“Globalization” has brought a cluster of related changes that are increasing the interconnectedness of the world. These changes are occurring in, but not limited to, economic, technological, cultural, and political realms. The effects of globalization can be summarized as increased interdependence, interconnectedness, and cultural diversity. Globalization is changing the ways we experience national identity and cultural belonging. Identity and belonging are now complicated by the increasingly fluid political and cultural borders that once separated nation-states and the people within them. With reference to the nation-state, citizenship has been understood as a basis for community, a source of personal identity, and a model of social organization.
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It is twinned to consumerist cosmopolitanism where things like food, tourism, music, literature, and fashion are increasingly interchangeable and mixed up around the globe. A passage by Charles Gellar (in Hayden & Thompson, 1995) illustrates this conceptualisation of cosmopolitan education in an international education context:
Not so much curriculum, but what takes place in the minds of children as they work and play together with children of other cultures and backgrounds ... that cooperation, not competition, is the only viable way to solve the major problems facing the planet, all of which transcend ethnic and political borders.
This characterization is an ‘international’ or ‘internationalised’ orientation that, rather than being a specific philosophy or pedagogy or curriculum, describes a disposition or state of mind. One is not likely to find examples of such an orientation in a lesson plan or by tabulating test scores. Instead one is more likely to find these characteristics embodied in statements about the kind of individuals a school hopes to produce, and the mission statements of these schools is a starting point as they articulate the schools’ …show more content…
While it may be possible to find theoretical acceptance of the education for cosmopolitan dispositions from these stakeholders, it may prove more difficult in practice and they may need more concrete persuasion than logical arguments provide. It may fall on cosmopolitan proponents to determine to what degree cosmopolitan education can be a positive influence in the education and to what extent and in which schools it already exists, as well as the political context in which the school is situated. The institution has realised that it’s the need of the hour to create a feeling of oneness among the students and its of no use to discriminate people on the basis of any identities given by the society. Hence they are creating a cross cultural intelligence in its community that help students to realise the need of being human and being adaptable. The curriculum of SOMS is also designed in such a way that the upcoming business administrators are able to think above the cross cultural differences and there by excel in their
It is twinned to consumerist cosmopolitanism where things like food, tourism, music, literature, and fashion are increasingly interchangeable and mixed up around the globe. A passage by Charles Gellar (in Hayden & Thompson, 1995) illustrates this conceptualisation of cosmopolitan education in an international education context:
Not so much curriculum, but what takes place in the minds of children as they work and play together with children of other cultures and backgrounds ... that cooperation, not competition, is the only viable way to solve the major problems facing the planet, all of which transcend ethnic and political borders.
This characterization is an ‘international’ or ‘internationalised’ orientation that, rather than being a specific philosophy or pedagogy or curriculum, describes a disposition or state of mind. One is not likely to find examples of such an orientation in a lesson plan or by tabulating test scores. Instead one is more likely to find these characteristics embodied in statements about the kind of individuals a school hopes to produce, and the mission statements of these schools is a starting point as they articulate the schools’ …show more content…
While it may be possible to find theoretical acceptance of the education for cosmopolitan dispositions from these stakeholders, it may prove more difficult in practice and they may need more concrete persuasion than logical arguments provide. It may fall on cosmopolitan proponents to determine to what degree cosmopolitan education can be a positive influence in the education and to what extent and in which schools it already exists, as well as the political context in which the school is situated. The institution has realised that it’s the need of the hour to create a feeling of oneness among the students and its of no use to discriminate people on the basis of any identities given by the society. Hence they are creating a cross cultural intelligence in its community that help students to realise the need of being human and being adaptable. The curriculum of SOMS is also designed in such a way that the upcoming business administrators are able to think above the cross cultural differences and there by excel in their