Globalization: Learning For

GLOBALIZATION: LEARNING FOR THE GLOBAL ENVIRONMENT BY RUBY J. LIBERTUS Bachelor of Arts Oral Roberts University Tulsa, Oklahoma May, 1995 Master of Arts Oral Roberts University Tulsa, Oklahoma May, 1998 Submitted to the Faculty of the Graduate College of Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION December, 2003 GLOBALIZATION: LEARNING FOR THE GLOBAL ENVIRONMENT Thesis Approved: ll ACKNOWLEDGMENTS Dr. Gary J. Conti (Guru)- Thank you for all your help and support, without you this would have been virtually impossible. You played a pivotal part in my program and in the study; for that I am very grateful. I also wish to extend my sincere gratitude to Dr. Lamberton, Dr. Olson, and Dr. Martin Burlingame for serving on my committee. Their feedback and input was integral to the modification and direction of the study. Thank you all for taking the time to be a part of this dissertation. Dr. Lamberton, you have been the inspiration and driving force behind this entire subject. Thanks to Dr. Elaine Geerdes for the help, encouragement, and support especially during the stressful moments. Thank you for your genuine interest in the subject matter, your patience, and your unrelenting assistance. Thank you to my parents, Ruth, and Ali for their never ending encouragement. Their motivation and belief in me has kept me on the path to completion. This has meant the world to me. This paper is dedicated to them. iii TABLE OF CONTENTS Chapter Page PROLOGUE 1 1. GLOBALIZATION 4 Introduction 4 Globalization 7 Globalists . 11 Adult Learning 15 Andragogy 16 Self-Directed Learning 18 Real-Life or Real-World Learning 19 Learning How To Learn 20 Transformation 21 Learning Strategies 23 Problem Statement 24 Purpose 27 Research Questions 27 Definitions 29 2. GLOBAL LITERATURE 32 Globalization 32 The History of Globalization 35 Definition of Globalization 38 Commonalities and Differences in the Literature 42 Mechanisms of Globalization 44 Globalism vs. Globalization 45 Culture and Language in Globalization 47 Adult Learning 54 Andragogy 55 Empowerment 56 Learning How to Learn 56 lV Transformational Learning 57 Real-Life or Real-World Learning 60 Self-Directed Learning 61 3. GLOBAL MOSAIC DESIGN 63 Design 63 Sample 63 Interviews 66 Pilot Study 67 ATLAS 69 Procedure 71 Interview Questions 73 4. GLOBAL ORGANIZATIONS 75 The Participants 75 Education 80 Length of International Involvement 81 Learning Strategies 82 Tulsa Global Alliance 84 GreenTeam Incorporated 103 World Neighbors 106 Global Education 107 Work of Women 108 Globalization and the Human Experience 110 Grassroots Globalization Network . 112 National Council for International Visitors 119 Indian High Commission 123 United Nations 125 The Globalist 127 Summary 130 5. GLOBAL MOTIVATIONS 133 The Motivations of Globalists 133 Initial Motivations 135 An International Background or Immersion 136 V A Trip Beyond Borders--An Adventure 139 An International Environment 140 Spiritual Motivation 141 Motivated Locally Global Justice and Humanity 144 Business 148 Continuous Motivation 149 International Relationships 149 Results, Rewards, and Satisfaction 153 Learning . 155 Real-World Learning 155 Self-directed Learning 156 Empowerment 157 Critical Reflection and Transformation 158 Summary 159 6. GLOBAL CULTURES 162 Introduction. 162 Cultural Perceptions 163 Cultural Differences 164 Understanding With An Appreciation 170 Culture and Globalization--Homogenization 173 Homogenization--an Inevitable 176 Balancing Culture and Globalization 183 Learning. 188 Formal Education 188 Self-Directed Learning 191 Real-World Learning 193 Summary 194 7. GLOBAL MINDSET 197 Perspective, Attitude, and Approach 197 The Global Mindset Model 200 Global Curiosity 200 Global Tolerance and Understanding 203 Vl Global Awareness 207 Global View 209 A Balanced Perspective 218 Balance Of Idealism and Realism 219 Balancing the Lexus and the Olive Tree 222 Balancing Development and the Environment 224 Global Consciousness 226 Global Emotion 230 Learning. 236 Critical Reflection 236 Empowerment 237 Real-World Learning 238 Self-Directed Learning 239 Transformational Learning 239 Summary 240 8. GLOBALIZING FOR A BETTER WORLD 243 Introduction. 243 Global Vision 243 Globalization is an Inevitable Reality 244 Frustration with the Current International System 250 The Balanced Perspective 257 Perspectives for True Globalization 266 Globalization Envisioned as Sustainable 270 Globalization is About People 273 Global Mission . 276 Globalization in a Local Fashion 276 The Globalists' Role for Better Globalization 282 Learning . 291 Critical Reflection 291 Empowerment 292 Real-World Learning 292 Transformational 293 vii Summary 293 9. GLOBAL LEARNING ..... 296 Learning in Globalization 296 Learning Through Exposure 297 Learning through Global Immersion 300 Learning Through Observation 302 Learning Through Osmosis 303 Education 305 Mutual Learning 306 Learning Strategy Preferences 307 Engage rs 308 Navigators 309 Problem Solvers 310 Global Resources 318 Resources 318 Participants as Resources 323 Summary 324 10. GLOBAL SOLUTIONS 328 Summary of Study 328 Summary of findings 331 The Participants 332 Motivation 333 Cultures 334 The Mindset 335 Globalizing for a Better World 335 The Learning 336 Globalists . 338 Adult Learning 356 Self-directed Learning 362 Real-World Learning 363 Transformative Learning 363 Learning Strategies 364 Recommendations for Future Global Study 366 viii The Global Mosaic 367 REFERENCES 370 INTERNET REFERENCES 376 APPENDIXES 378 APPENDIX A GLOBAL EXEMPLARS MODEL GLOBAL CITIZENS 379 Bono 380 Former Ambassador Sergio Vieira de Mello 382 APPENDIX B INSTITUTIONAL REVIEW BOARD APPROVAL FORM 385 ix PROLOGUE All of my life, I have been drawn to global affairs, global events, and international people. This has sparked an interest in knowing more about the world, about the different regions, and different peoples. It has always been important for me to find out more about other countries and various cultures. From a young age having lived in different countries, I had to adjust and adapt to different work environments and had to learn to function in an international settings. As a teenager, I spent time in a boarding school in the Himalayan mountains which contributed largely to my outlook and perspectives on the world. After a course on globalization in which the book The Lexus and the Olive Tree was part of the reading material, my interest on globalization and people known as globalists was heightened. The author, Thomas Friedman, triggered my interest to find out what makes people globally involved and what makes people interested in global issues and people beyond their borders. It was of great interest to know what these people experienced in their lives to become global I citizens. Thus, the idea for this study was generated. Through this study, it was determined that globalization is a learned condition. Learning for and about globalization takes place with the participants of this 1 study. Globalization hinges on learning. There is learning for globalization and for the global community. Another discovery that emerged from the analysis of the findings of this study was a global mindset model with seven components. A major discovery of the study is the influence of people's preferred learning strategy on learning for the global mindset. The learning strategies of the participants were identified with Assessing The Learning Strategies of Adults (ATLAS) (Conti & Kolody, 1999). This instrument categories people into one of three learning strategy preference groups. One of these groups is called Problem Solvers. Problem Solvers rely heavily on critical thinking skills. "Because they are constantly seeking alternatives, most of their learning activities relate to generating alternatives" (Conti & Kolody, in press). Most of the participants in this study are Problem Solvers, and the seven components of the global mindset are related to the Problem Solver's approaches to learning. Thus, the learning strategies that the Problem Solvers are using and relying upon in their global learning are the most effective for learning for global citizenship. Since successful learning for globalization involves the Problem Solving strategies, learning for globalization should involve promoting and teaching Problem Solver strategies to the learning strategy 2 preference groups. What globalists think and practice in global terms is automatic and natural for the Problem Solver. 3 CHAPTER 1 GLOBALIZATION There is a great yearning among people everywhere to understand what's going on. Globalization, after all, involves huge changes that have a direct impact on many. --Stephen Richter, editor of Globalist.com Introduction From Hanuma Bay to the Himalayas, it is virtually impossible to go anywhere and not hear the word globalization used in some way today. "Globalisation is restructuring the ways in which we live, and in a very profound manner" (Giddens, 2000, p. 22). The world has been dramatically altered with the pace and span of the changes in recent years. "It is changing with lightening speed, in a tsunami of change" (Gailey, 2000, p. 9). Information is occurring at a substantial level and at a faster rate than ever before, and what is important is how this information is used and disseminated. "Distances are shrinking and information is spreading faster than ever before" (Ellwood, 2001, p. 9). The subject of globalization is "cutting edge stuff ... a worldwide social movement has emerged.

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