Reflection Papers 2 Renz 1.edited
Reflection Papers 2 Renz 1.edited
Reflection Papers 2 Renz 1.edited
A. Globalization (Overview)
B. Effect of Globalization
Economic expanded
Interdependent expanded
C. Kenter’s Negative effect of Globalization
D. Cultural Literacy in the Philippines
E. Miller’s Conceptual Concept of Literacy
Expanded View of Literacy
Rise of New Literacy
F. Challenges for Cultural Literacy in the Philippines
A.
B. Effect of Globalization
The role and importance of foreign direct investment for the national economy
[1] was primarily in improving the key macroeconomic indicators. FDIs are efficient form
of usage of private savings in the process of funding economic development and the in
reducing the gap between the planned investment and the local savings. Secondly, it is
significant contribution of foreign direct investment in overcoming the gap of foreign
trade of host country.
Foreign direct investment can bring many advantages for foreign investors [2]
among which, the most important are: savings in transport costs (both, inputs and
finished products), lower labor costs, available infrastructure, savings in customs costs
and contribution on imported goods, closer position to the customers, the possibility of
quick and efficient delivery, and availability of information about preferences and
possibility for fast adoption of products in accordance with market requirements.
In particular, it is necessary to analyze the relationship between investment and
economic growth. This interdependence can be seen by measurement of
macroeconomic aggregates, i.e. in growth rate, movement of investment, foreign
exchange level and trends and other. Changes are related to economic developments
at the national level, on the basis of which it is possible to assess the success of
development policy. When the positive elements have an increase, there are positive
structural changes. In periods of crises the negative changes are strengthening (slowing
the growth and investment, increasing unemployment rate, increasing in deficits, etc.)
[3] Investments generate significant positive effects on the economy of the host country.
Their impact is recorded in two points: the quantitative growth, measured by the balance
and the total inflow measured by gross domestic product, exports and domestic
investment: and qualitative through the transfer to the host country the investment,
trade, technology and financial flows. To determine the effects of FDI on economic
growth of the host country is not an easy task.
Scholars from the dependency tradition argue that FDI typically involves capital-
intensive production, which creates well-paying jobs but not on a large scale. Prior
research finds that the stock of FDI is associated with increased inequality, although its
effects vary by region and state context (Alderson and Nielsen 1999; Bornschier and
Dunn 1985; Kentor 2001; Lee et al. 2007).
The term “cultural literacy” has had a rough history since 1987, not just in the
USA where its originator, E. D. Hirsch, has his advocates and detractors, but in many
other countries as well. This is probably the reason that DepEd avoids using the term.
The last part of the standard, however, clearly points to the need for every high school
graduate to attain cultural literacy.
The current definition of cultural literacy is that adopted by the American National
Council of the Professors of Educational Administration: “Cultural literacy is the ability to
be informed by beliefs and behaviors that have been shared from one generation to
another in an oral or written form. Cultural literacy can create a piece of knowledge and
awareness that brings a distinct commitment to social justice, the responsibility to
defend human dignity, and respect for cultures and languages associated with different
nations and lifestyles.”
In other words, a culturally literate Filipino knows not only how to read and write, nor
only how to survive in Philippine society, but also what it means to be a Filipino and how
to live life fruitfully in a globalized world.
Since all Filipinos have at least one relative or friend living abroad, it has become very
important that students learn what it means to interact with non-Filipinos. We can
appreciate the culture of another country, however, only if we know what our own
culture is.
All models of development are essentially cultural. They reflect a culture’s perception of
the problems faced by society, and they incorporate solutions to those problems based
on that perception, and developed from the cultural resources of the society itself, in
order to address the specific situations in particular society. - Felipe M. De Leon Jr.
The National Commission for Culture and the Arts (NCCA) has been working closely
with DepEd to ensure that all high school graduates will at least know and appreciate
the most basic elements of our culture. With DepEd Usec Vilma Labrador in charge of
both the NCCA and the programs of DepEd, the blending of the curriculum with cultural
concerns is now seamless.
Cognizant of the need to accelerate the process of integrating culture in the basic
education curriculum and mainstreaming it in national development plans, the NCCA
Board of Commissioners, in its September 2001 meeting, resolved that a Philippine
Cultural Education Plan (PCEP) be formulated and operationalized. In 2002, after a
series of year-long consultative meetings, PCEP was launched as a comprehensive
Commission flagship program that outlined goals, policies, programs, and projects on
cultural education through the formal, non-formal, and informal systems.
In the Republic act no. 10066, this is the act providing for the protection and
conservation of the national cultural heritage, strengthening the national commission for
culture and the arts (NCAA) and its affiliated cultural agencies, and for the other
purposes. With the help of this act, the cultural heritage of our country will be passed
through generation to generation.
There are, of course, innumerable details left to work out. In the area of literature, for
example, the use of only excellent texts in English and Filipino high school textbooks
has finally been assured. Based on a 1985 DepEd project entitled “The Canon of
Philippine Literature,” the requirement will force textbook writers not to use their own
works as examples of good writing. Many of the so-called literary texts done by non-
award-winning writers have grammatical and stylistic errors. No wonder students do not
learn good English or good Filipino! Starting in June 2010, first-year students will be
exposed only to well-written English and Filipino.
In modern days, the concept of literacy has become more and more difficult to define
due to multiple meanings, interpretations, and perceptions associated with it. "It is
common today to pick up a newspaper or news magazine and read about literacy levels
or a number of illiterate people in the country" (Smith, 1977:135).
The complex nature of literacy was also observed by United Nations Educational
Scientific and Cultural Organisation (UNESCO, 2006), where it was indicated that
literacy as a concept has proved to be both complex and dynamic, continuing to be
interpreted and defined in a multiplicity of ways. Due to its multiplicity of meanings,
several definitions of literacy exist. This view agreed with UNESCO (2006:149) where it
was indicated that “the most common understanding of literacy is that it is a set of
tangible skills, particularly the cognitive skills of reading and writing”.
Miller (1973) subdivided literacy into three categories; Basic literacy, Comprehension,
and functional or practical literacy. Basic literacy, according to Miller, means the ability
to use correspondences of visual shapes, to spoken sounds, in order to decode written
materials and to translate them into oral language. Miller (1973: 3) noted that
"comprehension literacy means having the ability to understand the meaning of verbal
materials. Functional or practical literacy means the ability to read (decode and
comprehend) materials needed to perform everyday vocational tasks". Miller's views
and definitions are all centered on conventional skills of reading and writing. While
conventional literacy is used to measure academic success in a school set up, its
definitions in most cases exclude literacy as knowledge, competence or expertise in a
specialized area. It is important to note that the definitions cited in this article were
merely to situate and substantiate the context of the paper. Language, on the other
hand, has also evolved in meaning and definition. Several scholars such as Bloch and
Trager (1942) and Crystal (1987) defined language from a narrow perspective limiting it
to human oral language. Lyon (1990) argues that language is a broader concept as it is
not restricted to the oral version only as alleged by early scholars. While there are
several ways of defining a language, many of the definitions are centered on human
language as a tool for communication. Similarly, although most definitions of literacy are
centered around reading and writing skills, there is no universal standard definition of
good and effective literacy fluency (Lawton and Gordon, 1996: 138).
G - Challenges for Cultural Literacy in the Philippines
Multicultural Education is an idea, which has reached its time. Carrying the legacy o f
the 1960's and 1970's, a period of profound social change when the
p e o p l e o f t h e United States were forced to re-examine their cultural
heritage, multicultural education has emerged in the 1990's to address the
educational needs of a society that continues to struggle with the realization that it is not
monocultural, but is an amalgamation of many cultures.
The Philippines is a nation of different races, cultures, traditions, and religions. Of its
one thousand one hundred seven islands, people within speak different dialects. There
are those who speak Tagalog, Ilocano, Ibanag, Ilonggo, Chavacano, but, all
are called Filipinos. Indeed, there is diversity in the Philippines in terms of its race,
ethnicity, social– class, and cultural groups. P h i l i p p i n e e d u c a t i o n c o m p r i s e s
students from different races. In an average classroom with fifty
s t u d e n t s , s e v e r a l o f w h o m c a m e f r o m t h e T a g a l o g r e g i o n , t h e Ilocano
region, and some from the Visayas and Mindanao regions.