End of Module 3, Lesson 5----

Module 3, Lesson 5 The Contemporary World, Global Citizenship Page | 74