The Delors Report (7 Tensions: Points to note)

7 Tensions flagged out in the report:
(Based on what's gathered from Ms Joy de Leo)

1. Tension between Competition and Equity
This is with reference to globalisation. Globalisation leads to competition for survival. This is our basic instinct - be it individual or as a community, or even as a country. While globalisation will lead to progress, sometimes this progress was further pushed because of the 'threat' of being lag behind. Hence, at the individual level, one attempts to outdo another to be in the lead.

As of equity - equity is about leveling up everybody to the common bar (by pumping a varying resources) in to develop individuals. On the other hand, for country (or organisation) to become competitive, it has to have a pool of talents that could place the country (or organisation) in the world map. To do so, that demands resources to be strategically pumped in to identified individuals that show they posseess the relevant potential.

By doing so, we no longer applying equity as that would hold back the capable and talented ones! To strive for progress, we could not afford to wait for the 'whole' to progress homogeneously upwards. The downside to adopt this is, a 'disadvantaged' group would emerged. So, what do we do with these people?

Perhaps, equity to a certain extent. Beyond which, diversity could be a better approach so as tot bring the country (or community) to new heights.

2. Tension between Tradition and Modernity
As we 'progress' forward, modernity is something that we look up to. Modernisation was the word associated with progress. Changes to become better. Modernisation influences the way we think, the way we act on things (in order to 'align' to become relevant, alongside with others). These influences often change our world views/ perspectives because during adjustments, we are likely to change the existing practices, and sometimes to give up some of them, and replace by 'new' ones that's relevant to the present/current or even future world.

As a result, tradition practices, cultural practices and sometimes even beliefs are being contested! They do not quite co-exist with new practices, sometimes, the latter is considered as a leap forward. Hence old practices are considered as hindrances/barriers to need to be gotten rid of.

This is obvious in some of the cultures - for instance, the Chinese used to get together to meet for the reunion dinner the evening before the Lunar New Year. In China, I believe this is still largely practised. However, in Singapore, we tend of toy with ideas of leaving the country during this period to 'hide' from the crowd. So, it has to do with individualism? (which is an influence largely from the west).

3. Tension between Material World and Spiritual World
What do we strive to achieve in this world we live in? In particular, the urban city when "staying ahead and being relevant" are the key to survival. Have we forgotten to seek the inner peace and desire to achieve a more spiritual life, to ask the reasons for our existence, if it's related to the material world that we are immersed in?

On the other hand, it's been the 'material' world that drives the economy - trading - be it big or small scale. Economy thrives because of transactions! People buy things, there's where the demand and supply. Just imagine what the world would be like if there isn't any transaction?

4. Tension between Short Term and Long Term
xx

5. Tension between Unity and Diversity
xx

6. Tension between Local and Global
xx

7. Tension between Universal and Communal
xx


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Source: http://www.ena.lu/the_delors_report-020102248.html
Download: unesdoc.unesco.org/images/0010/001095/109590eo.pdf

Bibliographic Citation:
Pierre Gerbet. Translated by the CVCE, . (1989, APRIL 12). The delors report. Retrieved from http://www.ena.lu/the_delors_report-020102248.html

In-Text Citation
(Pierre Gerbet. Translated by the CVCE, 1989)

About Identity (III) about Women

The topic our group presented is on the Evolution of Identity of Singapore Women.

More shall appear in the Course Blog.
Some resources (media) that we used - series of songs identifed during the session are as followed. Indeed, it brings out the distinguishing difference (and progress) across the eras:

Songs:

1. Superwoman (1988) by Karyn White: Lyrics.
2. Pretty Woman by Roy Orbison: Lyrics.
3. I am Woman by Helen Reddy: Lyrics.

MP3 files of these sounds can be found at http://beemp3.com/

Mom's Song by Anita Renfroe


Dadsense by Anita Renfroe

Other references:

1. Socyberty. (5 April 2009).The Changing Role of Women in Society. Retrieved from http://socyberty.com/issues/the-changing-role-of-women-in-society/#ixzz12WWyjg1L
2. Marcia Reynolds. (27 June 2010). The Emerging Identity of Women. Retrieved from http://www.notjustthekitchen.com/money-finance/the-emerging-identity-of-women/
3. Jean Lee S.K. Kathleen Campbell & Audrey Chia. (1999). The 3 Paradoxes: Working Women in Singapore. Retrieved from http://www.postcolonialweb.org/singapore/gender/3paradoxes.html
4. EDB Singapore. (2 July 2009). The 1960s Singapore Economic Development Board. Retrieved from http://www.sedb.com/edb/sg/en_uk/index/about_edb/our_history/the_1960s.html
5. The Development of Education in Singapore since 1965
   Background paper prepared for the Asia Education Study Tour for African Policy Makers, June 18 – 30, 2006
6. Singapore’s female entrepreneurs – are they different? Int. J. Entrepreneurship and Small Business, Vol. 5, Nos. 3/4, 2008

About Cultural Identity (II) Rojak

It's a very nice and close-to-the-heart analogy... literally, from the bowl of rojak... it reminds us the 'good taste' in the hands of a good chef - to bring the different 'foreign entities' together.

I like the simple approach.. where the different 'components' that make up the rojak... isn't it the same as the different nationalities that make up our nation?

However, it does not necessary mean that we could just mix any fruits together. Good taste only come about by the appropriate portion of paste and the chef who mix the paste with the fruits, and the finishing (sprinkle peanuts on the rojak)!

Put it across in a simplistic manner: The paste resembles the programmes that are to be implemented while the chef is really the 'implementor' of the programme - the outcomes depend largely how it's delivered.

So, don't take for granted the 'uniquely' made in Singapore rojak :)

About Cultural Identity (I) Diwali commercial - Petronas

This was shared by the Group 9 - to conclude the day of presentation (that lasted for 5 solid hours today. The topics revolved no other than topics on Identity & Multiculturalism.

This clip was an interesting one... which I think, it clearly illustrates what's going through in our youths' minds today. In fact, it touches on what another group talked about "Assimilation" vs "Multiculturalism" - what's happening today?

In the advertisement, the 4 young men actually 'adopted' what they considered as "hip". And that included creatively 'adopted' a new name "Andy" and "Sam". However, they were spotted by grandma who brought them back to reality!

Well, initially, I thought "Andy" would either run away or rudely replied his grandma to 'mind her own business'... haha... that's how I would stereotype those 'hip-hop' guys! Nevertheless, the storyline has proven me wrong! And grandma has no fear to correct "Sam"! (not anticipating any rude responses from him?), and she added "What a divine name!" hahaha....

There's hidden and deeper values to a seemingly entertaining advertisement.

(Module 2) Assignment: Topic 4

Who is a Singaporean? How do we reconcile our different ethnic backgrounds with this overarching identity? How can this relate to the profession of teaching, where diversity is increasingly being subsumed to the needs of globalisation on the one hand and cultural inclusivity on the other?

Click below to view word cloud in wordle

References:

1. Asia-Pacific Center Security Studies (APCSS). (1999). Report from the Conference on Globalisation and Regional Security: Asian Perspectives – Globalization in Asia: Getting the Breeze Without the Bugs. Retrieved from APCSS Database (http://www.apcss.org/)

2. Business Reference Services (BERA). (2004). Issue 1: Summer 2004: Globalisation. Retrieved from Library of Congress (LOC) Database (http://www.loc.gov/rr/business/)

3. Hall, S. (1997). Representation: Cultural representations and signifying practices. Retrieved from Google Books Database (http://books.google.com.sg/)

4. Hall, S. (2006). Cultural Identity and Diaspora. In Theorizing Diaspora, edited by Jana Evans Braziel and Anita Mannur, 233-246. Malden, MA: Blackwell, 2006. Retrieved from http://www.rlwclarke.net/Theory/PrimarySources/HallCulturalIdentityandDiaspora.pdf

5. Institute of Policy Development, Research Unit. (IPD) (2006). National Branding and National Identity: Desperately Seeking Singapore. Retrieved from www.cscollege.gov.sg/

6. Leong, K. C. (2009). Envisioning Chinese Identity and Managing Multiracialism in Singapore. Retrieved from IASDR 2009 Database (http://www.iasdr2009.org/)

7. Lepoer, B. L. (Ed.) (1989). Singapore: A Country Study. Washington: GPO for Library of Congress. Retrieved from http://countrystudies.us/singapore/

8. Levin Institute. The State University of New York. (2010). Globalization101. Retrieved from www.globalization101.org

9. Lim, L., Tan, A. G. (2003). Culture Inclusion in School Communities. In Securing Our Future Sourcebook for Infusing National Education Into the Primary School Curriculum (Chapter 7). Singapore: Prentice Hall.

10. Ministry of Education, Singapore (MOE). (2007). MANY PATHWAYS. ONE MISSION. Fifty Years of Singapore Education. Singapore: MOE Singapore.

11. Ministry of Education, Singapore (MOE). (Last updated 2010, Oct 6). National Education. Retrieved from http://www.ne.edu.sg/

12. Ministry of Information and the Arts, Singapore (MIA), Media Division. (1999, Mar 20). SPEECH BY DPM LEE HSIEN LOONG AT 300TH ANNIVERSARY OF THE BIRTH OF THE KHALSA SIKH VESAKHI CELEBRATIONS. (Press Release lhl19990329m). Retrieved from National Archives of Singapore Database (http://stars.nhb.gov.sg/)

13. Ministry of Information, Communications and the Arts (MICA). (2010). www.sg: Your official Gateway to Singapore. Retrieved from http://app.www.sg/

14. Nexus, Ministry of Defence. (2010). NE101. In Connexion.sg. Retrieved from http://www.connexion.sg/

15. Prime Minister’s Office Singapore (PMO). (2010, Aug 29). National Day Rally Speech (English) by Prime Minister Lee Hsien Loong on 29 August 2010, at 8.00pm at University Cultural Centre, National University of Singapore. Retrieved from http://www.pmo.gov.sg/

16. Singapore Department of Statistics (SDOS). (2010, Dec 9). Singapore Statistics Website. Retrieved from http://www.singstat.gov.sg/stats/themes/people/demo.html

17. Singapore Ministry of Home Affairs (MHA). (2008). Singapore United The portal for the Community Engagement Programme. Retrieved www.singaporeunited.sg

18. Smith, D. A. (1993). National Identity (Ethnonationalism in Comparative Perspective). Retrieved from Google Books Database (http://books.google.com.sg/)

19. Tan, K. Y. L. (2011). An Introduction to Singapore’s Constitution. Singapore: Talisman Publishing Pte Ltd.

20. Tan, S. K. S., Goh, C. B. (Eds.). (2003). Securing Our Future Sourcebook for Infusing National Education Into the Primary School Curriculum. Singapore: Prentice Hall.

21. Zakir, H. (2009, Jul 24). Religious Harmony: 20 years of keeping the Peace. The Straits Times. Retrieved from NLB Resources Guides (http://libguides.nl.sg/)

Assignment Question 4 Write-up

Research Essay Question 4

Who is a Singaporean? How do we reconcile our different ethnic backgrounds, with this overarching identity? How can this relate to the professional of teaching, where diversity is increasingly being subsumed to the needs of globalization on the one hand and cultural inclusivity on the other?

An Overview

To make connections between the parts of the broad question, finer questions for each part to help to clarify and contextualise the definition of key terms and provide greater depth and breadth in the discussion.  

The guiding questions:

·         What is “Identity” in the Singapore context?

·         What is the profile of Singaporeans and how has this shaped the “identity” of a Singaporean?

·         In Singapore, how are multiracialism perceived and managed?

·         What is the motivation behind Singapore’s national ideology?

·         Why is it important for us to bring together the different ethnic groups? What are the underlying risks and challenges the government attempts to manage?

·         What is the country’s approach develop and foster the ‘desired’ identity? What are the policies introduced to enforce this ‘new’ identity created?

·         In the education institutions, what are the efforts put in and programmes introduced to inculcate the desired mindset in the students?

·         What is the definition of “Globalization”?

·         What is the impact of globalization to Singapore?

·         What complexity (or diversity) has globalization add to a multiracial classroom or society in Singapore?

·         How has it change the social fabric in Singapore, hence impact on the classroom profile?

·         What does ‘cultural inclusivity’ mean in a Singapore classroom?

·         How could the impact of globalization and ‘cultural inclusivity’ change the way the classroom is managed?

·         How do the impact of globalization and ‘cultural inclusivity’ change the way educators design the learning experience of the students? 

Annex A is an illustration of the relationships between the questions, that when put together attempt to answer the broad question

The Singaporean Identity

Defining “National Identity”

Defined by Smith (1991), “…‘national’ identity involves some sense of political community, however tenuous. A political community in turn implies at least some common institutions and a single code of rights and duties for all the members of the community. It also suggests a definitely social space, a fairly well demarcated and bounded territory, with which the members identify and to which they feel they belong.” (p. 9)

National Identity is multi-dimensional and is built on a collection of identities which include ethnic and religious identity. It is a therefore a social construction characterized by the historical territory, historical memories, common mass public culture as well as a common economy with territorial mobility for members (Smith, 1991, p. 14).

Extending Smith’s concept of National Identity is Stuart Hall’s (1997, p4) description of national identity that can be perceived as a representation:

“Members of the same culture must share sets of concepts, images and ideas which enable them to think and feel about the world, and thus to interpret the world, in roughly similar ways. They must share, broadly speaking, the same ‘cultural codes’. In this sense, thinking and feeling are themselves systems of representation’, in which our concepts, images and emotions ‘stand for’ or represent, in our mental life, things which are or may be ‘out there’ in the world.”

While history dated back to as early as the 14^th century, Singapore only started major transformation from a fishing village to a “modern” cosmopolitan Singapore after Sir Stamford Raffles landed on Singapore in 1819. The original inhabitants in the island were largely made up by the Malays from the Malay Peninsula and Archipelago, including the Bugis. Since Raffles’ arrival, Singapore was positioned as a trading post, and eventually grew to become a major port of call for ships plying between Europe and East Asia. This attracted immigrants mainly from the Malay Peninsula, China, the Indian sub-continent and Sri Lanka started to arrive, creating a plural society largely comprising of the Malays, Chinese and Indians in the small island. There were only small percentage made up by the Europeans and Eurasians (who were mainly descendants of Portuguese). To add further diversity, within the Chinese community, immigrants came from different places like Malacca of the Malaya and Fujian, Guangdong and Shantou of China. Similarly, Indian immigrants came from places Penang of Malay as well as Southern India.

The characteristics of national identity described by Smith (1991, p. 14) did not start emerging until after the country gained independence in 1965. Between the post-World War II times and independence, Singapore experienced unrests such as the racial riots, labour disputes and strikes. The government recognised that racial harmony is crucial to the nation building. As highlighted by then Deputy Prime Minister Goh Chok Tong in the Parliament in 1990, the government’s fear was that a collision between religions or between religion and state would affect harmony here (Singapore). (The Straits Times, 2009, July 24).

Shaping the Singaporean Identity                     

In nation building, “multi-racialism” is the “ideology that accords equal status to the cultures and ethnic identities of the various ‘races’ that are regarded as comprising the composition of a plural society”. (Leong, 2009, p. 3).

In the Singapore pledge that is cited daily by all schooling children, the importance of maintaining racial harmony in this multiracial country is emphasized:

We, the citizens of Singapore,

Pledge ourselves as one united people,

Regardless of race, language or religion,

To build a democratic society,

Based on justice and equality,

So as to achieve happiness, prosperity and progress for our nation.

The ideology of multi-racialism is formalized and implemented as policy and national identity through various formalized channels. The key message is communities need to trust each other know what needs to be done to stay united before any crisis strikes. 

To-date, strong characteristics of the Singapore identity has yet emerged. In the Country Study by the Library of Congress, Lepoer (1989) reported that “… identity remained somewhat ill-defined, and it often appeared easier to say what Singaporean identity was not than what it was”. A similar observation was reported in the Paper, Nation Branding and National Identity: Desperately Seeking Singapore (IPD, 2006) by the Institute of Policy Development Research Unit, Singapore did not perform as well as other countries known for their national branding in terms of self-image; and it suggested that national confidence and self identity could be two areas that needed to be addressed to.

However, the process resonates what Hall (2006) said about “Culture Identity… is a matter of ‘becoming’ as well as of ‘being’. It belongs to the future as much as to the past. It is not something which already exists, transcending place, time, history and culture.” (p. 224) It is clear that, as a young nation, Singapore is still in the process of developing its national identity and it take time for the unique characteristics to become apparent. While it picks up useful pieces from the history to establish its national identity, it is also responsive to the global changes where new values and characters would emerge.

Prime Minister Lee Hsien Loong highlighted in the National Day Rally 2010, “... Singapore Spirit is not based on a common race or language or religion.  It is based on deeper things which we share, shared values like multiracialism or meritocracy or respect for every talent; shared loyalty and commitment to Singapore; shared responsibility for each other and pride in what we have done together; shared memories as well as dreams and aspirations.  It is the determination that makes us press on when things are tough… the trust that keeps us together when forces try to pull us apart… It is the competence and the quiet pride and discipline that make sure that things go right....  It is a confidence that we will prevail come what may.  It is this spirit in each of us which makes Singapore work the way it does and which makes Singaporeans special.” (PMO, 2010)

Reconciling the different ethnic backgrounds

The Singapore identity does not evolve from the on-going social, political and cultural life. Instead, it is consciously created and “built” by policies, directives and educational campaigns (Barbara, 1989).

Plural societies are created as a result of people from diverse cultures, ethnicities, languages and religions come co-exist in the defined territory. The population is broadly classified into four racial groups – Chinese, Malay, India and Others, with the racial composition of Chinese 74.2%, Malay (13.4%), Indian (9.2%) and Others (3.2%). (Singapore Department of Statistics, 2010)

Lessons learnt in the pre-Independence day has helped the Singapore government to recognize that race is a politically sensitive issue, and it is one vulnerable fault line to the country’s stability. Significant amount of effort is channeled to promote strong networks of trust and being commitment to maintain good relationships among the ethnic groups.

The ideology of multi-racialism and its implementation as policy and the building of the national identity could be seen in the following:

(a) Multi-racialism policy

The multi-racialism policy ensures equal treatment for all races. In Singapore, race and religion tend to be conflated (for example, a Malay by birth is also a Muslim). Because of the riots in the past broke out due to insensitivities to race and religion, the government took steps to prevent such from happening.

In the 1987 National Day Rally, then Prime Minister Lee Kuan Yew warned that religious leaders of the serious repercussions if they use their leadership to take on anything economic or political (Zakir, 2009). This was followed by the Maintenance of Religious Harmony Act (MRHA) that was passed in 1990. The rationale behind this is to prevent the mixing of religion and politics and to prevent those holding religious offices from using religion as a platform to mount political agitation and make inflammatory political speeches.

Then Deputy Prime Minister Lee Hsien Loong reiterated, in his speech in a religious celebration in 1999, “Given how critical talent and racial harmony are to us, we can ill afford to depart from the principle of meritocracy where the most capable person gets the job, and how far a person goes depends solely on his ability and contribution, regardless of his race, language or religion.” (MIA, 1999)

In 2002, then Prime Minister Goh Chok Tong also mooted the idea of a Code of Religious Harmony. In the same year, the inaugural Racial Harmony Day Event was held in schools. From then, schools commemorate the day on 21st July every year to remind students that social division and race and religion are potential fault-lines in Singapore society. It is also a day for schools to reflect on, and celebrate our success as a harmonious nation and society built on a rich diversity of cultures and heritages.

(b) National Education (NE)

In the Network Conference in 2003, then Deputy Prime Minister Lee Hsien Loong said, “NE seeks to provide a common reference point for all Singaporeans. Its objective, at the most basic level, is to tell younger Singaporeans the Singapore Story. This will help deepen their understanding of Singapore’s constraints and vulnerabilities, and imbue them with the values make Singapore tick. Eventually, we hope that Singaporean will develop the right instincts and attitudes, which will help us cope with the new challenges of a different era. By strengthening our shared cultural DNA, we will bond more closely together as one nation.” (Nexus, 2010)

The objective of National Education (NE) is to develop national cohesion, the instinct for survival and confidence in the future through

·         Fostering a sense of identity, pride and self-respect as Singaporeans;

·         Knowing the Singapore story - how Singapore succeeded against the odds to become a nation;

·         Understanding Singapore's unique challenges, constraints and vulnerabilities, which make us different from other countries; and

·         Instilling the core values of our way of life, and the will to prevail, that ensures our continued success and well-being.

Indeed, this aligns to the four characteristics of national identity by Smith (1991, p. 14). The desired outcomes of the NE programme are translated into six messages:

·         Singapore is our homeland. This is where we belong.

·         We must preserve racial and religious harmony.

·         We must uphold meritocracy and prevent corruption.

·         No one owes Singapore a living.

·         We must ourselves defend Singapore.

·         We have confidence in the future.

In schools, NE is integrated into both Academic Curriculum and Co-curriculum. While NE does not exist as a curriculum subject, it is infused across subjects in the curriculum, in particular Humanities and Character Education. In co-curriculum, students of different races participate in activities to foster camaraderie and bonding and to develop a sense of belonging to the community. Such activities include the commemoration of Total Defence Day, Racial Harmony Day and the National Day. Students also visit various organizations including the National Heritage Centre and the Battle Box during learning journeys. On top of this, each year, Primary 5 students from all primary schools would get to attend the National Day Parade preview to evoke a sense of patriotism amongst the students and to impart to them the meaning of National Day that marks Singapore’s emergence as an independent country.

Since 1967, before the launch of the NE Programme, the Ministry of Education organizes the Singapore Youth Festival with the primary objective to foster a sense of national identity by bringing youth of different language streams together in the field of sports, the performing arts and uniformed group. (MOE, 2007)

Besides educational institutions, other government agencies also launch NE Programmes for various target groups in the Civil Service and the general population. This includes the NE Seminars organized by the Civil Service College, exhibitions like “Fabric of the Nation” that represented the richness, diversity, colourfulness and strength of a country bound together.

(c) Bilingualism policy

When Mr Lee Kuan Yew became Singapore’s Prime Minister in 1959, he expressed his concern on the consistency in messaging when education was delivered at the respective Mother Tongue languages (that is, Chinese, Malay and Tamil Languages):

 “If in the four different languages of instruction we teach our children four different standards of right and wrong, four different ideal patterns of behaviour, then we will produce four different groups of people and there will be no integrated coherent society… What is in the balance is the very basis, the very foundations of our society. For if we are not to perish in chaos caused by antagonisms and prejudices between water-tight cultural and linguistic compartments, then you have to educate the right responses amongst our young people in the schools.” (MOE, 2007)

The bilingualism policy is introduced in 1966 where English is positioned as the language of technology and management while the Mother Tongue languages serve as carriers of cultural values where students can learn about their culture, identify with their ethnic roots, and to preserve cultural traits and Asian values. English language not only serves as the bridge amongst the ethnic groups, it is recognised as “our window on the world…the fact that most Singaporeans speak English is a major competitive advantage for us (Singapore)… English is the lingua franca of our age”, acknowledged by then Deputy Prime Minister Lee Hsien Loong (MIA, 1999).

Globalization

Globalization is widely seen as a process – interaction and integration amongst people and different entities of the society beyond the country. Indeed, Globalization101 (The Levin Institute) pointed out that globalization started since mankind started to travel and trade with others beyond the borders. It is a continual process. However, with increasingly easy accessibility of technology, in particular, the internet, the definition and the impact of globalization has changed.

Impact from Technology Advancement

With technology advancement, globalization takes place in new dimensions and has created great impact. It has not only changed the operation protocol, but also affected areas and communities that were previously unaffected (or very minimally affected).

Technology has changed the mode of operation, extended the operation network and quickened the pace of change. People situated at different geographical locations are no longer limited by the physical constraint (accessibility) because they can now communicate and interact in the borderless virtual world, via online social network community anytime, anywhere. Information that took months to arrive in the past is now almost immediately available via the internet through platforms like email, Twitter and Facebook. Words no longer just spread through mouths. Words reach an unimaginable audience size very rapidly. This has changed the way people receive and react to information as long as they are connected to the Internet.

People become increasingly technologically savvy and are now more exposed to other sources of information, to a large extent unlimited and uncontrollable compared to the past. While the government could impose measures to ‘officially’ manage the accessibility of selected online information, it is a definite losing battle as the technology savvy communities are resourceful and would always find means to overcome the constraints.

Influences from the media have inevitable impact on people’s perspectives, attitudes and even value system. Media could not be merely managed by regulations on the use. It would not be effective. It is best managed through education to inculcate the desired set of values and attitude.

Demographic Changes

Push and pull factors resulting from globalization have bring about significant demographic changes to both developed and developing countries over time. Creation of new international markets, economic opportunities to seek for better livelihood, quality education are some common causes to the movement. When people move, they bring with them their ‘identity’, culture and value system. As a result of this continuous massive movement of people across the globe, the national identity of the country could evolve over time as a noticeable number of immigrants move in and stay on.

The observable changes as a result of globalization are not limited to just impact of technology and demographic. In the 2004, the Business & Economics Advisor (BERA, 2004) reported that globalization also has an impact on governance, how national and international laws govern the economic activity and transnational institutions. There is also noticeable increase in the integration and interdependence in all areas of economic life as well as increasing exchange of products and services across national borders through trade.

Impact on the building of the Singaporean Identity

In 1999, then Deputy Prime Minister Lee Hsien Loong explicitly pointed out that Singapore’s position to remain a multi-racial country:  “One visible manifestation of our multi-racial policy is the way we have encouraged immigration of foreign talent. Attracting talent is a crucial policy which must continue whatever the state of the economy.” (MIA, 1999)

He added, “Our immigration policy is multi-racial. We seek talent regardless of race or origin, provided they can make a contribution to Singapore. Happily, overall we have been quite successful… These new arrivals have done well, and many of their children are distinguishing themselves in our schools. In time, from among them we will find talent who will enrich the community and contribute to Singapore, as our own immigrant forefathers did” (MIA, 1999).

Prime Minister Lee Hsien Loong also highlighted in the 2004 National Day Rally speech on the need of Singaporeans to in play an active role to manage the challenges arises from globalization  “…to continue growing and the answer is, well, we’ve got to continue to restructure, we’ve got to continue to upgrade… it’s a worldwide trend because of globalization.. there is ferocious competition…” (PMO, 2004)

Response to Global Changes in the Teaching Profession

In response to  the changes in the global landscape, then Education Minister Tharman Shanmugarathnam expressed the need to “work harder to keep a sense of shared identity amongst our citizens and keep our society cohesive” when Singaporeans get exposed to and even bombarded with alternative views, ideologies and lifestyles”. (Network Conference, 2007) (Nexus, 2010)

He further emphasized the need to “nurture a sense of shared future and to stay on even keel in an uncertain and divisive world… It is what you and I feel and what our young feel about this country, the values and qualities of society that we hold dear and the contributions we make to society that will write the next chapter of the Singapore Story.” (Network Conference, 2007) (Nexus, 2010)

Teachers’ Readiness

Armed with the beliefs that if students, from young, are imbued with the right attitudes and values, they will grow up to become good and responsible citizens and that teachers play a very pivotal role in shaping the young minds, all teachers-to-be undergo an NE programme to prepare them to role model and promote NE in schools. Every teacher would be aware that

·         NE is an integral part of the teacher’s mission and responsibility.

This is reflected in the Pledge by Teachers:

We, the teachers of Singapore, pledge that:

We will be true to our mission to bring about the best in our pupils.

We will be exemplary in our discharge of our duties and responsibilities.

We will guide our pupils to be good and useful citizens of Singapore.

We will continue to learn and pass on the love of learning to our pupils.

We will win the trust, support and cooperation of parents and the community

So as to enable us to achieve our mission

·         Every teacher has a stake in the success of NE, and

·         Every teacher must show commitment to NE by taking ownership of ways of integrating NE.

To translate the above into action, all teachers-to-be would complete the module, “NE Experience” which include

·         Completing a core module “Social Context of Teaching and Learning where NE content and issues are introduced, reflected upon and discussed.

·         Learning to infuse NE across various subject disciplines, where teachers have a better appreciation and understanding of how NE issues and values can be incorporated into their specific content areas.

·         Attending a NE-related seminar which addresses the vital role that teachers play in inculcating NE values in their students. It also provides opportunities to clarify issues with ‘experts’ (from MOE’s NE Branch), discuss and share different perspectives on issues and understand differences.

·         Visiting Singapore Armed Forces Camp. The purpose is to introduce to teachers, first hand, the capability and readiness of the armed forces so that teachers could communicate their confidence of our defence forces to defend our country.

Cultural Inclusivity in schools

Cultural inclusion is based on the belief that people should learn, grow and work with others of similar and diverse cultural backgrounds in regular school, work and community environments. Becoming culturally inclusive would mean looking and assessing situations in the positive light instead of seeing from the negative perspectives (L and Tan, A.G. (2003).

In schools, students of diverse backgrounds attend lessons and participate in activities together; diversity in terms of their ethnic, racial, religious, linguistic or cultural difference. Within schools, culturally inclusive communities are built where students understand and appreciate cultural diversity as well as feel a sense of belonging and community with fellow students of other cultures and races.

The creation of such community is also in response to the global changes and impact, which further emphasize on the importance to value difference and uphold racial and religious harmony, where different races and cultures have school, live and work together.

Lim, L and Tan, A.G. (2003) suggested schools to adopt A Pedagogy for Difference where individuals from diverse backgrounds are given the space to interact, dialogue and learn about, learn from, and learn with others who are different, to jointly produce or co-construct new identities and new possibilities. The notion of cultural inclusion in Singapore is “not simply on accommodation of differences but on the production of difference that is grounded and formed in the interaction between the different races and cultures.

Below are the guidelines proposed by Lim, L and Tan, A.G. (2003):

·         Acknowledge that schooling is only one significant source of education (and acculturation)

·         Recognise that every class of students represents a unique sampling of local cultural diversity

·         Include cultural knowledge as part of classroom knowledge

·         Emphasis self and cultural awareness

·         Promote sharing of cultural knowledge among students

·         Work at challenging stereotypes and reducing prejudice

·         Make learning as experiential as possible

·         Practice qualities and virtues necessary for a gracious, just and equitable society

Conclusion

As a young nation, the country’s effort to seek clarity to strengthen the Singaporean identity is an on-going process. Diversity is a ‘given’ condition when the Singapore started its journey of nation building. Instead of advocating assimilation, the government chooses to focus its effort to bring the nation forward (in response the changing global landscape). On the other hand, concerted effort is put in to ensure its people live as “one people” yet rooted to their ethnic cultures. Multi-layered approach is adopted, at policy level, in institutions as well as the community level. All in all, the country holds the belief that

“by strengthening our shared cultural DNA, we will bond more closely together as one nation.”, said ex-Deputy Prime Minister Lee Hsien Loong at the Network Conference in 2003 (Nexus, 2010) .

The Faith of the Flatlanders

Source: http://www.washingtonpost.com/wp-srv/style/longterm/books/chap1/howwebelieve.htm

How We Believe: The Search for God in an Age of Science

By Michael Shermer
W. H. Freeman and Company.
Friday, February 11, 2000

Abbott's surrealistic story begins in a world of two dimensions, where the inhabitants—geometrical figures such as lines, triangles, squares, pentagons, hexagons, and circles—move left and right, forward or backward, but never "up or down." Looking at a coin you can see the shapes within the circle, much like you could see the inhabitants of Flatland from Spaceland looking down; but if you turn the coin on its side, the interior disappears and you only see a straight line. This is what all geometrical shapes look like to Flatlanders.

One day a mathematician Square in Flatland encounters a stranger that mysteriously changes sizes from a point, to a small circle, to a big circle, back to a small circle, and finally vanishes altogether. Since Flatlanders do not arbitrarily grow and shrink in size, the Square is confused. The stranger explains that he is not a single circle changing sizes but "many circles in one," and to prove his three-dimensional nature to the Square he employs logic and reason: "I am not a plane figure, but a solid. You call me a Circle; but in reality I am not a Circle, but an infinite number of circles, of size varying from a point to a circle of thirteen inches in diameter, one placed on top of the other. When I cut through your plane as I am now doing, I made in your plane a section which you, very rightly, call a Circle."

The Square still does not understand, so the stranger, a Sphere, turns from example to analogy:

Sphere: Tell me, Mr. Mathematician, if a Point moves Northward, and leaves a luminous wake, what name would you give to the wake?

Square: A straight line.

Sphere: And a straight line has how many extremities?

Square: Two.

Sphere: Now conceive the Northward straight line moving parallel to itself, East and West, so that every point in it leaves behind it the wake of a straight line. What name will you give to the figure thereby formed? We will suppose that it moves through a distance equal to the original straight line. What name, I say?

Square: A Square.

Sphere: And how many sides has a square? How many angles?

Square: Four sides and four angles.

Sphere: Now stretch your imagination a little, and conceive a Square in Flatland, moving parallel to itself upward.

The problem, of course, is that "upward" has no meaning for a two-dimensional being who has never experienced the third dimension of "height." The Square is still confused, so the Sphere walks him through a clear-cut proof: If a point produces a line with two terminal points and a line produces a square with four terminal points, then the next number is 8, which the Sphere explains makes a cube—a six-sided square in Spaceland. This he further proves with logic: If a point has zero sides, a line two sides, a square four sides, then the next number is 6. "You see it all now, eh?" says the Sphere triumphantly. Not quite. For the dimension-challenged Square, reason is not revelation: "Monster, be thou juggler, enchanter, dream, or devil, no more will I endure thy mockeries. Either thou or I must perish."

With failed reason the Sphere, in a throe of frustration, reaches into Flatland and yanks the Square into Spaceland, whereupon he instantly transforms into a cube. Revelation! But then a thought occurs to the Cube. If the Sphere is many circles in one, there must be a higher dimension that "combines many spheres in one superior existence, surpassing even the solids of Spaceland.... [M]y lord has shown me the intestines of all my countrymen in the land of two dimensions by taking me with him into the land of three. What therefore more easy than now to take his servant on a second journey into the blessed region of the fourth dimension?" But the Sphere will not hear of such nonsense: "There is no such land. The very idea of it is utterly inconceivable." So the Cube, with a touch of ersatz innocence, recalls the Sphere's mathematical arguments, noting the Sphere's impatience with the Cube's impertinence:

Cube: Was I not taught below that when I saw a line and inferred a plane, I in reality saw a third unrecognized dimension, not the same as brightness, called "height"? And does it not now follow that, in this region, when I see a plane and infer a solid, I really see a fourth unrecognized dimension? . . . [A]nd besides this, there is the argument from analogy of figures.

Sphere: Analogy! Nonsense: what analogy?

Cube: ... [I]n one dimension, did not a moving point produce a line with two terminal points? In two dimensions, did not a moving line produce a square with four terminal points? In three dimensions, did not a moving square produce ... a cube, with eight terminal points? And in four dimensions shall not a moving cube—alas, for analogy, and alas for the progress of truth, if it be not so—shall not, I say, the motion of a divine cube result in a still more divine organization with sixteen terminal points? Behold the infallible confirmation of the series, 2, 4, 8, 16; is not this a geometrical progression?

The Sphere, now fit to be tied, will have nothing to do with this bohemian heresy, so he promptly thrusts the Cube back into Flatland where he becomes, once again, a lowly two-dimensional square. The story closes with the Square in prison, locked up after he attempted to explain to his fellow Flatlanders what divine dimensions he had experienced: "Prometheus up in Spaceland was bound for bringing down fire for mortals, but I—poor Flatland Prometheus—lie here in prison for bringing down nothing to my countrymen."

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

This article was introduced in the 1st intensive session where we discussed "What's the moral of the story".

Well, part from this article, there's another well-known article that was discussed alongside with this... that is, the story about blind man trying to figure out how an elephant looks like.

Indeed, 4 key points were drawn from the above story:

1. Perspectives
2. Beliefs
3. Mindset - openness and being receptive to new ideas and changes
4. Responsibility and Knowledge
   

Quantitative Research that adopts the Quasi-Experimental Design

In designing a quantitative research project, would you prefer to use an experimental design or a survey? Say why.
A quantitatve research describes trends or explains relationship(s) between variables. In general, 2 designs could be adopted: Experimental Design or Survey Design. The choice is however dependent on the desired outcomes (i.e. the intent of the study).

Experimental design is used when we want to study the possible "Cause-and-Effect" of the relationship between variables. Hypothesis testing comes into the picture.

Survey designs does not carry out experiments. It describes trends in the data and focuses on attitudes, behaviours and characteristics of a population.

In my research study that studies the impact of Web 2.0 technologies on students' ability to communicate their mathematical understanding, I am looking at the "Cause-and-effect" relationship between the independent variable, "Web 2.0 technologies" on the dependent variable "students' ability to communicate their mathematical understanding", hence the experimental design is adopted.

In reference to your choice, discuss the intent of the research, the research questions, and the hypothesis and research objectives.
Give examples to illustrate your meaning.

The Intent of the research sets the direction of the entire studies.

• In my project, the intent is to find out the impact of Web 2.0 technologies on students' ability to communicate their mathematical understanding.

The Research Question relates the independent variable with the dependent variable, which brings out the "Cause-and-Effect" relationship that the study sets to examine

• The question is "What is the impact of Web 2.0 technologies on students' ability to communicate their mathematical understanding", which relates the independent variable "Web 2.0 technologies" to the dependent variable "students' ability to communicate their mathematical understanding"

The Hypothesis is the conjecture on the outcome. The prediction, in this case is

• The use of Web 2.0 technologies will improve students' ability to communicate their mathematical understanding
  

Discuss key factors to consider when designing the experimental research or the survey.
Discuss how you might manage these factors throughout the study through data collection and analysis. Give examples.

Several factors are be considered when adopting the Experimental Design:

1. Random Assignment - by assigning the individuals randomly to groups, it 'distributes' the variability across the groups

2. Control of extraneous factors that could influence the data collected, hence making it unsuitable for comparison

3. Manipulation of Treatment Conditions - in the experimental condition, researchers intervene to alter conditions experienced by the experimental unit

4. Outcome measures - the outcome is the dependent variable, which is the presumed effect on the treatment variable. It is also the effect predicted in the hypothesis.

5. Group comparison

6. Threats to validity- internal and external
Internal threats might include maturity of individuals over time, the procedures carried out
External threats could be the interaction between setting and treatment

Research - Why is it Important?

Explain the importance of research to a new research student.
Give reasons why research is important and outline the problems of doing research today.

Broadly, the are 4 important reasons to carry out research:

1. Research adds knowledge to educational issues

• It closes gaps of knowledge
  
• It also expands knowledge
• It adds one's voice to knowledge
  

2. Research improves practices

• Educators generate new ideas
• Educators gain deeper insights on teaching methods
• Educators also gain deeper insights and understanding of their students

3. Research informs policy debates

• Research helps policy makers to make sound and informed decisions
• It offers weights to different perspectives

4. It helps students to develop a set of Research skills, which comprises of

• Organisational skills
• Analytical skills
• Presentation skills
• Writing skills

Some problems:

1. Contradiction or vague findings
   
2. Questionaable Data
3. Unclear statement of the intent of the study
4. Lack of full disclosure of data collected
   

Outline typical research processes and detail the skills needed for research.
Draw a model that clearly outlines the research spiral and explain the importance of each step.

The typical research processes
1. Define a Research Problem

• Specify the problem
• Justify
• Suggest the need to study
  

2. Review Literatures

• Locate Literature/ Resources
  
• Selecting resources
• Summarising resources
  

3. Specify the purpose

• Identify the purpose statement
• Narrow down the purpose & therefore the research questions

4. Collect data

• Selecting individuals to study
• Obtain permissions
• Gather information
  

5. Analyse and interpret the data

• Break down the data
• Represent the data
• Explain the data
  

6. Evaluate the data and write the Report

• Decide on audiences
• Structure the Report
• Write the report sensitively
  

Skills needed as a Researcher

• Curiosity to solve 'puzzle' - to look at issues with an inquiry mind and think beyond the existing/ known boundary & depth
  
• Attention span - the patience to go through the literature and revisit and re-search, as well as the time needed during data collection
• Library skills - the use of resources - to search, to summarise and to write
• Writing and Editing skills to write in context with the relevant audience in mind
  

Designing a QUALITATIVE Research Study

Think of a Qualitative study in your field.
In designing this qualitative research project, answer the following questions and give an example.

(a) Who would you study?

• We identify people that can best help us understand our central phenomenon
  

(b) What permission would you need?
We would need to seek permission from

• the organisation and the site where the research would be carried out
• the personnel involved in the research (e.g. students, teachers)
• Parents, when students are below the legal age to give approval
• As qualitative research requires greater access to the participant and the data collection process may take a much longer period, the researcher therefore needs to submit a write-up to provide the context and a detail description of the research to the Institutional Review Board for approval.
  

(c) What information would you collect?
In qualitative research, data are recorded in self-designed protocols that helps us record information provided by the participants.

• Observations - comprises of field notes and drawings (descriptive field notes on the description of events and activities and reflective field notes which documents the personal reflection)
  
• Interviews and questionnaires - in the form of transcriptions
  
• Documentation - hand recorded notes
  
• Audio visual materials - pictures, photos, videotapes, sounds, objects
  

(d) How do you administer the data collection?

• Time is needed for data collection
• > Limit collection to one or two observations/ interviews
• > Time is needed to establish substantial database
• Obtain permission to use the materials
• Handle ethical issues with sensitivity where the anonymity of the participants would be protected and information gathered to be kept confidential and not shared with people outside the research study.
  

(e) How would you analyse the data?

• The analysis initially consists of developing a general sense of the data and then coding description and themes about the central phenomenon
• When collecting data, one may also be analyzing other information previously collected to look for major ideas.
• One may read the data several times and conduct analysis each time, to gain a deeper understanding about the information given by the participant.
• The phases are iterative - between data collection and analysis

(f) How would you report the results?

• Use multiple perspectives for each theme: Identify perspectives based on individuals
• Use quotes to capture feelings, emotions and the way people talk about their experiences
• Write in vivid detail
• Specify contradictions and tensions in one's experiences
• Use metaphors and analogies
  

Designing a QUANTITATIVE Research Study

Think of a Quantitative Study in your field.
In designing this quantitative research project, answer the following questions and give examples.

(a) Who would you study?

• Participants involved in 'generating' the data for analysis.
• This could be students and teachers in the school.
• The participants are identified through random sampling
  

In the case of my research study on "The impact of Web 2.0 technologies on students' ability to communicate their mathematical understanding", the students would be the ones we study.

(b) What permissions would you need?
Permissions from

• the organisation or institution
• the data collection site (e.g. if the organisation operates at different sites)
  
• the people involved (e.g. students, teachers),
  
• parents (in an event when the participants are below a legal age to sign the agreement to participate in the study)

In my project, I will need to seek permission from

• the school where the students under the study are (by writing to the Principal)
  
• the students - who will be involved in the study (control, experiment group)
• the parents - as the students are under the legal age to sign the agreement, the parents' permission need to be obtained
• the teachers of the participating classes

(c) What information would you collect?

• Information are data that would address to the research questions.
  
• There are 4 types:

1. Measure of Performance - e.g. scores from achievement tests
   
2. Measure of Attitude - e.g. a record of participants' feelings towards a topic (through unbias questioning)
   
3. Observation of Behaviour - observations of specific behaviour that are recorded in an instrument like the checklist
4. Factual Information - quantitative data that are available with the organisation, e.g. Exam entry scores of all Secondary 1 students
   

(d) What instruments would you use?

• Instruments are tools used to measure, observe or record quantitative data
• They have to be reliable and valid
• They come in 3 forms:

1. Self-developed instrument
2. Locate and Modify
3. Locate and use in entirety

Examples of instruments include:

• Behavioral checklist
• Achievement test
• Aptitude test
  
• Pre-Post test
  

(e) How would you administer the data collection?
Two aspects need to be addressed to when administering data collection:

• Standardisation: To standardise the data collection procedure in order to minimise the likelihood where data of individuals are uncomparable or unsuitable for analysis. For example, clear instructions on the dos and don'ts (e.g. no calculator is allowed in the pre-test) to a pre/post-test is written clearly on handout and invigilators were thoroughly briefed before they administer the test.
  
• Ethical Issues: The anonymity of the individuals are to be protected so that confidential information will not be shared with participants outside the research.
  

(f) How would you analyse the data?
There are 2 ways to analysis quantitative data:

• Descriptive Statistics that involves the description of
  

1. Measures of Central Tendency (e.g. Mean, Median, Mode)
2. Spread of the Scores (e.g. standard deviation)
3. Ranking of the Scores
   

• Inferential Statistics involves

1. Hypothesis testing
2. Confidence Level
3. Effect Size
   

(g) How would you report the results?

• Results can be reported in the following forms:

1. Tables
2. Figures (includes charts, diagrams)
3. Discussion of the statistical analysis

Report would

• summarise findings in general statement(s)
• explain why they occur
• conclude a studey to advance the limitations to the research
  
• highlight how future research can improve on the weaknesses of the study