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
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.021 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.000 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".