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The author, a distinguished senior scientist, reflects on the current state of mankind as seen from ninety years of experience. He notes how rapid, but unequal, technological progress has resulted in a human population explosion that has been acerbated by overly-rapid globalization. Overpopulation and increasing migration has led to conflicts between cultures, and where this is complicated by unequal levels of education and the persistence of antique religious beliefs, the result has been increased levels of hatred and global terrorism. Adapted from the source document.

This paper examines music education's legitimation of values as a means of preparing students for entry into the new 'knowledge society' of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever-changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures. © 2009 Taylor & Francis. ; postprint

'Globalization' and 'the Nation' provide significant contexts for examining past educational thinking and practice and to identify how education has been influenced today. This book, written collaboratively, explores country case studies - Australia, Brazil, Canada, China, the UK and USA as well as discussing the transnational European Union. Author Ian Davies: Ian Davies is Professor of Education at the University of York, UK.

In this article I examine policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. In doing so, I critically examine how globalization processes are constructed as policy problems when these transnational political agents propose adult education as a response. My main argument is that while UNESCO presents the provision of adult education as a means for governments to globally overcome disadvantages experienced by their own citizenry, the EU institutionalizes learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalization to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, I present the conceptual and methodological framework of my analysis. I proceed to examine the active role played by UNESCO and the EU in promoting adult education as a policy object at transnational level, and unpack the specific problem "representations. that are substantiated by these organizations. I argue that the UNESCO and EU processes assign specific values and meanings to globalization, and that these reflect a limited understanding of the complexity embedded in contemporary globalization processes. Finally, I tease out two of the effects produced by these problem representations.

The present article, based on a quantitative and qualitative approach, reflects on journalism education in Chile in a global context. The effects of globalization related to the introduction of information and communication technologies (ICT) and the precarious working conditions pose difficulties for training future journalists. Moreover, the political and cultural consequences associated with globalization phenomena, such as the strengthening of democracy and multiculturalism, increase the demands of social responsibility for the practice of this profession. Journalism education must assume these challenges as possibilities and apply a capabilities approach to education. ; Con base en una investigación cuantitativa y cualitativa, en este artículo se propone una reflexión sobre la enseñanza del periodismo en Chile en un contexto global. Los efectos materiales de la globalización relacionados con las nuevas tecnologías y las precarias condiciones laborales ponen en tensión la formación de los periodistas. Además, las consecuencias políticas y culturales asociadas con la globalización, como el fortalecimiento de la democracia y el multiculturalismo, incrementan las demandas de una mayor responsabilidad social en la practica del periodismo. La enseñanza del periodismo debería asumir estos desafíos como posibilidades para aplicar el enfoque de las capacidades en educación. ; Baseados em uma pesquisa quantitativa e qualitativa, este artigo propõe uma reflexão sobre o ensino de jornalismo no Chile, em um contexto global. Os efeitos materiais da globalização relacionados com as novas tecnologias e as precárias condições de trabalho colocam pressão sobre a formação de jornalistas. Além disso, as conseqüências políticas e culturais associadas à globalização tais como o fortalecimento da democracia e multiculturalismo, acrescentam as demandas por uma maior responsabilidade social na prática do jornalismo. O ensino do jornalismo deveria levar esses desafios como oportunidades para aplicar a abordagem das capacidades na educação.

1. Corporatism, social control, and cultural domination : from the radical right to globalization -- 2. The corporate state and schools -- 3. Anarchist critics of public schools -- 4. Free schools and deschooling -- 5. Choctaw tribal roots -- 6. Alaskan island -- 7. The politics of knowledge -- 8. Education and globalization -- 9. Consumer capitalism and schools -- 10. New goals for global schools : long life and happiness -- 11. Global educational rights and proposed constitutional amendment.