The Contemporary World

The
Contemporary
World
by Lisandro E. Claudio, Patricio N. Abinales
Instructional Materials
Prepared by:
Sahida B. Angeles
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Course Name The Contemporary World
Course Credit 3 units
This course introduces students to the
contemporary world by examining the
multifaceted phenomenon of globalization.
Using the various disciplines of the social
sciences, it examines the economic, social,
political, technological, and other
transformations that have created an
increasing awareness of the
Course Description
interconnectedness of peoples and places
around the globe. To this end, the course
provides an overview of the various debates
in global governance, development, and
sustainability. Beyond exposing the student to
the world outside the Philippines, it seeks to
inculcate a sense of global citizenship and
global ethical responsibility.
Prerequisite NONE
An Introductory Note to the Student
Why do you need to study the world? At first glance, the world as a concept is
abstract. After all, your daily experiences are considered interactions with your
country.
However, you only need to step back a little bit to see that the world ―out
there‖ is already here. For example, you likely have relatives who are Overseas
Filipino Workers (OFWs). Every time these relatives visit or send something home,
they are bringing part of the world with them. Even if you have not traveled
outside the Philippines, you have likely heard stories about foreign countries from
these family members.
Needless to say, the media and the internet are also your windows to
contemporary world. You can tract about what happening around the world by
using media and internet.
Finally, your consumption habits are global. You have dined in McDonalds or
some foreign restaurant, ridden in Japanese, maybe owned Chinese mobile
phone or laptop etc.
You’re already a citizen of the world whether you are aware of it or not. Just
by living your life, you automatically think about the contemporary world. This
course will be your guide.
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The Relevance of this Course
The succeeding lessons will introduce you to the major themes in the study of
the world while providing opportunities for you to connect this knowledge with
your experiences as a Filipino student. At the outset, though, why study this
course? Why is it required for all students in higher education?
1. Studying the outside world cure parochialism or an outlook that is

limited to one’s immediate community.
- A person who is concerned only with his/her family, village,
or even country is parochial. The parochial person is, thus,
close-minded. By teaching you about the world, this course
aims to stretch the limits of your imagination and outlook.
2. It is important to study the world because it can teach you more about
yourself.
- Knowing about other countries allows you to compare your
society with others. The experiences of communities outside
the Philippines may provide solutions to many of the
country’s current problems. They may also provide solutions
to many of the country’s current problem.
3. You need to study the world because you will be interacting with it.
- In 2009, an average of 4,018 Filipinos per day left to become
OFWs. In 2015, that number increased to 6,092. More and
more Filipinos are living and working abroad. For those of you
who plan to work in another country after graduation, this
course can serve as an orientation. Nevertheless, even those
who choose to remain in the Philippines must confront the
phenomenon of Globalization.
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Table Contents
Title Page
Introduction to the Course ---------------------------------------------------------------------------- i

An Introductory Note to the Student ----------------------------------------------------- i
The Relevance of this Course -------------------------------------------------------------- ii
Table Contents --------------------------------------------------------------------------------------------- iii
Refferences -------------------------------------------------------------------------------------------------- iv
Unit 1 - Structures of Globalization ------------------------------------------------------------------- 1

Lesson 1: What is Globalization? ----------------------------------------------------------------- 1
Global Experiences ------------------------------------------------------------------------------ 2
Globalization: A Working Definition -------------------------------------------------------- 2
Learning Activity 1 ------------------------------------------------------------------------------- 4
Lesson 2: The Globalization of World Economics ---------------------------------------------- 6
International Trading System ---------------------------------------------------------------- 6
The Bretton Woods System ------------------------------------------------------------------ 7
Neoliberalism and Its Discontents ----------------------------------------------------------- 8
The Global Financial Crisis and the Challenge to Neoliberalism----------------- 9
Economic Globalization Today ------------------------------------------------------------- 10
Lesson 3: A History of Global Politics: Creating an International Order -------------- 11
The Attributes of Today’s Global System ------------------------------------------------ 11
The Interstate System --------------------------------------------------------------------------- 12
Internationalism ---------------------------------------------------------------------------------- 13
Lesson 4 : The United Nations and Contemporary Global Governance ----------- 16
What is an International Organization? -------------------------------------------------- 16
The United Nations ------------------------------------------------------------------------------ 16
Challenges of the United Nation ----------------------------------------------------------- 17
Lesson 5: World Of Regions ---------------------------------------------------------------------------- 19
Countries, Regions, and Globalizations -------------------------------------------------- 19
Non-State Regionalism ------------------------------------------------------------------------- 20
Contemporary Challenges to Regionalism -------------------------------------------- 21
Unit 2 : A World of Ideas: Cultures of Globalization ------------------------------------------- 23
Lesson 6: The Globalization Of Religion ----------------------------------------------------------- 23

Realities -------------------------------------------------------------------------------------------- 24
Religion for and against Globalization -------------------------------------------------- 24
Learning Activity 1 ------------------------------------------------------------------------------ 25
Lesson 7: Media and Globalization --------------------------------------------------------------- 26
Media and its Functions ----------------------------------------------------------------------- 27
The Global Village and Cultural Imperialism ----------------------------------------- 28
Critiques of Cultural Imperialism------------------------------------------------------------- 28
Social Media and the Creation of Cyber Ghettoes---------------------------------- 29
Lesson 8 : The Global City ------------------------------------------------------------------------------ 31
Why Study Global Cities ---------------------------------------------------------------------- 31
Defining the Global Cit ----------------------------------------------------------------------- 32
Indicators for Globality ------------------------------------------------------------------------ 33
The Challenges of the Global Cities ------------------------------------------------------ 33
The Global Cities and the Poor -------------------------------------------------------------- 34
Unit 3 : Movement and Sustainability --------------------------------------------------------------- 36
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Lesson 9 - Global Demography ------------------------------------------------------------------------ 36
The Perils of Overpopulation ------------------------------------------------------------------ 36
It’s the Economy, Not the Babies! ----------------------------------------------------------- 37
Women and Reproductive Rights ---------------------------------------------------------- 38
The Feminist Perspective ----------------------------------------------------------------------- 39
Population Growth and Food Security --------------------------------------------------- 39
Lesson 10: Global Migration ----------------------------------------------------------------------------- 40
What is Migration ------------------------------------------------------------------------------ 41
Benefits and Detriments for the Sending Countries -------------------------------- 42
The problem of Human Trafficking -------------------------------------------------------- 43
Lesson 11: Environmental Crisis and Sustainable Development -------------------------- 45
The world’s Leading Environmental Problems ---------------------------------------- 45
Man-made Pollution --------------------------------------------------------------------------- 46
Cathing Up ------------------------------------------------------------------------------------------ 47
Climate Change -------------------------------------------------------------------------------- 48
Combating Global Warming ----------------------------------------------------------------- 48
Refferences --------------------------------------------------------------------------------------------------- 51
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UNIT 1: The Structures of Globalization:
Lesson 1: What is Globalization?
Learning Outcomes:
a. Define the working definition of globalization for the course;
b. Differentiate the competing conceptions of globalization; and
c. Narrate a personal experience of globalization.
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A Story: Gio, Latif, and the Laska
 Gio – ksecond year International affairs student in a university in Cebu City

– He obtained funding to join the school team partcipating in an international
Model UN competion in Sydney, Austrialia.
– He became particularly close with Latif.
 Latif – Malaysia Team from a muslim university in Kuala Lumpur.
 Gio and Latif started talking when he asked where he was from-A big fan of
Filipino actors; Jericho Rosales and Kristine Hermosa Telenovela, Pangako Sa’yo. It
was also aired on Malaysian Tv.
 Chinese, Malay, and Indian Cuisines – Food ways was the result how the British
recognized Malaysian society during the colonial times.
 British – Did not change the way of life of the Malays -Brought in Chinese laborers
to working in rubber plantations and tin mines and Indians to help manage the
bureaucracy and serve as the initial professional core of a potential middle class.
 Malaysia – Eventually became famous for the
cuisines which can be found in various ―hawker
centers‖ across the nation’s cities and towns.
 Hawkers Centers – Food stands are located in
outdoor parks where loclas and tourist taste the best of
Malaysia, from nasi lemak to laksa.
 Laksa – a rice noodle soup in a spicy coconut curry
sauce.
 Latif sent his mother’s recipe to Gio
 Flat Whites – an espresso drink similar to latte and it is usually served in cafes in
Australia and New Zealand.
 Facebook and Instagram – They use this keep in touch after the competition.
 A few years after graduation, Gio Moved to Singapore joining many OFWs in the
city state.
 He discovered that food served in Singapore was no different from Malaysian.
 Gio sent Latif a private message for them to meet. The two friends met up and
they ducked into a café and renewed their friendship… by ordering pair of flat
whites.
Global Experiences
 The story was through such friendships that one was able to appreciate the
meaning and impact of globalization.
 It shows how globalization operates at multiple, intersecting levels. Like the Model
UN activity that Gio and Latif participated in is an international competition about
international politics
 Global Social Networking site like Facebook and Instagram provides instantaneous
communication across countries and continents.
Question: How have you experienced Globalization?
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Globalization: A Working Definitions
Globalization
 A process of interaction and integration among the people, companies, and
governments of different nations, a process driven by international trade and
investment and aided by information technology.
 Refers to the integration of the national markets to a wider global market signified
by increased free trade.
 The movement towards the expansion of economic and social ties between
countries through the spread of corporate institutions and the capitalist philosophy
that leads to the shrinking
of the world in economic terms.
 Refers to the expansion and intensification of social relations and consciousness
across world-time and world-space (Manfred Steger).
Expansion refers to both the creation of new social networks and multiplication of
existing connections that cut across traditional political, economic, cultural, and
geographical boundaries.
Example: Social Media – Establish global connections between people.
Non-governmental organizations (NGOs) – networks that connect
a more specific group – social workers and activists – from
different corner of the globe.
Intensification refers to the expansion, stretching, and acceleration of these
networks.
Example: Strong Financial market connecting London and New York
Question: What are the differences between globalization and globalism?
Globalization Globalism
Represents the many processes that allow Widespread belief among powerful people
the expansion and intensification of global that the global integration of economic
connections. markets are beneficial for everyone.
Refers to the increase or decline in the Seeks to describe and explain nothing more
degree of globalism. It focuses on the than a world which is characterized by
forces, the dynamism or speed of these networks of connections that span multi-
changes. continental distances.
Globalization refers to the dynamic globalism as the underlying basic network
shrinking of distance on a large scale.
 For an anthropologist Arjun Appadurai’s argument is simple: There are multiple

globalizations. Scapes – Different kinds of globalization occur on multiple and
intersecting dimensions of integration.
5 Scapes of Arjun Appadurai

1. Ethnoscape – refers to the global movement of people.
2. Mediascape – about the flow of culture.
3. Technoscape – refers to the circulation of mechanical goods and software.
4. Financescape – denotes the global circulation of money.
5. Ideoscape – realm where political ideas move around.
Question: Why is it crucial to emphasize that globalization is uneven?
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Learrning Activity 1:
How Globalized is your Home?
Direction:
1. Go to your room/home and do the inventory of everything you have in your
possession.
(appliances, clothes, gadgets, candies, new magazines, etc)
2. Organize your inventory into two types: 1. Things that are made in the Philippines,
2. Things that are made in foreign lands.
3. Do the same thing for the kitchen and the living room.
Your room
Philippines Foreign Lands
Kitchen
Living room
Questions: - Which countries make the most household and personal

needs you and your families have?
- Rank the list of countries that make the most to few
household and personal needs you and your families have?
- Why certain products are made in the Philippines while others
are produced abroad?
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Learrning Activity 2:
Direction: Make an interview to your elder about their lifestyle during their teenage and
compared it to yours. ( Transportation, Commerce, Lifestyle, etc.)
Transportation
Elder (Your name)
Year:__________ Year: __________
Commerce/Economy
Elder (Your name)
Year:__________ Year: __________
Neigborhood
Elder (Your name)
Year:__________ Year: __________
Others:
Grandma (Your name)
Year:__________ Year: __________
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Lesson 2: The Globalization of World Economics
Learning Outcomes:
a. Define economic globalization;
b. Identify the actors that facilitate economic globalization;
c. Narrate a short history of global market integration in the twentieth century; and
d. Articulate your stance on global economic integration.
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International Trading System
 Silk Road – oldest known int’l trade route.

– network of pathways in ancient
world that spanned from
China to what is now the
Middle East and Europe.
– Regularly used from 130BCE
when the Chinese Han Dynasty
opened trade to the West until
1453 BCE when the Ottoman Empire close it.
 Silk – most profitable products.
“It was not truly global because it had no ocean routes that
could reach American continent.”
 Dennis O. Flynn and Arturo Giraldez – The age of globalization began when ―all
important populated continents began to exchange products continuously…both
with each other directly and indirectly via other
continents…‖
 Galleon Trade (1571) – connected Manila
(Philippines) to Acapulco (Mexico).
– First time that the Americans were
directly connected to Asian
Trading routes.
– Part of age of mercantilism.
 Mercantilism – an economic policy that is designed to maximize the exports and
minimize the imports for an economy.
– System of global trade with multiple restrictions.
Example: Tariffs – A tariff is a tax on imports or exports between sovereign
states.
Subsidies – are funds provided by government to enable firms to
reduce prices, and hence encourage an increase in
supply and demand.
 16 – 18 century – Countries, primarily in Europe, competed with one another to
th th
sell more goods as means to boost their incomes ( called monetary reserves later
on).
 1867 – By the lead of United Kingdom, the United States and other European
nations adopted the gold standard at an International Monetary Fund in Paris.
 Gold Standard – a fixed exchange rate system that all based on the value of gold.
– still very restrictive system, as it compelled countries to back their
currencies with fixed gold reserves.
 World War I – many were forced to abandon the gold reserves to fund their
armies, many were forced to abandon the gold standard.
 European countries had low reserves; they adopted floating currencies that were
no longer redeemable.
 1920s –1930s – great depression started and ended, further emptying the coffers.
 Great Depression – worldwide economic crisis
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– the worst and longest recession ever experienced by the Western
World.
– Some economist argued that it was largely caused by the gold
standard.
 Barry Eichengreen – Economic historian, he argues that the recovery of the
United States really began when, having abandoned the gold standard…
 World War II – other industrialized countries followed suit.
 1970s – more indirect versions of the gold standard were used.

 Fiat Currencies – currencies not backed up by precious metals and whose value I
determined by their cost relative to other currencies.
Question: Can you imagine the economy situation without the

discovering Fiat currencies? How? Why?
The Bretton Woods System
 Bretton Wood System – economic system that would ensure a longer-lasting

global peace.
– Inaugurated in 1944 during the United Nations Monetary and Financial
Conference to prevent the catastrophes of the early decades.
– It’s goal was to set up network of global financial institution that would
promote economic interdependence and prosperity.
 John Meynard Keynes – British economist who largely influenced the Bretton
Woods System
– He believed that economic crises occur not when a country does not
have enough money, but when money is not being spent and thereby, not
moving.
 Global Keynesianism – active role of government in managing spending served
as the anchor.
Delegates in Bretton Woods agreed to create two financial institutions:
1. International Bank for Reconstruction and Development ( IBRD or World Bank)

– Responsible for funding postwar reconstruction projects.
2. International Monetary Fund (IMF)
– The global lender of last resort to prevent individual countries from
spiraling into credit crises.
 General Agreement on Tariffs and Trade (GATT) – In 1947, its main purpose was to
reduce tariffs and other hindrances to free trade.
Neoliberalism and Its Discontents
 Mid 1940s – 1970’s – High point of Global Keynesianism.

― Government poured money into their economies, allowing people to purchase
more goods, and, in the process demand for these products.‖
 As demand increase – so did the prices of goods – companies would earn more
– more money to hire workers.
 1970’s – prices of oil rose sharply.
 Organization of Arab Petroleum Exporting Countries’ (OAPEC) – a multi-
governmental organization headquartered in Kuwait which coordinates energy
policies among oil-producing Arab nations.
 Organization of Petroleum Exporting Countries – intergovernmental organization of
13 nations.
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– coordinate and unify the petroleum policies of its Member Countries and
ensure the stabilization of oil markets
 Oil embargo – in response to the decision of United States and other country to
resupply the Israeli Military with the needed arms during the Yom Kippur War.
– Arab countries stabilize their economies and growth.
– affected the Western economies that were reliant on oil.
 1973 – 1974 – United States stopped linking the dollar to gold, effectively ending
the Bretton Woods system.
Stagflation:
Stagnation – decline in economic growth and employment
Inflation – sharp increases in prices.
 Friedrich Hayek and Milton Friedman – he argued that the government practice of
pouring money into their economies had caused inflation by increasing demand
for goods without necessarily increasing supply.
– challenge the consensus around Keynes’s ideas.
 Neoliberalism – new form of economic thinking.
– policy model that emphasizes the value of free market competition.
– became codified strategy of the United States Treasury Department, the
World Bank, the IMF, and WTO.
 Free market – an unregulated system of economic exchange, in which taxes,
quality controls, quotas, tariffs, and other forms of centralized economic
interventions by government either do not exist or are minimal.
 Washington Consensus – the forwarded policies of WTO to continue the Tariff
reduction under GATT.
– global economic policies from the 1980s until the early 2000s
– its advocates pushed for minimal government spending to reduce
government debt.
– they also called for the privatization of government-controlled services
believing that free market can produce the best results.
– they pressured governments, particularly in developing world, to reduce
tariffs and open up their economies, arguing that it is the quickest way to
progress.
– along the way, certain industries would be affected and die – shock
therapy
 US President Ronal Reagan and British Prime Minister Margaret Thatcher – justified
their reduction in government spending by comparing national economies to
households.
Questions: What are the cause and effect of the shock therapy?
How do national economies compared to households?
The Global Financial Crisis and the Challenge to Neoliberalism
 Global financial crisis of 2007-2009 – Neoliberalism did not lead to the ideal
outcomes predicted by economists who believed in perfectly free markets.
– Greatest economic downturn since the Great Depression.
 Until 2000s – Paving the way for a brewing crisis. In their attempt to promote the
free market, government authorities failed to regulate bad investments occurring
in the US housing market. Taking advantage of ―cheap housing loans,‖ Americans
began building houses that were beyond their financial capacities.
 To mitigate the risk of these loans, banks that were lending houseowners’ money
pooled these mortgage payments and sold them as ―mortgage-backed
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securities‖ (MBSs). One MBS would be a combination of multiple mortgages that
they assumed would pay a steady rate.
 Since there was so much surplus money circulating, the demand for MBSs
increased as investors clamored for more investment oppurtunities. In their haste to
issue these loans, however the bank become less discriminating.
 Financial experts wrongly assumed that:

1. Even if many of the borrowers were individuals and families who would
struggle to pay, majority would not default.
2. Banks thought that since there were so many mortgages in just one MBSs,
afew failures would not ruin the entirety of the investment.
3. Banks also assumed that housing prices would continue to increase.
Therefore, even if homeowners defaulted on their loans, these banks could
simply reacquire the homes and sell them at a higher prices, turning profit.
 2007 – home prices stopped increasing as supply caught up with demand. –

families could not pay off their loans.
 The crisis spread beyond the United States since many investors were foreign
governments, corporations, and individuals. The loss of their money spread like
wildfire back to their countries.
 These series of interconnections allowed for a global multiplier effect sent ripples
across the world.
Examples: Iceland’s banks heavily depended on foreign capital, so
when the crisis hit them, they failed to refinance their loans.
 Until now, countries like Spain and Greece are heavily indebted (almost like Third
World Countries), and debt relief has come at a high price.
Examples: Greece, in particular, has been forced by Germany and IMF
to cut back on its social and public spending.
 The United States recovered relatively quickly thanks to a large Keynesian-style

stimulus package that Presidennt Barack Obama pushed for in his first month in
office.
Question: How do economic forces facilite the deepening of globalization?

How is the Philippines central to the history of economic globalization?
Learrning Activity:
Global Economic institution
Direction: Choose an international economic organization or an international

company.
Example: Honda, McDonald’s, etc.
1. Research the origins and history of the intstitutions/company you have
chosen.
2. Map the international connections it has created.
3. Identify the major country-leaders of this intstitutions/company.
4. Locate the Philippines in this map of interconnections.
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Lesson 3: A History of Global Politics: Creating an International Order
Learning Outcomes:
a. Identify key events in the development of international relations.
b. Differentiate internationalization from globalization
c. Define the state and nation;
d. Distinguish between competing conceptions of internationalism; and
e. Discuss the historical evolution of international politics.
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Introduction
 Scholars are more intended in the interactions between states rather than
international politics.
 Scholars look at trade deals between states.
 International Relations – Study of political, military, and other diplomatic
engagement between two or more countries.
 Internationalization – a facet of globalization; states/governments are key
drivers of global process.
– explore the deepening of interactions between states.
Question: What are the differences between globalization and

internationalization?
What is Contemporary World Politics? How did this system
The Attributes of Today’s Global System
4 Attributes of World Politics:

1. There are states or countries that are independent and govern themselves.
2. These countries interact with each other through diplomacy.
3. There are international organizations like United Nation (UN) that facilitates these
interactions.
4. Beyond simply facilitating meetings between states, international organizations also
take on lives of their own.
Examples: UN – (WHO, ILO)
 Nation-State – ―country‖
– not simple at it seems, modern phenomenon in human history.
– composed of two non-interchangeable terms.
“Not all states are nations and not all nations are states”
Example: The Nation of Scotland has its own flag and national culture
but still belongs to a state called United Kingdom.
Question: What are the differences between Nation and States?
 STATES – in Layman’s terms referes to a country and its governments.
4 Attributes of States:
1. Citizen – exercise authority over specific territory.
2. Territory – govern specicific territory.
3. Government – crafts various rules that people (society) follow.
4. Sovereignity – power/authority over its territory.
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2 Types:
1. Internal – no individuals or groups can operate in agiven national
territory by ignoring the states.
2. External – a state’s policies and procedure are independent of the
interventions of other states.
 NATION – according to Benedict Anderson ―imagined community‖’, does not

mean the the nation is made-up.
– ―official boundary‖, it is limited means that the nation has its
boundaries.
– allows one to feel a connection with a community of people
even if he/she will never meet all of them in his/her lifetime.
“Most nations strive to become states”
 NATION and STATES – are closely related because it is nationalism that
facilitates state formation.
The Interstate System
 Treaty of Westphalia – a set of agreements signed in 1648 to end thirty years

war between the major continental powers of Europe.
– a system that would avert wars in the future by recognizing that
the treaty signers exercise complete control over their domestic
affairs and swear not to meddle in each other’s affairs.
– provide stability for the nations of Europe.
 Napoleon Bonaparte – he was the first who challenge Westphalian System.
– believed in spreading the principles of the French Revolution.
 French Revolution – Liberty, equality and fraternity to the rest of Europe.
– challenged the power of kings, nobility and religion in Europes.
 Napoleonic Wars – (1803 -1815)
 Napoleonic Code – forbade birth priveliges, encouraged freedom or religion,
and promoted meritocrasy in government services.
 Anglo and Prussian Armies – defeated Napoleon in the Battle of Watterloo in
1815.
 Concert of Europe – the royal powers created a new system to prevent
another war and to keep their system of privilege.
– Alliance of “Great Powers” – United Kingdom, Austria, Russian &
Prussia that sought to restore the sovereignity of States.
(Monarchical, hereditary, religious previleges)
– Metternich System – Austrian diplomat, Klemens von Metternich
– the concert’s power and authority lasted
from 1815-1914 at the dawn of World War I.
Question: What do you prefer to believe Napoleon Bonaparte’s Principles

of French Revolution or or agree with Metternich System ?
Internationalism
 The Westphalian and Concert System divided the world into separate,
sovereign entities.
 Internationalism – desire for greater cooperation and unity among states and
peoples.
– based on the principle that working-class people of all countries
must unite across national boundaries and actively oppose
nationalism and war in order to overthrow capitalism.
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Two Broad Categories: Liberal Internationalism and Socialist
Internationalism
 Liberal Internationalism – late 18th century German Philosoper Immanuel Kant.

Likened states in a global system to people living in a given territory.
―Global Government‖
 Jeremy Bentham – British philosopher who coined the word ―international‖ in
1780.
- Advocated the creation of ―international law‖ that would
govern the inter-state relations.
“The greatest happiness of all nations taken together”
 Giuseppe Mazzini – 19th century Italian, the first thinker to reconcile nationalism
with liberal internationalism.
– both advocate of unification of the various Italian-Speaking and a
major critic of Metternich System.
– believed in Republican Government – without kings, queens, and
heridetary succession.
– a nationalist internationalist, who believes that free, unified
nation-states should be the basis of global cooperation.
 Woodrow Wilson (1913-1921) – United States President who influenced by
Mazzini.
– 20th century’s most prominent internationalist.
– he saw nationalism as a prerequisite for internationalism.
– most notable advocate for the creation of the league of Nations.
– Principle of Self Determination – forwarded by Wilson, belief that the
world’s nations had a right to a free and sovereign government.
 End World War I in 1918 – Transform the league into a venue of conciliation
and arbitration to prevent another war (Nobel Peace Prize in 1919)
―Unfortunately the league was unable to hinder

another war from breaking out (WII)”
 Axis Powers – Hitler’s Germany, Musselini’s Italy, and Hirohito’s Japan.

– ultra-nationalist that had an instinctive disdain for internationalism
and preffered to violently impose their dominance over other
nations.
– Axis Powers and Allied Powers (U.S, U.K, France, Holland, Belgium)
 Despite of the Failure, the League Give Birth to: WHO & ILO
 Karl Marx – Mazzini’s biggest critics, German Socialist philosopher and was -
internationalist but did not believe in Nationalism.
- Placed a premium on economic quality; he did not divide the
world into countries, but into classes.
Capitalist class - referred to the owners of factories, companies,
and other "means of production."
Proletariat class - did not own the means of production, but
instead, worked for he capitalists.
 Friedrich Engels - co-author of March who believed that in socialist revolution
seeking to overthrow the state and alter the economy, the proletariat "had no
nation."
“Workers of world, unite! You have nothing to lose but your chains."
 Socialist International (SI) - was a union of European socialist and labor parties
established in Paris in 1889.
Achievement: May 1 - Labor day and the creation of an International
Women's Day.
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 World War I - SI collapsed as the member parties refused or were unable to join
the internationalist efforts to fight for the war. Many sister parties even
ended up fighting each other.
 Union of Soviet Socialist Republics (USSR) - The so-called Russian Revolution of
1917, Czar Nicholas ll was overthrown and replaced by revolutionary
government led by the Bolshevik Party and its leader, Vladimir Lenin.
 Bolsheviks - did not believe in obtaining power for the working class through
election. Rather, the revolutionary "vanguard" leads the revolutions across
the world.
 Communist parties - parties that lead the revolution using terror methods.
 Communist International (Comintern) 1919 - served as the central body for
directing Communist parties all over the world.
 World War II - Soviet Union joined the Allied Powers in 1941.
 Joseph Stalin - Lenin's successor who dissolved the Comintern in 1943.
- Communist Information Bureau (Cominforn) - Stalin re-
established the Comintern.
 1991 - eventual collapse of Soviet Union
 1951 - SI managed to re-establish itself but its influence remained primarily in
Europe.
Questions: What are the differences liberal and socialist internationalism?

What are their streigths and weaknesses?
Learning Activity
Imaginary Interview
Direction: Further research/read on Giuseppe Mazzini, Woodrow Wilson, Karl Marx, or

Vladimir Lenin. Conduct an imaginary interview with one of them. In this
interview, have your selected figure answer the following questions:
1. What do you think of nationalism?

2. What is necessary for the development of an international order?
3. What do you think of the League of Nations?
4. What is the Role of revolution in internationalization?
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Lesson 4: The United Nations and Contemporary Global Governance
Learning Outcomes:
a. Define global governance;
b. Identify the roles and functions of the United Nations; and
c. Determine the challenges of global governance in the twenty-first
century.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 Although many internationalists likr Bentham and Kant imagined the possibility
of global government, nothing of sort exists today. There is no one organization
that various states are accountable for.
 Moreover, no organization can militarily compel a state to obey predermined
global rules. There is, however, some regularity in general behavior of states.
 The facts that states in an international order continue to adhere to certain
global norms means that there is semblance of world order despite of the lack
of a single world government.
 Global governance refers to the various intersecting processes that create this
order
What is an international Organization?
 International Organizations (IOs) - commonly used to refer international

intergovernmental organizations or groups that are primarily made up of
member-states.
International relations scholars Michael N. Barnett and Martha Finnemore listed the
following powers of IOs:
1. IO's have the power of classification - it can invent and apply categories, they
create powerful global standards.
2. IOs have the power to fix meanings - related to the first. Various terms like
"security" or "development" need to be well-defined. States, organizations, nd
individuals view IOs as legitimate source of information. As such meanings they
create have effects on various policies.
3. IOs have the power to diffuse norms - norms are accepted codes of conduct
that may not be strict law, but nevertheless produce regularity behavior. - IOs
do not only classify and fix meanings; they also spread their ideas across the
world, thereby establishing global standards.
4. Because of these immense powers, IOs can be sources of great good and
great harm. They can promote relevant norms like environmental protection
and human rights.
Question: How do international organizations take on
“lives of their own?
The United Nations
 United Nations (UN) - most prominent IO in the contemporary world.

- more lasting international league.
18
UN is divided into five active organs:
1. General Assembly (GA) – "main deliberative policymaking and

representative organ."
- decisions are done by simple majority, require a two-
thirds of majority of the General Assembly
- all member states (currently at 193) have seats in the GA.
2. Security Council (SC) – many commentators consider it to be the most
powerful.
- takes the lead in determining the existence of a threat to the
peace or an act of aggression.
- states that seek to intervene militarily in another state need
to obtain the approval of the SC. With the SC's approval,
a military intervention may be deemed legal.
- consist of 15 member states:The GA elects 10 to two- year
terms, the other 5 - reffered to as Permanent 5 (P5) - China,
France, Russia, the United Kingdom, and the United States.
- it only takes one veto vote for a P5 member to stop an SC
action dead in its tracks.
3. Economic and Social Council (ECOSOC) - "the principal body for
coordination, policy review, policy dialogue, and
recommendations on social and environmental issues, as well as the
implementation of internationally agreed development goals."
- 54 members elected for three-year terms.
4. International Court Justice (ICJ) - "is to settle accordance with

international law, legal disputes submitted to it by states and to give
advisory opinions reffered to it by UN organs and specialized agencies."
Challenges of the United Nations
 Given the scope of the UN's activities, it naturally faces numerous challenges.
Chief among these are the limits placed upon its various organs and programs
by the need to respect state soveignty. If states refuse to cooperate, the
influence of the UN can be severely circumscribed.
 The biggest challenge of the United Nations is related to issues of security. The
UN Security Council is tasked with authorizing international acts of military
intervention.
Example: in the late 1990s - when the United States sought to intervene in
Kosovo war. Serbian leader Albanians were victims of massacres,
mass deportations, and internal displacement.
 Today, a similar dynamic is evident in Syria, which is undergoing a civil war.

Russia has threatened to veto any SC resolution against Syria; this, the UN has
done very little to stop state-sanctioned violence against opponents of the
government.
 It remains important for the SC to place a high bar on military intervention.
Question: What is the possible cause for the challenges faced

by United nations in maintaining global security?
19
Learning Activity
The United Nations Peacekeepers: Re-enacting their Roles,

Responsibilities and Challenges
Direction: Research what the United Nations peacekeepers are, the countries that
send these peacekeepers, their responsibilities, and the places where they have
been involved in the last 50 years. After familiarizing yourselves with the UN’s
peacekeeping function, you will now be ready to deal with crisis.
1. Choose two or more countries that until now still on conflict/war.

2. What is the cause of that war and its effect to the people and economy?
3. If you become a peacekeeper like UN, list down the things you need to do
prepare for this mission.
Mission: Bringing in a peacekeeping force to stand between the two sides,

and negotiatehow to turn the truce into a lasting peace.
4. Once you have established your presence, think of measures you have to
taket to keep the peace, knowing that you will not be there permanently.
20
Lesson 5: World of Regions
Learning Outcomes:
a. Differentiate between regionalism and globalization;
b. Explain how regions are formed and kept together;
c. Discuss the advantages and disadvantages of regionalism; and
d. Identify the factors leading to a greater integration of the Asian region.
-----------------------------------------------------------------------------------------------------------------------------
----
Introduction
 Governments, associations, societies, and groups form regional organizations

and/or networks as a way of coping with the challenges of globalization.
 Globalization - made people aware of the world in general, but it has also
made Filipinos more cognizant of specific areas such as Southeast Asia.
 Regionalism - often seen as a political and economic phenomenon, the term
actually encompasses a broader area. It can be examined in relation to
identities, ethics, religion, ecological, sustainability, and health.
Question: How is regionalism different from and yet a part of

globalization?
Countries, Regions, and Globalization
 Edward D. Mansfield and Helen V. Milner - state that economic and political
definitions of regions vary, but there are certain basic features that everyone
can agree on.
1. Regions - "group of countries located in the same geographically

specified area" or are "an amalgamation of two regions or a
combination of more than two regions" organized to regulate and
"oversee flows and policy choices."
2. The words regionalization and regionalism should not be
interchanged.
 Regionalization - refers to the regional concentration of economic flows.
 Regionalism - a process characterized by economic policy cooperation and
coordination among countries.
 Countries respond economically and politically to globalization in various
ways.
 Some are large enough and have a lot of resources to dictate how they
participate in processes of global integration.
Example: China - and expand trade with countries it once considered its
enemies but now sees as markets for its good (ex. The United States and
Japan).
 Other countries make up for their small size by taking advantage of their
strategic location.
Example: Singapore and Switzerland compensate for their lack of
resources by turning themselves into financial and banking hubs.
 In most cases, however, countries form regional alliance for-as the saying
goes-their is strength in numbers.
21
Countries form Regional Associations for Several Reasons.
1. For military defense.

 North Atlantic Treaty Organization (NATO) - most widely known defense
grouping formed during the Cold War when several Western
European countries plus the United States agreed to protect Europe against
threat of the Soviet Union. The Soviet Union responded by creating its
regional alliance, the Warsaw Pact, consisting of the Eastern European
countries under Soviet domination. Soviet Union imploded in December 1991,
but NATO remains in place.
2. To pool their resources, get better returns for their exports, as well as expand their
leverage against trading partners.
 Organization of the Petroleum Exporting Countries (OPEC) - established in 1960
by Iran, Iraq, Kuwait, Saudi Arabia, and Venezuela to regulate the
production and sale of oil. This regional alliance became a world highly
dependent on oil and became source of immense power. OPEC's
success convinced nine other oil- producing countries to join it.
3. Their are countries that form regional blocs to protect their interdependence from
the pressures of superpower politics.
 Non-Aligned Movement (NAM) - the presidents of Egypt, Ghana, India,
Indonesia, and Yugoslavia created it in 1961 to pursue world peace and
international cooperation, human rights, national sovereignty, racial and
national equality, non- intervention, and peaceful conflict resolution.
4. Economic crises compel countries to come together.

 The Thai economy collapsed in 1996 after foreign currency speculators and
troubled international banks demanded that theThai government pay back its
loans.
 A rapid withdrawal of foreign investments bankrupted the economy.
 The International Monetary fund (IMF) tried to reverse the crisis, but it was only
after the ASEAN agreed to establish an emergency fund to anticipate a crisis
that the Asin economies stabilized.
 The crisis made the ASEAN more ―unified and coordinated.‖
Non-state Regionalism
 It is not only states that agree to work together in the name of a single cause.
Communities also engage in regional organizing.
 New regionalism – varies in form
a. ―Tiny associations that include no more than a few actors and focus on
single issue, or huge conyinental unions that address a multitude of
common problems from territorial defense to food security.‖
b. Rely on the power of individuals, non-governmentalorganizations
(NGOs), and associations to link up with one another in pursuit aof a
particular goal.
c. Identified with reformists who share the same ―values, norms, institutions,
and system that exist outside of the traditional, established mainstream
institustions andn systems.‖
 Their strategies and tactics likewise vary. Some organizations partner with
governmentsmto initiate social change.
 Democratic rights are limited in many ASEAN countries, ―new regionalism‖
organizations used this official declaration to pressure these governments to
pass laws and regulations that protect and promote human rights.
 In Southeast Asia, the organization of ASEAN Parliamentarians for Human
Rights was in part the result of non-government organizations and civil society
22
groups pushing to ―prevent discrimination, uphold political freedom, and
promote democracy and human rights throughout the region.
 Other regional organizations dictate themselves to specialize caused.
Examples: Activists across Central and South America established
the Rainforest Foundation to protect peoples and the
rainforests in Brazil, Guyana, Panama, and Peru.
- Young Christians across Asia, Africa, the Middle East, the
Americas, and the Caribbean formed Regional Intefaith
Youth Networks to promote peace education and
sustainable development.
- The migrant Forum in Asia to protect and promote the rights
and welfare of migrants workers.
 These organizations’ primary power lies in their moral standing and their ability
to combine lobbying pressure politics.
 New regionalism differs significantly from traditional state-to-state regionalism
when it comes to identifying problems.
 Another challenge for new regionalists is the discord that may emerge among
them.
Questions: What are the challenges faced by new regionalists?

What is the difference between state-to-state regionalism?
Contemporary Challenges to Regionalism
Today’s regionalism faces multiple Challenges:

1. The most serious of which is the resurgence of militant nationalism and
populism.
- The refusal to dismantle NATO after the collapse of the Soviet
Uinon, for example, has become the basis of the anti-NATO
rhetoric of Vladimir Putin in Russia.
2. The most crisis-ridden regionnsl organization of today is the European Union.
- The continuing financial crisis of the region is forcing countries
like Greece to consider leaving the Union to gain more
flexibility in their economic policy.
3. ASEAN members continue to disagree over the extent to which members of
countries should sacrifice their sovereignity for the sake of regional stability.
- The Association’s link with East Asia has also been
problematic. Recently, ASEAN countries also disagreed how
to relate to China, with the Philippines unable to get the other
countries to support its condemnation of China’s occupation
of the West Philippine Sea.
4. A final challenge pertains to differing visions of what regionalism should be for.
- Western governments may see regional organizations not
simly as economic formations but also as instruments of
political democratization.
- Non-Western and developing societies, however,may have
different view regarding globalization, development, and
democracy.
23
From Kingdoms to Empires, to Colonies, and to Republics
North America Middle East South Asia

China South America Southeast Asia
Korea Japan
Direction:
1. Choose a regional division and trace how it has changed from the time
before European powers like Britain and Spain ruled the world, then during
the era of colonialism until its independence.
2. List what kinds of changes happened to these areas and the people who
inhabit there.
3. See how nations and republics that were born from the ashes of
colonialism after World War II looked on the pasy era to explain their own
Histories.
24
UNIT 2: A World of Ideas: Cultures of Globalization
Lesson 6: The Globalization of Religion
Learning Outcomes:
a. Identify various religious practices and beliefs;
b. Understand the self in relation with religious beliefs;
c. Identify various religious responses to globalization; and
d. Discuss the future of religion in globalized world.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 Religion, much more than culture, has the most difficult relationship with
globalism.
Question: What is differences between Religion and Globalism?
 The two are entirely contrasting belef systems.
Religion Globalism
Concerned with the sacred. Place value on material wealth.
Follows divine commandment. Abide human made laws.
Defines and judges human action Human action can lead to the
in moral terms. highest material satisfaction and
subsequent wisdom that this new
status produces.
Less concerned with wealth and Aim to seal trade deals, raise profits of
all that comes along with it. private enterprises, improve
government revenue collections, etc.
Main duty is to live a virtuous, Less worried about whether they will
sinless life. Concerned whether to end up in heaven or hell.
end in heaven or hell.
Religious aspire to become saint. Trained to become shrewed
businessperson.
Religious detests politics and the Globalist values them as both means
quest for power for they are and ends to open up further the
evidence of humanity’s weakness. economies of the world.
Religion and Globalism clash over the fact that religious
evangelization is in itself a form of Globalization.
Concerned with spreading holy Focused on the realm of markets.
ideas globally. Globalist wishes to spread goods and
services.
 Religions regard identeties associated with globalism (citizenship,

language, and race) as inferior and narrow because they are earthly
categories.
 In contrast, membership to a religious group, organizations, or cult
represents a superior affliation that connects human directly to the divine
and the supernatural.
25
Realities
 The relationship between religion and globalism is much more

complicated.
 Peter Berger – argues that far from being secularized, the ―contemporary
world is…furiously religious. In most of the world, there are veritable
explosions of religious fervor, ocuring in one form of tnother in all the
major religious traditions - Christianity, Judaism, Islam, Hinduism Buddhism,
and even Confucianism – and in many places in imagative synthesis of
one or more world religions with indigenous faiths.
 Religions are the foundations of modern republics. The Malaysian
government places religion at the center of the political system.
 ―Islam is the religion of Federation,‖ and the rulers of each state was also
the ―Head of the religion Islam.‖
 Ayatollah Ruholla Khomenie – all secular ideologies were the same-they
were flawed-and Islamic rule was the superior form of government
because it was spiritual. Yet, Iran calls itself a republic, a term is associated
with secular.
 Moreover, religious movements do not hesitate to appropriate secular
themes and practices.
Example: Nahdlatul Ulama in Indonesia has a Islamic schools where
students are taught not only about Islam.
 In other cases, religion was the result of a shift in state policy.
Example: The Church of England, was ―shaped by the rationality of
modern democratic (and bureaucratic) culture.
 King Henry VIII broke away from Roman Catholicism and established his
own Chuch to bolster his own power.
 In the United States, religion and law were fused together to help build this
―modern secular society.‖
 It was observed in the early 1800s by French historian and diplomat Alexis
de Tocqueville who wrote,
“not only do the Americans practice their religion out of self-interest
but they often even place in this world the interest
which they have in practicing it.”
 Jose Cassanova confirms this statement.
Religion for and against Globalization
 There is hardly religiou movement today that does not use religion to
oppose ―profane‖ globalization.
 Christianity and Islam – ―old world religions‖; see globalization less an
obstacle and more as an opportunity to expand their reach all over the
world.
 Globalization has ―freed‖ communities from the ―constraints‖ of the
nation-state.
 Religion seeks to take the place of these broken ―traditional ties‖ to either
help communities cope with their new situation or organize them to
oppose this major transformation of their lives.
- Moral codes – answer problems ranging from people’s
health to social conflict to even ―personal happiness.‖
- Not the ―regressive force‖ – stops or slows down
globalization.
- ―pro-active force‖ – gives communities a new and
powerful basis identity.
26
- Reshaping of this globalizing world.
 Religion fundamentalism may dislike globalization’s materialism, but it
continues to use ―the full range of modern means of communication and
organization‖ that is associated with this economic transformation.
- ―fast long-distance transport communication, the
availability of English as a vernacular…‖
 While religious may benefit from the processes of globalization, this does
not mean that its tensions with globalist ideology will subside.
Examples: - Some Muslims view ―globalization‖ as a Trojan horse hiding
supporters of Western values like secularism, liberalism, or
even communism ready to spread these ideas in their
areas to eventually displace Islam.
- The World Council of Churches criticized economic
globalization negative effects.
 In 1998, the World Bank brought in religious leaders in its discussions about
global poverty, leading eventually to a ―cautious, muted and qualified‖
collaboration in 2000.
 In Iran, the unchallenged superiority of a religious autocrasy has stifled all
freedom of expressions distorted democratic rituals like elections, and
tainted the opposition.
Question: What are the conflicting ideas between religious

thought and he ideology of globalism?
27
Learning Activity
What Religion are you in?
Direction: Choose one religion (Buddhism, Christianity-Catholicism,

Christianity-Protestant, Hinduism, Judaism, Islam, etc.). Surf the web
and research the history of the assigned religion. Then describe the
following:
a. The religion’s concept of good

b. The religion’s concept of evil
c. The steps needed by a person to become good and prevent
himself/herself from becoming evil.
Religion: _________________
a. The religion’s concept

of good
b. The religion’s concept

of evil
c. The steps needed by

a person to become
good and prevent
himself/herself from
becoming evil.
d. Conduct a research on your chosen religion’s relationship with politics, if

any.
1. In what ways is it engaged in politics?

2. Why did its leaders decide to be involved in politics?
3. Compare the religion’s relationships with the politics?
28
Lesson 7: Media and Globalization
Learning Outcomes:
a. Analyze how various media drive different forms of global integration;
b. Compare the social media on the process of globalization;
c. Explain the dynamic between local and global cultural cultural
productions; and
d. Define responsible media consumption.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 Globalization entails the spread of various cultures.

Example: - Hollywood & Bollywood – shown not only in the United
Kingdom and India but also in other cities across the
globe.
- South Korean songs and movies – its listener’s included
millions who have never been or may never go to Korea.
- Globalization also involves the spread of ideas.
Example: - The notion of the rights of the Lesbian, gay, bisexual,
transgender, queer + (LGBTQ+) communities is
spreading across the world and becoming more widely
accepted.
 Today, Telivison programs, social media groups, books, movies, magazines,
and like have made it easier for advocates to reach larger audiences.
 Globalization relies on media as its main conduit for the spread of global
culture and ideas.
 There is an intimate relationship between globalization and media which
must be unraveled to further understand the Contemporary World.
Media and its Functions
 Lule – describes media as ―means of conveying something, such as a

channel of communications.‖ Technically speaking, a person’s voice is a
medium.
 Media (pl. medium) – commentators refer to the technologies of mass
communication.
Types:
1. Print Media – includes books, magazines, newspapers, and journal.
2. Broadcast Media – cover the internet, and mobile mass
communication.
3. Internet Media –
 While it is relatively easy to define the term ―media‖ it is more difficult to
determine what media do and not how they affect societies.
Example: - Television, not only a simple bearer of messages, it it also
a social behavior of users and reorient family behavior.
- Cellphone/smart phone, expand people’s senses by the
capability to talk to more people instantenously and
simultaneously but they also limit the senses by making
users distractible and more prone to multitasking.
- New media are neither inherently good nor bad.
Question: What are the good and bad contributions of media?
29
The Global Village and Cultural Imperialism
 Mcluhan – in 1960s, he mainly analyzed the social changes brought about

by Television, an analysis of technology to examine the impact of
electronic media.
 Global village – as more and more people sat down in front of their
television sets and listened to the same stories, their perception of the
world would contract.
 In the years after Mcluhan a lot of early thinkers assumed that global
media had a tendency to homogenize culture.
 Commentators, therefore, believed that media globalization coupled with
American hegemony would overwhelm all others.
 Herbert Schiller – In 1976, media critic who argued that this process also
led to the spread of ―Americans capitalist values like consumerism.
 John Tomlinson – cultural globalization is simply a euphemism of ―Western
Imperialism since it promotes ―homogenized, Westernized, consumer
culture.‖
Critiques of Cultural Imperialism
 Proponents of the ideas of cultural imperialism ignored that the fact that
the media messages are not just made by producers; they are also
consumed by audiences.
 In 1980s – media scholars began to pay attention to the ways which
audiences understood and interpreted media messages.
- Media consumers are active participants in the meaning-
making process who view media ―texts‖ through their
own cultural lenses.
- Text – simply refers to the content of any medium.
 In 1985 – Indonesian cultural critic Ien Ang studied different viewers in the
American soap opera Dallas.
- 42 viewers, she noted that the viewers put ―a lot of
―emotional energy‖ into the process and they
experienced pleasure based on how the program
resonated with them.
 In 1990 – Elihu Katz and Tamar Liebes decided to push Ang’s analysis.
- They argued that the texts are received differently by
varied interpretive communities because they derived
different meanings and pleasures from the texts. Thus
people from diverse cultural backgrounds had their own
ways of understanding the show.
 The cultural imperialism thesis has been also belied by the renewed
strength of regional trends in globalization process.
Examples: Asian culture has proliferated worldwide through the
globalization of media.
- K-pop songs and dramas are widely successful regionally
and globally.
- The most obvious case of globalized cuisine is sushie.
 Globalization is a unidirectional process of foreign cultures overwhelming
local ones.
Question: Do you think globalization leads to cultural imperialism? Why?
30
Social Media and the Creation of Cyber Ghettoess
 By now, very few media scholars argue that the world is becoming
culturally homogenous.
 Apart from the nature of diverse audiences and regional trends in cultural
production, the internet and social media are proving that the
globalization of culture and ideas can move in different directions.
 While Western culture remains powerful and media production still
controlled by a handful of Western corporations.
 As with all new media, social media have both beneficial and negative
effects. On the one hand, these forms of communication have
democratized access.
 Anyone with an internet connection or a smart phone can use Facebook
and Twitter for free. These media have enabled users to be consumers
and producers of information simultaneously.
 However, social media also have their dark side.
 In the early 2000s, commentators began referring to the emergence of a
―splinternet‖ and the phenomenon of ―cyberbalkanization‖ to refer to the
various bubbles people place themselves in when they are online.
 In the United States, voters of the Democratic Party largely read liberal
websites, and voters of the Republican Party largely read conservative
websites.
 The social media bubbles can produce a herd mentality. It can be
exploited by politicians with less than democtatic intentions and
demagogues wanting to whip up poplar anger. The same
inexpensiveness that allows social media to be a democratic force
likewise makes it a cheap tool of government propaganda.
 Russian dictator Vladimir Putin – hired armies of social media ―trolls‖ (paid
users who harass political oponenents) to manipulate public opinion
through intimidation and the spreading of fake news.
 Putin imitators replicate his strategy of online trolling and disinformation to
clamp down on dissent and delegitimize critical media.
 Fake information can spread easily on social media since they have few
content filters.
 This dark side of social media shows that even a seemingly open and
democratic media may be co-opted towards undemocratic media.
 Global online Propaganda will be the biggest threat face as the
globalization of media deepens.
 Internet media have made the world interconnected that Russian dictator
can for example Influence American elections on the cheap.
 As consumers of media, users must remain vigilant and learn how to
distinguish fact from falsehood in a global media landscapes.
Questions:
- Compare and contrast the social impacts of television and social
media?
- What strategy can you use to distinguish between fake and factual
information on the internet?
31
Learrning Activity:
Asian Music and Globalization
Direction: Pick an Asian drama, musical artist or group that became

internationally famous. Then, answer the following:
1. Where did the drama, musical artist or group originate?

2. In which countries did the drama, musical artist or group become
famous?
3. How did the drama, musical artist or group become famous?
4. Why do you think the drama, musical artist or group become
famous?
32
Lesson 8: The Global City
Learning Outcomes:
a. Explain how learning occurs;
b. Enumerate various metacognition and studying techniques
c. Identify the metacognition techniques that you find most appropriate for
yourself.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 If you had the chance, would you move to New York? Tokyo? How about
Sydney or perhaps in Korea? Chances are many of you would like to
move to these major cities. And if not, you would probably like to visit
them anyway.
 Some of you may have a plan to find their work or traveled to these cities
as tourists or temporary residents. Or maybe you have heard stories of
them. You may have reltives living there who have described buzzing
metropolises, with forests of skcrapers and train lines that zigzag on top of
each other. You may likewise have an idea of what these cities look like
based on what you have seen in movies, TV, or read in social media.
 Not all people have been to global cities, but most know about them.
Their influence extends even to one’s imagination. What are these
places? Why are they important? And how are they relevant to you?
Why Study Global Cities
 So far, much of the analysis of globalization in the previous lessons has

looked at how ideas of internationalism shaped modern politics. We also
examined cultural movements and how they spread through media like
the internet.
 What this lesson will emphasize, however, is that globalization is spatial. This
statement means two things.
1. Globalization is spatial because it occurs in physical spaces.
- You can see it when foreign investments and capital
move through city, and when companies build
skycrapers. People who are working in thse business – or
Filipinos working abroad – start to purchase or rent high
condominium units and better homes. As all these events
happen, more pore people are driven out of city centers
to make way for the new developments.
2. Globalization is spatial because what makes it move is the fact that
it is based in places.
- Los Angeles, the home of Hollywood, is where movies are
made for global consumption. In other words, cities act
on globalization and globalization acts on cities. They are
sites as well as the mediums of globalization. Just as the
internet enables and shapes global forces, so to the cities.
 In the years to come, more and more people will experience globalization
through cities. This lesson studies globalization through the living
environment of rapidly increasing number of people.
33
Defining the Global City
 Saskia Sassen - the sociologist who popularize the term global city in
1990s. Her criteria for what constitutes a global city were primarily
economic.
- She identified the three global cities: New York has the
New York Stock Exchange (NYSE), London has the
Financial Times Stock Exchange, and Tokyo has the Nikkei.
Ghesea re the homes, for instance, of the world’s top
exchanges where investors buy and sell shares in Major
Corporation.
 Others consider some cities ―global‖ simply because they are great places
to live in. in Australia, Sydney commands the greatest proportion of
capital. However, Melbourne is described as Sydney’s rival ―global city‖
because many magazines and lists have now referred to it as the world’s
most livable city or a place with good public transportation, a thriving
cultural scene and a relatively easy pace of life.
 Defining a global city can thus be difficult. One way of solving dilemma is
to go beyond the simple dichotomy of global and non-global.
Indicators of Globality
1. The foremost indicator is the economic power.

- Sassen remains correct in saying that economic power
largely determines which cities are global
2. Economic opportunities in a global city make it attractive to talents from
across the world.
- To measure the economic competitivesness of a city, the
Economist Intelligence Unit has added other criteria like
market economist, size of middle class and potential
power growth
3. Global cities are also centers of authority.
- Washington D.C may not be as wealthy as New York, but
it is the seat of American state power. Similarly, compared
with Sydney and Melbourne, Canberra is a sleepy town
and thus is not as attractive to tourists. But, as Australia’s
political capital, it is hoe to country’s top politicians,
bureaucrats, and policy advisors.
 The cities that house major international organizations may also be
considered centers of political influence.
4. Global cities are centers of higher learning and culture.
- A city’s intellectual influence is seen through the influence
of its publishing industry. Many of books published in
places like New York, London, and Paris. The New York
Times carries the name of New York City. One of the
reasons for the tourists visiting Boston is because they want
to see Harvard University-the world’s top university. Many
Asian teenagers are moving to cities in Australia because
of the leading English-language universities there.
Education is Australia’s third largest export, just behind
coal and iron ore, and significantlyb ahead of tourism
 Copenhagen the capital of Denmark is so small that one can tour the
entire city by bicycle in thirty minutes. However, Copenhegen is now
34
considered one of the culinary capitals of the world, with its top
restaurants incommensurate with its size as the birthplace of ― New
Nordic‖ cuisine, Copenhagen has set into motion various culinary
trendslike foraging the forests fir local ingredients .
 Similarly, Manchester, England in the 1980s was dreary, industrial city. . But
many prominent post-punk and new wave-bands- joyDivision, the Smiths,
the Happy Mondays –hailed from the city, making it global household
name.
 In Southeast Asia, Singapore (again) is slowly becoming a cultural hub for
the region. It now houses some of the region’s top television stations and
news organizations. its various art galleries and cinemas also show
painjtingd from artists and filmmakers, respectively from the Philippines
and Thailand
 It is the cultural power of global cities that ties them to the imagination.
Think about how many songs have been written about New York ( Jay Z
and Alicia Key’s Empire Sate of Mind‖ frank Sinatra’s ― New York, New
York‖ and numerous song by Simon and Garfunkel) and how these
references conjure up images of a place where anything is possible—― a
concrete jungle where dreams are made of ― according to Alicia Keys.
 In a gloval city one can try cuisines from different parts of the world.
Because of their Turkish populations, for example, berlin and Tokyo offer
some of the best Turkish food one can find outside of Turkey.
Questions: In what sense are cities mediums of globalization?
The Challenges of Global Cities
 Global Cities conjure up images of fast-paced, exciting, cosmopolitan

lifestyles.
 Global cities create create losers and winners
 Cities can be sustainable because of their density
 Richard Florida notes: ―Ecologists have found that by concreting their
population in smaller areas, cities and metros decrease human
encroachment or natural habitats. Denser settlement patterns yield
energy savings; apartment buildings.
 Moreover, in cities with extensive public transportation systems, people
tend to drive less and thereby cut carbon emissions. It is no surprise to
learn that, largely because of the city’s extensive train system. Not all
cities, however, are as dense as New York or Tokyo.
 Cities only cover 2 percent of the world’s landmass, but they consume 78
percent of global energy. Therefore, if carbon emissions must be be cut to
prevent global warming, this massive energy consumption in cities must be
curbed. This action will require lot creativity. For example, many food
products travel many miles before they get to major city centers. Shipping
this food through trains, buses and even planes increases carbon
emissions.
 The major terror attacks of recent years have also targeted cities;
specifically those with global influence are obvious targets for terrorists
due to their high population and their role as symbols of globalization that
many terrorists despise. The same attributes that make them attractive to
workers and migrants make them sites of potential terrorist violence.
35
The Global City and the Poor
 We have consistently noted that economic globalization has paved

the way for massive inequality. This phenomenon is very pronounced in
cities. Some large cities, particularly those in Scandinavia, have found
ways to mitigate inequality through stated social redistribution
programs. Yet many cities particularly those in the developing
countries, are sites of contradiction
 In the outskirts of the New York and San Francisco are poor urban
enclaves occupied by African-Americans and immigrant families
being forced to move farther away from the economic centers of their
cties
 In Australian cities, poor aboriginal Australian has been most acutely
affected by this process. Once living in public urban housing, they
were forced to move farther away from city centers that offer more
jobs, more government services and better transportation due to
gentrification.
 In most of the world’s global cities, the middle class is also thinning out.
Globalization creates high-income jobs that are concentrated in
global cities.
 Global cities, as noted, are sites and mediums of globalization. They
are, therefore, material representations of the phenomenon. Through
them, we see the best globalization; they are places that create
exciting fusions of culture and ideas. They are also places that
generate tremendous wealth. However, they remain sites of inequality,
where global servants serve global entrepreneur
Learning Activity:
Tracking the Municipality
Direction: Remember the things in your own municipality or district and choose
one municipality that you want to stay again. Write down what you
think are the features and characteristics of each municipality.
Note the following:
1. What kinds of homes there are (Are town houses or apartment dominant?
Or are there more houses?)
2. In what way the neighborhoods are organized (gated residences, open
residences, gated houses, non-gated houses, etc.)
3. What kinds of people you noticice in these neighborhood (Their
occupations, behavior, habit, lifestyle, work, etc.)
When doing comparison of these municipality or district, answer the following:
1. What are the differences between these districts? Spot any similarities.
2. How do these districts complement or compete against each other?
36
Lesson 9: Global Demography
Learning Outcomes:
a. Discuss the relationship between population and economic welfare;
b. Identify the effects of aging and overpopulation; and
c. Differentiate between contrasting positions over reproductive health.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 Rural families view multiple children and large kinship networks as a critical
investment. Children for example, can take over the agricultural work.
Urban families, however, may not have the same kinship network work
anymore because couples lives on their own, or because they move out
of the farmlands. Thus, it is usually the basic family unit that is left to deal
with life’s challenges on its own.
 These differing versions of family life determine the economic and social
policies that countries craft regarding their respective populations.
Countries in the ―less developed regions of the world‖ that rely on
agriculture tend to maintain high levels of population growth. The 1980
United Nation’s report on urban and rural population growth states that
these areas contained 85 percent of the world rural population in 1975
and are projected to contain 90 percent by the end of the 20th century.
 Since then, global agricultural population has declined urban population
have grown, but not necessarily because families are having more
children. It is rather the combination of the natural outcome of significant
migration to the cities by people seeking work in the ―more modern‖
sectors of society. This movement of people is especially manifest in the
developing countries where industries and business in the cities are
attracting people from the rural areas. International Migrations also pays a
part. Today, 191 million people love in other countries other that their own,
and the United Nations projects that over 2.2 million will move from the
developing world to the First World countries.
The “Perils” of Overpopulation
 The development planners see urbanization and industrialization as

indicators of a developing society, but disagree on the role of population
growth or decline in modernization.
 Thomas Malthus – mentioned on his ―An Essays on the principle of
population‖ that population growth will inevitably exhaust world food
supply by the middle of the 19th century.
 Paiul R. Ehrich and his wife Anne – wrote ―The Population Bomb‖, which
argued that overpopulation in the 1970s and the 1980s will bring about
global environmental disasters that would in turn, lead to food shortage
and mass starvation. They propsed countries like the United States take the
lead in the ptomotion of global population control in order to reduce the
growth rate to zero.
 There was some reason for this fear to persist. The rate of global population
increase was at its highest between 1955 and 1975 when nations were
finally able to return to normalcy after the devastations brought by World
War II. The growth rarte rose from 1.8 percent per year from 1955 to 1975,
37
paeking at 2.06 percent growth annual growth rate between 1965 and
1970.
 In the mid-20th century, the Philippines, china and India sought to lower
birth rates on the belief that unless controlled, the free expansion of family
members would lead to crisis in resources, which in return may result in
widespread poverty, mass hunger, and political instability.
 As early as 1958, the American policy journal, Foreign Affairs, had already
advocated “contraception Sterilization” as the practical solutions to
glov\bal economic, sovial and political problems. Advocates of
population control contend for universal access to reproductive
technologies (such as condoms, pills, abortion and vasectom) and, more
importantly, giving women the right to choose whether to have children or
not.
 Finally, politiocs determine these ―birth control‖ programs.
- Developed coountries justify their support for population
control in developing countries by depicting the latter as
conservative societies.
It’s the economy, Not the Babies
 The use of population control to prevent economic crisis has its critics.
Betsy Hartmann – disagrees with the advocates of neo-Malthusian theory and
accused governments of using population control as a ―substitute for social
justice and much needed reforms such as land distribution, employment
creation, provisions of mass education and health care, and other emancipation.
 1960s - others pointed out that population did grow fast in many
countries, and this growth aided economic development by surpassing
technological and institutional innovation and increasing supply of human
ingenuitythey acknowledge the shift in population from from the rural to
urban areas. They likewise noted that while these ―megacities‖ are now
clusters in which income disparities along with ―transportation, housing, air
pollution, and waste management‖ are major problems, they also have
become, and continue to be, ―centers of economic growth and activity‖
 The productive capacities of this generation are especially high in regions
like East Asia as ―Asia’s remarkable growth in the past half century
coincided closely with demographic change in the region. The lag
between falls in the mortality and fertility created a baby-boom
generation: between 1965 and 1990, the region’s working age population
grew nearly four times faster than the dependent population; several
studies have estimated that this demographic shift was responsible for
one-third of East Asia’s economic growth during period.‖
 Population growth has, in fact, spurred ―technological and institutional
innovation‖ and increased ―the supply of human ingenuity.‖ Advances in
agricultural production have shown hat nightmare can be prevented. The
―Green Revolution created high yielding varieties of rice and other cereals
and along with the development of new methods of cultivation,
increased yields globally, but more particularly in the developing world.
The global famine that neo-Malthusians predicted did not happen.
Instead, between 1950 and 1984, global grain production increased by
over 250 percent, allowing agriculture to keep pace with population
growth, thereby keeping global famine under control.
 Lately, middle ground emerged between these two extremes. Scholars
and policy makers agree with the neo-Malthusians but suggest that if
38
governments pursue population control programs, they must include
―more inclusive growth‖ and ―greener economic growth.
Women and Reproductive

Rights
The character in the middle of these debates—women—is often subject of
these population measures. Reproductive rights supporters argue that if
population control and economic development were reach their goals, women
must have control over whether they will have children or not and when thy will
their progenies, if any. By giving women this power, they will be able to pursue
their vocations—be they economic, social, or political—and contribute to
economic growth.
This serial correlation between fertility, family and fortune has motivated
countries with growing economies to introduce or strengthen their reproductive
health laws, including abortion. High-income First World nations and fast-
developing countries were able to sustain growth in part because women ere
given the power of choice easy access to reproductive technologies. In North
America and Europe, 73 percent of governments allow abortion upon mother’s
request. Moreover, the more educated a woman is, the better are her prospects
of her improving economic position. Women can spend most of the time pursuing
either their higher education or their careers, instead of forcibly reducing this time
to take care of their children.
More countries implement reproductive health laws because they worry
about the health of the mother. In 1960, Bolivia’s average total fertility rate (TFR)
was 6.7 children. In 1978, the Bolivian government put into effect a family
planning program that included the legalization of abortion ( after noticing a
spike in unsafe abortion and maternal deaths ). By 1985, the TFR rate went down
to 5.13 and further declined to 3.46 in 2008. A similar patter occurred in Ghana
after the government expanded reproductive health laws out of the same
concern as that of the Bolivian government. As a result, ―fertility declined
steeply… and continued to decline after 1994.
Opponents regard reproductive rights as nothing but false front of
abortion. They contend that this method of preventing conception endangers
the life of the mother and must be banned. The religious wing of the anti-
reproductive rights flank goes further and describes abortion as a debauchery
that sullies the name of God; it will send the mother to hell and prevents a new
soul, the baby, to become human. This position was politically powerful one
partly because various parts of the developing world remain very conservative.
Unfailing pressure by Christian groups compelled the givernments of Pland,
Croatia, Hungary, Yugoslavia, and even Russia to impose restrictive reproductive
health programs, including making access to condoms and other technologies
difficult. Muslim countries do not condone abortion and limit wives to domestic
chores and delivering babies. Senegal only allows abortion when the mother’s life
is threatened. The Philippines, with catholic majority, now has a reproductive
health law in place, but conservative politicians have enfeebled it through
budget cuts and stalled its implementation by filing a case against the law in the
Supreme Court.
A country being industrialized and developed, however, does nota
automatically assure pro-women reproductive regulations. In the United States,
the women’s movement of the 1960s was responsible for the passage and
judicial endorsement of a pro-choice law, but conservatives controlling state
legislatures have also slowly undermined this law, imposing restriction on women’s
access to abortion. While pro-choice advocates argue that abortion is necessary
to protect the health of the mother, their conservative rivals shift the focus on the
39
death of the fetus in the mother’s womb as the reason for reversing the law. This
battle continues to be played out in all the political arenas in the United States.
The Feminist Perspective
Feminists approach the issue of reproductive rights from another angle.

They are foremost, against any form of population control because they are
compulsory by nature, resorting to a carrot-and-stick approach (punitive
mechanisms co-exist alongside benefits) hat actually does not empower women.
They believe that government assumptions that poverty and environmental
degradation are caused by overpopulation are wrong. These factors ignore
other equally important causes like the unequal distribution of wealth, the lack of
public safety nets like universal health care, education, and gender equality
programs. Feminists also point out that there is very little evidence that point to
overpopulation as the culprit behind poverty and ecological devastation.
Government has not directly responded to these criticisms, but one of the
goals of 1994United Nations International Conference on Population and
Development suggests recognition of this issue. Country representatives to that
conference agreed that women should receive family planning counselling on
abortion, the dangers of sexuality, and the main elements of responsible
parenthood. However, the conference also left it to the individual countries to
determine how these recommendations can be turned into programs. Hence,
globally, women’s and feminist arguments on reproductive rights and
overpopulation are acknowledged, but the struggle to turn them into policy is still
fought t the national level. It is the dilemma that women and feminist movements
face today.
Population Growth and Food Security
Todays’s global population has reached 7.4 billion and it is estimated to

increase to 9.5 billion in 2050, then 11.2 billion by 2100. The median age of this
population is 30.1, with the male median age at 29.4 years and female, 30.9
years.
Ninety-five percent of this population growth will happen in the
developing countries, with demographers predicting that by the middle of this
century, several countries will have tripled their population. The opposite is
happening in the developed world where populations remain steady in general,
but declining in some of the most advanced countries (Japan and Singapore).
However, this scenario is not a run-off that could get out of control.
Demographers predict that the world population will stabilize by 2050 to 9 billion,
although they warn that feeding this population will be an immense challenge.
The decline in fertility and the existence of a young productive population,
however, may not be enough to offset this concern over food security. The Food
and Agriculture Organization (FAO) warns that in order for countries to mitigate
the impact of annual cereal population must rise to 3 billion tons from the current
2.1 billion; and yearly meat production must go up to 200 million tons to reach 470
million. The problem here is that the global rate of growth of cereals had declined
considerably—from 3.2 percent in 1960 to just 1.5 percent in 2000.
The FAO recommends that countries increase their investments in
agriculture, craft long-term policies aimed at fighting poverty, and invest in
research and development. The FAO, therefore, enjoins governments to keep
their markets open, and to eventually ―move towards global trading system that
is fair and competitive, and that contributes to a dependable market food.
A forementioned are worthy recommendations but nations-states shall
need the political will to push through these sweeping changes in population
40
growth and food security. This will take some time to happen given that good
governance is also a goal that many nations, especially in the developing world
have yet to attain.
Learning Activity
Finding Everyday’s Pollution
Direction: List the different pollutants that you see in your neighborhood. Widen
your observation by looking and remembering the areas surrounding your
neighborhood.
1. Make a list of these pollutants and check which ones can be recycled
and which ones need to be put together for the garbage men to collect.
2. With recycled ones, list the possible things that you can do to make them
usable and explain this. (You can include suggestions to neighborhood,
the barangay, and the city district)
3. How can we lessen the pollution?
41
Lesson 10: Global Migration
Learning Outcomes:
a. Identify the reasons for the migration of people;
b. Explain why stages regulate migrations; and
c. Discuss the effects of global migration on the economic well-being of
states.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 This lesson will look at global migration and its impact on both sending and
receiving countries.
 There is nothing moral or immoral about moving from one country to
another. Human beings have always been migratory.
 Rather than looking migration in terms of a simplistic good vs. bad lens;
treat it as a complex social phenomenon that even predates
contemporary world.
What is Migration?
2 Types of Migration
1. Internal migration – refers to people moving from one area to
another within one country.
2. International migration – people cross borders of one country to
another.
5 Groups of International Migration

1. Immigrants – person who move permanently to another country.
2. Workers who stay in another country for a fixed period 9at least 6
months in a year)
3. Illegal migrants
4. Migrants whose families have ―petitioned‖ them tomove to the
destination country.
5. Refugees (asylum-seekers) – those ―unable or unwilling to return
because of well-founded fear of persecution on account of race,
religion, nationality, membership in a particular group, or political
opinion.
 Demographer’s estimates 247 million are currently living outside the

countries of their birth:
90% - moved from 18% of global total – Latin America
economic reason
10% - refugees and asylum- 16% - Eastern Europe and Central
seekers America
14% - Middle East and North africa
 A per country basis, India, Mexico, and China are leading with the
Philippines, together with Afghanistan only 6th in the world.
 50% of global migrants have moved from the developing countries to the
developed zones of the world and contribute anywhere from 40% to 80%
of their labor force.
- Outstripped the population growth in the developed
countries (3% vs. only 0.6%)
 Mckensey Global Institute – first-generation immigrants constitute
13% - the population in Western Europe
15% - North America
48% - GCC countries
 The majority of migrants remain in the cities. Once settled, they contribute
enormously to raising productivity of their host countries.
42
92% - United States
95% - United Kingdom
99% - Australia
 Anti-immigrant groups and nationalist argue that governments must
control legal immigration and put a stop to illegal entry of foreigners.
- Many of these anti-immigrant groups are gaining
influences through political leaders who share their
beliefs.
- Example: Trump attempted to ban travel into the United
States of people from majority Muslim countries, even
those with proper documentation.
 The International Monetary Fund predicted that the flow of refugees
fleeing the war in Syria and Iraq would actually grow Wurope’s GDP, albeit
―modestly.‖
Benefits and Detriments for the Sending Countries
 Even if 90 % of the value generated by migrant workers remains in their

countries, they have sent billions back to their home countries,
$70 billion – India
$62 billion – China
$28 billion – Philippines
 $25 billion – China Remittances likewise change to economic and
social standing of migrants, as shown by new renovated homes and their
relative’s access to new consumer goods.
 The Asian Development Bank (ADB) observes that countries like the
Philippines remittances ―do not have significant influence on other key
items of consumption or investment as spending on educationand
healthcare.‖
 Brain drain – referred to ―siphoning…qualified personnel and removing
young workers.
 52% of Filipinos who leave for work in the developed world have tertiary
education.
 The loss of proffesionals in certain key roles, such as doctors, has been
detrimental to the migrant’s home countries. In 2006,
- 15% locally trained doctors from 21sub-Saharan African
had migrated to United States or Canada.
- 43% doctors left – Liberia, 30% – Ghana, 20% – Uganda
 Governments are aware of this long-term handicap, but have no choice
but to continue promoting migrant work as part of state policy because of
the remittances’ impact on GDP.
 The sustainability of migrant-dependent economies will partially depend
on the strength of these institutions.
- Bureau of Manpower, Employment and Training –
Bangladesh
- Office of the Protector of Emmigrants – Indian Labor
Ministry
- Philippine Overseas Employment – Philippines
The problem of Human Trafficking
 On top of the issue of brain drain, sending States must likewise protect
migrant workers.
 Human Trafficking – the United States Federal Bureau of Investigation list it
as the 3rd largest criminal activity worldwide.
 In 2012, the International Labor Organization (ILO) identified 21 million
men, women, and children as victims of ―forced labor,‖ an appalling
three out of every 1000 persons worldwide.
- 90% of the victims (18.7 million) – exploited by private
enterprises and entrepreneurship.
43
22% (4.5 million) – sexually abused.
-
68% (14.2 million) – worker under compulsion in
-
agricultural, manufacturing, infrastructure, and domestic
activities.
 Human Trafficking – has been profitable, earning syndicates, smugglers,
and corrupt state officials profits of as high as $150 billion a year in 2014.
 Governments, the private sector, and civil society groups have worked
together to combat it, yet the result remain uneven.
Integration
 A final issue relates to how human migrants interact with their now home
countries. They may contribute significantly to a host nation’s GDP, but
their access to housing, health care, and education is not easy.
 Migrants from China, India, and Western Europe often have more success,
while those from Middle East, North Africa, and Sub-Saharan Africa face
greater challenges in securing jobs.
 In the United States and Singapore, there are types of Filipino workers:
- Blue collar –
- White collar –
 Democratic states assimilate immigrants and their children by granting
them citizenship and rights that go with it, especially public education.
However without a solid support from their citizens, switching citizenship
may just be formality.
 Migrants unwittingly reinforce the tension by ―keeping among
themselves‖. The first-time migrants’ anxiety at coming into a new and
often ―strange‖ place mitigated by ―local networks of fellow citizens‖ that
serve as the migrants safety net from the dislocation of uprooting oneself.
 Governments and private business have made policy changes to address
integration problems, like using multiple languages in state documents.
Learning Activity
OFW Survey
Direction:
1. Do a two different survey in your neighborhood and friends then ask them
about their relatives (parents, children, uncles, aunts, etc.) who had
migrated or worked abroad.
2. List down who they are,where they migrated or are woking, and for how
long they have been there.
3. Your goal is to map your neighborhood and friends to determine how
much of the families there are reliant on relatives living and/or working
abroad.
4. After finishing your census, do a second survey to determine how different
homes are supported by immigrants/migrant workers.
5. Check the architecture of the homes, the way your neighbors and friends
dress, their vehicles, etc.
In your result, compare the survey between your neighbor and friends and ask
yourself about the following questions:
1. What has changed in our communities because of global migration?

2. How are people coping with the visit or return of the immigrants?
3. What changed among the immigrants/overseas workers when they went
back or visited home
44
Lesson 11: Environmental Crisis and Sustainable Development
Learning Outcomes:
a. Discuss the origins and manifestations of global environmental crises;
b. Relate everyday encounters with pollution, global warming,
desertification, ozone depletion, and many others with a larger picture
of environmental degradation; and
c. Examine the policies and programs of governments around the world
that address the environmental crisis.
-----------------------------------------------------------------------------------------------------------------------
Introduction
 If you live in Metropolitan Manila and travel to school everyday, the

moment you stepout of your home, you are already exposed to the most
serious problem of humanity faces today.
 Waste are already indicative of some environmental problems.
 In the city you live in, there is a dying river, an increasingly poisonous sky,
an enourmous amount of waste, and declining of life.
 It is the point that you recognize the ecological crisis happning around
you, and how the deterioration of the environment has stabilized
populations and species, raising the specter of extinction for some and
lesser quality of life for the survivors and their offspring.
The World’s Leading Environmental Problems
The Conserve Energy Future website lists the following environmental challenges
that the world face today.
1. The depredation caused by industial and transportation toxins and plastic
in the ground; the defiling of the sea, rivers, and water beds by oil spills
and acid rains; the dumping of urban waste.
2. Change in global weather patterns and the surge in ocean and land
temperature leading to a rise in sea levels, plus the flooding of many
lowland areas across the world.
3. Overpopulation
4. The exhaustion of the world’s natural non-renewable resources from oil
reserves to minerals to potable water.
5. A waste disposal catastrophe due to the excessive amountof waste
anloaded by communities in landfills as well as on the ocean; and
dumping of nuclear waste.
6. The destruction of million-year-old ecosystems and the loss of biodiversity
that have led to the extincton of particular species and the decline in the
number of others.
7. The destruction of oxygen and the increase in carbon dioxide in the
atmosphere because of deforestation.
8. The depletion of ozone layer protecting the planet from the sun’s deadly
ultraviolet rays due to chloroflourocarbons (CFCs) in the atmosphere.
9. Deadly acid rain as aresult of fossil fuel combustion, toxic chemicals from
erupting volcanoes, and the massive rotting vegetables filling up garbage
dumps or left on the streets.
10. Water pollution arising from industrial and community waste residues
seeping into the underground water tables, rivers, and seas.
45
11. Urban sprawls that continue to expand as a city turns into megalopolis,
destroying farmlands, increasing traffic gridlock.
12. Pandemics and other threats to public health arising from waste mixing
with drinking water, polluted environments that become breeding
grounds for mosquitoes and disease carrying rodents, and pollution.
13. A radical alteration of food systems because of genetic modifications in
food production.
Man-made Pollution
 Human exacerbate other natural environmental problems.

 In Saudi Arabia, sandstorms combined with combustion exhaust from
traffic and industrial waste lead the World Health Organizations to declare
Riyadh as one of the most polluted cities in the world. It is this ― human
contribution‖ that has become an immediate cause of worry.
 Greenpeace India reported that in 2015, air pollution in the country was its
worst, aggravated by Indian government’s inadequate monitoring system.
 Furthermore, 94% of Nigeria’s population is exposed to air pollution that
WHO warned as reaching dangerous levels whle Gaborne, the capital of
Botswana is the 7th most polluted city in the worls.
 Waste coming out of coal, copper, and gold mines flowing out into the
rivers and oceans is destroying sea life or permeating the bodies of those
which survived with poison.
 Malanjkhand – biggesr copper mine.
 China, the ―tailings‖ from the operations of the Shanxi Maanqiao
Ecological Mining Ltd., producing 12, 000 tons of gold per year have
caused pollution and safety problems.
 Pollution in West Africa has affected ―the atmospheric circulation system
that controls everything from wind and temperature to rainfall across huge
swathes of the region.‖
 Asian monsoon, in turn, had become the transport of polluted air into the
stratosphere spreading pollution in Asia.
 Aerosol is tagged the culprit in changing rainfall patterns in Asia and the
Atlantic Ocean.
 In 2013, as a result of climate change, uncontrolled urban growth, and
rapid industrialization, 28,000 of these rivers had disappeared.
 People’s health has been severely compromised. An archived article in
the journal Scientific American blamed the pollution for ―contributing to
more than half a million premature deaths each year at the cost of
hundreds of billion dollars.
 It has been the poor who are most severely affected by these
environmental problems. Their low income and poverty already put them
at a disadvantage by not having resources to afford good health, to live
in unpolluted areas, to eat healthy foods,etc.
 One of the major of urban pollution is that the necessities that the poor
has access to are also the resources of the problem.
Example: transportation which uses diesel fuel, is the largest
contributers to environmental problems worldwide.
Motorbike – 75%-80% of the traffic in most Asian cities. It
emits more smoke, carbon monoxide, hydrocarbons.
 These vehicles usually command a lower price because of their durability
and low operating cost, and hence affordable middle class. However,
they also release four times the toxic pollution as the busses.
46
“Catching Up”
 The massive environmental problems are difficult to resolve because

governments believe that for their countries to become fully developed,
they must be industrialized, urbanized, and inhabited by a robust middle
class with acess to the bestof modern amneties. A developed society,
accordingly, must also have provisions for poor – jobs in the industrial
sector, public transportation, and cheap food.
 The model of this ideal modern society is the United States, which until the
1970’s was global economic power with a middle class that was envy of
the world.
Consequenses:
- Worst polluter in the history of the world(27% world’s
carbon dioxide emission, 67% comes from cars and other
vehicles.)
 Countries like China, India, and Indonesia are now in the midst of frenzied
effort to achieve and sustain economic growth to catch up with the West.
In the ―desire to develop and improve the standard living of the citizens,
these countries will opt for the goals of economic growth and cheap
energy,‖ which, in turn, would ―encourage waste, and inefficiency and
also fuel environmental pollution.
 These ―extractive‖ economies, however, are ―terminal‖ economies. Their
resources, which will be eventually depleted, are also sources of pollution.
 If the United States lets its environment suffer to achieve modernity and
improve the lives of its people, developing countries see no reason,
therefore, why they could not sacrifice the environment in the name of
progress.
Question: How is environmental sustainability ensured while

simultaneously addressing the development needs of
poor countries?
Climate Change
 Global warming is the result of billion of tons of carbon dioxide (coming

from coal-burning power plants and transportation), various air pollutants,
and other gases accumulating in the atmosphere. These pollutants trap
the sun’s radiation causing the warming of earth’s surface.
 The greenhouse effect is responsible for reoccurring heat waves and long
droughts in certain places, as well as for heaviear rainfall and devastating
hurricanes and typhoons in others. In the United States, the number of
storms had also gone up, with Hurricane Katrina (2005) and Hurricane
Sandy (2012) being the worst.
 Glaciers are melting every year since 2002, with Antartica losing 34 billion
metric of ice. There is a coastalflooding not only in the United States
eastern seaboard but also in the Gulf of Mexico. Coral reefs in the
Australian great Barrier Reef are dying, and the production capacities of
farms and fisheries have been affected. Flooding has allowed more
breeding grounds for disease carriers like the Aedes aegypti mosquito and
the cholera bacteria.
 Since human-made climate change threatens the entire world, it is
possibly the greatest present risk to humankind.
47
Combating Global Warming
 In 1997, 192 countries signed Kyoto Protocol to reduce greenhouse gases,

following the 1992 United nations Earth Summit where a Framework
Convention for Climate Change was finalized. The United States – the
biggest polluted in the world is not joining the effort of Kyoto Protocol.
 A 2010 World Bank report thus concluded that the protocol only had a
slight impact on reducing global emissions, in part because of the non-
binding nature of the agreement.
 Paris Accord – the follow up treaty to the Kyoto Protocol, negotiated by
195 countries in December of 2015. It seeks to limit the increase in the
global average temperature based on targeted goals as recommended
by scientists.
- Unlike Kyoto Protocol, which has predetermined Carbon
dioxide emission limits per countrt, the Paris Accord provides
more leeway for countries to decide on their national
target.
 Social movements, however, have had better success working together,
with some pressure on their governments to regulate global warming.
 Local alliances between the state, schools, and communities are
replicated at the national level, the success becomes doubly significant.
 The imperative now is everyone to set up these kinds of coalitions on a
global scale.
Learning Activity 1
Cause and Effect of Everyday’s Pollution
Direction: Observe and list the common pollution that we’re facing today. What
is there cause and effect to environmental. You can give some suggestion or
opinion how to lessen and prevent it.
Example: Air Pollution

Cause Effect Suggestion/Opinion
_______________ Pollution
_______________ Pollution
48
Learning Activity 2
Finding Everyday Pollution
Direction: Go around neighborhood and list the different kinds of pollutants that
you see. Widen your observation by looking at the areas surrounding your
neighborhood.
1. Make a list of these pollutants and check which ones can be recycled
and which ones need to be put together for the garbage men to collect.
2. With the recycled ones, list the possible things that you can do to make
them usable and explain this in a report.
3. Do not limit yourself to what you can do with the recycles. Your report
must include suggestions to the neighborhood, the barangay, and the
municipality or district.
Garbage men to collect

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Recycled Garbage
Garbage Usage
1.
2.
3.
4.
Suggestions
Neighborhood Barangay Municipality/District
Other Reports:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
49
Refferences:
The Contemporary World by Lisandro E. Claudio, Patricio N. Abinales

Aguilar, Filomeno V. 2012. ―Differentiating Sedimented from Modular
Transnationalism: The vew from East Asia.‖ Asian and pacific Migration
Journal 21(2);149-171l
Bello, Walden F,.2006.‖Multiple Crises of Global Capitalism.‖ In
Deglobalization:Ideas for New World Economy, pp.1-31.Quezon
City:Ateneo de Manila University Press.
Castles, Stephen.2000. ―International Migration at the Beginning of the Twenty-
First Century: Global Trends and Issues.‖International Social Science
Journal 52 (165):269-281.
Cater, April. 2001.‖Global Civil Society:Acting as Global Citizens‖ in The Political
Theory of Global Citizenship, pp.147-176 London:Routledge.
Connell Raewyn. 2007.‖Depedency, Autonomy and Culture. In Southern
Theory:Global Dynamics of Knowledge in Social Science,pp. 139-163.
Cambridge, UK:Polity Press.
Hobsbawn, Eric J. 1996 ―The Future of the State.‖ Development and Change 27
(2):267-278.
Lee, Ronald. 2003.‖The Demographic Transition:Three Centuries of Fundamental
Change.‖Journal of economic
50

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The

An Introductory Note to the Student

1. Studying the outside world cure parochialism or an outlook that is

Introduction to the Course ---------------------------------------------------------------------------- i

Table Contents --------------------------------------------------------------------------------------------- iii

Unit 1 - Structures of Globalization ------------------------------------------------------------------- 1

Unit 2 : A World of Ideas: Cultures of Globalization ------------------------------------------- 23

Lesson 6: The Globalization Of Religion ----------------------------------------------------------- 23

Unit 3 : Movement and Sustainability --------------------------------------------------------------- 36

A Story: Gio, Latif, and the Laska

 Gio – ksecond year International affairs student in a university in Cebu City

Question: How have you experienced Globalization?

Question: What are the differences between globalization and globalism?

 For an anthropologist Arjun Appadurai’s argument is simple: There are multiple

5 Scapes of Arjun Appadurai

Question: Why is it crucial to emphasize that globalization is uneven?

Questions: - Which countries make the most household and personal

 Silk Road – oldest known int’l trade route.

 1970s – more indirect versions of the gold standard were used.

Question: Can you imagine the economy situation without the

The Bretton Woods System

 Bretton Wood System – economic system that would ensure a longer-lasting

Delegates in Bretton Woods agreed to create two financial institutions:

1. International Bank for Reconstruction and Development ( IBRD or World Bank)

Neoliberalism and Its Discontents

 Mid 1940s – 1970’s – High point of Global Keynesianism.

The Global Financial Crisis and the Challenge to Neoliberalism

 Financial experts wrongly assumed that:

 2007 – home prices stopped increasing as supply caught up with demand. –

 The United States recovered relatively quickly thanks to a large Keynesian-style

Question: How do economic forces facilite the deepening of globalization?

Global Economic institution

Direction: Choose an international economic organization or an international

Question: What are the differences between globalization and

The Attributes of Today’s Global System

4 Attributes of World Politics:

Question: What are the differences between Nation and States?

 STATES – in Layman’s terms referes to a country and its governments.

 NATION – according to Benedict Anderson ―imagined community‖’, does not

The Interstate System

 Treaty of Westphalia – a set of agreements signed in 1648 to end thirty years

Question: What do you prefer to believe Napoleon Bonaparte’s Principles

 Liberal Internationalism – late 18th century German Philosoper Immanuel Kant.

―Unfortunately the league was unable to hinder

 Axis Powers – Hitler’s Germany, Musselini’s Italy, and Hirohito’s Japan.

Questions: What are the differences liberal and socialist internationalism?

Direction: Further research/read on Giuseppe Mazzini, Woodrow Wilson, Karl Marx, or

1. What do you think of nationalism?

What is an international Organization?

 International Organizations (IOs) - commonly used to refer international

The United Nations

 United Nations (UN) - most prominent IO in the contemporary world.

1. General Assembly (GA) – "main deliberative policymaking and

4. International Court Justice (ICJ) - "is to settle accordance with

Challenges of the United Nations

 Today, a similar dynamic is evident in Syria, which is undergoing a civil war.

Question: What is the possible cause for the challenges faced