Fujikane (2003) indicates that there are three goals of globalization as educational imperatives. They are: (1) the intensity of interdependence in all aspects of human life, (2) the changing pattern of actors on the world stage, and (3) the growing moral sense of “oneness” transcending national borders. The new worldviews behind the contemporary movements are fundamentally different from the rationalists’ perspective, which supported early educational efforts for international education (Fujikane, 2003). That perspective intended to develop national citizens who could understand, sympathize, and help others in order to create international harmony. In contrast, the revised imperatives are now embracing the idea of new world citizens who acknowledge interdependency, act independently of their own nation states, and are constructing universal morality in order to create a more just global society (Shin, 2003).
Hyunsook Song, K. (2008), "Impact of Japanese colonial legacy on globalization of Korean education", Hopson, R., Camp Yeakey, C. and Musa Boakari, F. (Ed.) Power, Voice and the Public Good: Schooling and Education in Global Societies (Advances in Education in Diverse Communities, Vol. 6), Emerald Group Publishing Limited, Bingley, pp. 343-365. https://doi.org/10.1016/S1479-358X(08)06013-0Download as .RIS
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