Humans have often striven to organize themselves into distinct communities that share common thoughts, beliefs, and cultures throughout human history. In essence, the change has helped shape and satisfy social, economic, and political needs. Today, the world is becoming more interconnected as it continues to evolve and achieve better technologies. With globalization, society aims to build a greater sense of belonging. The purpose of this paper is to examine the importance of globalization in the life of a student as well as in a professional career.
The Distinction between “Globalism” and “Globalization”
Over the past, globalism and globalization have been used interchangeably. In the modern world, globalism is an assumption that seeks to explain the connection. According to the film, globalism has continued to create a network of interconnections amid the physical isolation that has been generated by multi-continental distances (Stucke, 2009). Globalization, on the other hand, refers to the relative rise in the scale of globalism. The latest paradigm reflects specifically on the future powers that continue to drive society’s adjustments to a single continent. Therefore, even though the two terms differ, they both have reasonable power towards achieving global citizenship.
The Value of Globalization to a Student
A global student is often aware of the activities that are local, national, and international. Such students often think critically, rationally, and are able to make informed choices (Aktas et al., 2017). These students learn to become successful people in terms of academic development by exploring and expressing their views in the most ideal manner. They are always confident, responsible, and reasonable members of the institution.
Theories to Explain the Concept of Global Citizenship
A number of theories have been postulated over the past couple of years to explain the concept of global citizenship. In simple terms, it is the act of becoming aware of, caring for, and embracing cultural diversity while accepting society’s sustainability. However, one theory indicates that global citizenship helps individuals to become aware of the global connection. Another theory, on the other hand, suggests that global citizenship is a significant, higher identification that allows one to stick to the group’s values and behaviors (Reysen & Katzarska-Miller, 2013). Based on the above definitions, it is clear that it is rather difficult to understand how to clarify the concept. In most cases, various labels have been used by these scholars to describe the inclusive forms of citizenship. Due to the absence of idealistic and concrete legal recognition of the global group identity, they have failed to achieve the correct definition. In my opinion, global citizenship is the act of becoming aware of the global community.
Global Citizenship Outcome
The world consists of people with varying beliefs, values, and norms. Interactions with these individuals require the need to accept and respect these members’ principles. Global citizenship helps one to follow the right qualities that, regardless of their diverse beliefs and backgrounds, are valuable for welcoming others (Aktas et al., 2017). The use of global citizenship enables one, irrespective of the existing differences to live in harmony and appreciate each other. As a student, it will help one to accommodate and adapt to varied cultures for the overall progress of society.
The capacity to be mindful of social disparities in society is one of the main characteristics of a global citizen. While certain people will feel comfortable, a number of ailments, suffering, and other calamities may affect the other group. These problems should be tackled by a global citizen and focus on the best possible mechanisms to better the lives of the other participants (Aktas et al., 2017). The pattern would help these members to look at the challenges facing the global community and work to improve the lives of other members of society.
I have learned to engage with individuals from diverse backgrounds over the past few years. Throughout time, considering their varied perspectives, I have acknowledged the need to respect every opinion. I have embraced their type of communication, history, and the way they communicate. My gratitude has encouraged me not only to be welcomed by these members but to work together as well. I understand the varied perspectives of the issues affecting members of the society.
As a student, I have always had an urge to help those who are less privileged at school. I continue to volunteer to assist these students to manage and cope with tough situations in the institution. My attitude has allowed me to live a happy life with these people. I have come to understand, as a scholar, the importance of everybody living in harmony. Therefore, my general appeal has always been to solve everyone’s problems and help them enjoy their lives.
Introduction to Ethics and Social Responsibility and Introduction to Psychology are the two most important courses which have encouraged my global citizenship viewpoint. The first course made me attentive to the topics that foster harmony in society and sustainability. On the other hand, my desire to connect to other members of society has been stimulated by the Exposure to Psychology. These two courses have propelled my environmental relevance and appreciation for humanity. Therefore, I regard them as the foundation of my understanding of global citizenship.
Based on the evidence presented, global citizenship is a significant concept in the life of a person. The theory provides a totally new dimension of articulating the challenges that concern individuals’ lives. It encourages qualities such as value diversity, social justice, and intergroup helping amongst the members of the community. The provision of these essential principles would help to promote harmony and cohesion in society.
Aktas, F., Pitts, K., Richards, J. C., & Silova, I. (2017). Institutionalizing global citizenship: A critical analysis of higher education programs and curricula. Journal of Studies in International Education, 21(1), 65–80. Web.
Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858–870. Web.
Stucke, K. (Writer). (2009). Globalization at a crossroads [Series episode]. In M. Stucke & C. Claudin (Executive Producers), Global issues. Films for the Humanities & Sciences.