How Educational Ideologies Are Shaping Global Society

Intergovernmental Organizations, NGOs, and the Decline of the Nation-State

Joel Spring

• Publisher: Routledge
• Year: 2014
• eBook ISBN: 9781135614126
• Topic: Education
• Subtopic: Education General

In this book Joel Spring explores three major international educational ideologies that are shaping global society: neo-liberal educational ideology, human rights education, and environmentalism.

Neo-liberal ideology reflects a rethinking of nationalist forms of education as the nation-state slowly erodes under the power of a growing global civil society. Traditional nationalist education attempts to mold loyal and patriotic citizens who are emotionally attached to symbols of the state, whereas the goal of neo-liberal educational ideology is to change nationalist education to serve the needs of the global economy. These changes are fueling a clash between the ideas of free-market and consumer-based neo-liberals and those of human rights and environmental educators.

Human rights education is concerned with creating activist global citizens. It is rooted in the idea that inherent in human rights doctrines is a collective responsibility to ensure the rights of all people.

Environmentalism is the most radical of the ideologies because it rejects the industrial and consumerist paradigm that has dominated most economic thought, including capitalism and communism.

Spring synthesizes and analyzes the effect of these educational ideologies on shaping the future of the global society. In the concluding section, he compares the effect of these ideologies on global society with the possibility of a world divided between conflicting civilizations. How Educational Ideologies Are Shaping Global Society: Intergovernmental Organizations, NGOs, and the Decline of the Nation-State features:

*a critical exploration of the transition of schooling from a function of the nation-state to a globalized economic and political system;

*a discussion of the major organizations and trading blocs shaping the future globalization of educational policies;

*an analysis of the major competing global ideologies of education--including national and corporate models that emphasize training workers for a competitive global free market; the worldwide network of human rights and peace educators who are teaching a global set of ethics; and the environmental movement's efforts to create a common set of educational standards for sustainable development and sustainable consumption; and

*an exploration of the possible future of global educational policy and school organizations.

By integrating a wide range of previously scattered information within a bold new framework for understanding educational ideologies and their impact on the global society, Spring raises important questions for researchers, professionals, and students in history and philosophy of education, educational policy, educational studies, comparative education, multicultural education, curriculum studies, critical media studies, global studies, human rights education, and related areas.

Notes

PREFACE

1. Michael Hardt and Antonio Negri, Empire (Cambridge: Harvard University Press, 2000), p. 213.

CHAPTER 1

1. Bassam Tibi, Arab Nationalism: Between Islam and the Nation-state (New York: St. Martin’s Press, 1997), p. 148.
2. Ibid., p. 148.
3. “Syria-Constitution,” http://www.oefre.unibe.ch/law/icl/sy00000_.html.
4. The Emile of Jean Jacques Rousseau: Selections translated and edited by William Boyd (New York: Teachers College Press, 1956), p. 189.
5. Jean Jacques Rousseau, Emile translated by Barbara Foxley (London: Everyman, 1993), p. 508.
6. Ibid., pp. 509–510.
7. Ibid., p. 525.
8. The Emile of Jean Jacques Rousseau …, p. 184.
9. Ibid., p. 191.
10. Ibid., p. 185.
11. Ibid., p. 184.
12. Ibid., p. 191.
13. George Mosse, The Nationalization of the Masses: Political Symbolism and Mass Movements in Germany from the Napoleonic Wars through the Third Reich (New York: New American Library, 1975), p. 2.
14. Ibid., p. 2.
15. “Imperial Rescript: The Great Principles of Education, 1879,” in Herbert Passim, Society and Education in Japan (New York: Teachers College Press, 1965), p. 227.
16. Teruhisa Horio, Educational Thought and Ideology in Modern Japan: State Authority and Intellectual Freedom edited and translated by Steven Platzer (Tokyo: University of Tokyo Press, 1988), p. 68.
17. Ibid., p. 68.
18. A. S. Makarenko, A Book for Parents (Amsterdam: Fredonia Books, 2002), p. 22.
19. Anna Quindlen, “Indivisible? Wanna Bet?” Newsweek (15 July 2002), p. 64. Also see Rhea Borja, “Pledge of Allegiance in the Legal Spotlight,” Education Week (10 July 2002).
20. Ibid.
21. “Scalia Attacks Church-State Court Rulings,” The New York Times (13 January 2003), p. 19.
22. “State of the Union Address,” New York Times on the Web, http://www.nytimes.com (29 January 2003).
23. Ibid.
24. Michael Hardt and Antonio Negri, Empire (Cambridge: Harvard University Press, 2000), p. 213.
25. Joel Spring, Education and the Rise of the Global Economy (Mahwah, New Jersey: Lawrence Erlbaum Associates, 1998).
26. Jon Woronoff, Asia’s ‘Miracle’ Economies, Second Edition (Armonk, New York: M.E. Sharpe Inc.), pp. 121–142.
27. Ministry of Education, “The Singapore Education Service: Our Mission Molding the Future of Our Nation,” http://www.moe.edu.sg, p. 1.
28. Teo Chee Hean, “Addenda to President’s Address at Opening of Parliament, 27 May 1997, Ministry of Education,” http://www.moe.edu.sg, p. 1.
29. “Speech by Bg Lee Hsien Loong, Deputy Prime Minister at the Launch of National Education on Saturday 17 May 1997 at TCS TV Theater at 9:30 AM,” Ministry of Education, Singapore, http://www.moe.edu.sg, p. 1.
30. Ibid., p. 3.
31. Ibid., p. 8.
32. “Key Indicators of the Resident Population,” http://www.singstat.gov.sg/keystats/people.html#demo.
33. Singapore’s Constitution can be found at http://www.oefre.unibe.ch/law/icl/sn00000_.html.
34. Ibid.
35. Ibid.
36. Ministry of Education, “The Education System in Singapore—Primary Education: An Information Guide for Parents,” http://www.moe.edu.sg, p. 5.
37. “Activity: Away from Home,” http://www1.moe.edu.sg/etv/webbit/counry/activity.htm.
38. Ibid.
39. Mosse, p. 8.
40. “Activity: Made in Singapore!” http://www1.moe.edu.sg/etv/webbit/country/activity.htm.
41. Ibid.
42. Ibid.
43. “Activity: I can make a difference!,” http://www1.moe.edu.sg/etv/webbit/country/activity.htm.
44. Ibid.
45. Ministry of Education Singapore, “Desired Outcomes of Education,” http://www1.moe.edu.sg/desired.htm.
46. Ibid.
47. Ibid.
48. NEXUS (formerly Central National Education Office), Engaging Hearts & Minds (Singapore: NEXUS, 2003), p. 6.
49. Ibid....

Table of contents

• Cover Page
• Half Title Page
• Serries Title Page
• Title Page
• Copyright Page
• Table of Contents
• Preface
• Acknowledgments
• Nationalist Education in the Age of Globalization: Global Workers Carrying Their Nations in Their Hearts
• Schooling Workers for a Global Free Market: The World Bank
• Globalizing Morality: Human Rights Education
• Love the Biosphere: Environmental Ideologies Shaping Global Society
• Educating for a Global Environmental Ethic
• The Future of Education in Global Society
• Notes
• Author Index
• Subject Index