Globalization and Education in the 21st Century
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper provides a critical historical summary of globalization and examines various positions against and in favor of globalization. It concludes that capitalistic globalization has not achieved its central goal of global economic growth and even less of the betterment of the quality of life. The encompassing mind-set or world view that globalization fostered in peoples is problematic not only because of its cultural homogenization but because of its lack of sense of obligation to others, poor sense of the public, and private relativism. Education has a critical role to play in dealing with the problematic aspects of globalization. It is argued that a critical examination of critical pedagogy, cosmopolitism (the establishment of cosmopolitan democratic law and the establishment of a democratic community as expounded by D. Held and also relying on M. Nussbaum), and global education (mainly as proposed by P. McIntosh) should be undertaken to identify commonalities and differences and articulate a renewed pedagogical approach.
 
 Key words: globalization, critical pedagogy, cosmopolitism, global education, cultural homogenization
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it