The Challenge of Education With Globalization

From birth to death, education is the process through which an individual interacts directly or indirectly with their environment; these are the psychological and cognitive elements formed by all the effects they experience in this process. The educational process has existed for as long as people have lived in the historical process, because education is based on people's experiences and knowledge gained from their interactions with one another, nature, and matter. In the historical process, the educational factors that people do face to face have become a systemic program over time. These systemic factors formed certain groups, and these groups were categorized among themselves and underwent systemic training. With the continuation of the development, schools emerged, and these schools gave training in different curricula and programs. Education, which takes place in a long historical process, takes place in many parts of our lives by gaining new methods over time and covering all fields. Although education generally continues face-to-face in this historical process, the concept of distance education in the historical process covers a short and concise place. In short, education is the first direct education of the individual by his family and then the direct and indirect education of the society in the historical process, and finally being directly subject to a programmed education by the system.

Education is one of society's most important building blocks because education is the most important factor that ensures economic, political, and social development. The most valuable natural resource of a country is "Human". The development and evaluation of this resource in line with the needs of the country enable that country to achieve its goals in terms of development and civilization faster. Raising people with the desired qualities can only be achieved through education. Societies have now better grasped the importance of this process and have begun to seek new alternatives to solve the problems that arise in this process and provide individuals with a more qualified education. (Ekici, 2008, p:43-55).

The formation of the characteristic features of a society and the way it is desired to be social is the best way to shape it is the education system. While society takes its mention from people, people get their thoughts through education.

Education, which has a long history, has continued face-to-face all over the world until today. Although it differs according to time and place in this long historical process, education in the world has always been almost the same and has always preserved its functioning. As we mentioned above, the place of education on the stage of history covers a time equal to the history of humanity. While each society has its own unique education system, after the industrial revolution and geographical discoveries, societies affected each other economically, culturally, and technically; besides, scientific developments gained momentum. With the acceleration of scientific developments, societies have compared their education systems and methods with the development levels of other societies and sought solutions. In addition, with the colonial understanding that increased with the geographical developments, the colonial states caused some changes in education in the colonial countries. In this sense, they had the right to speak on the education systems of the society they influenced and exploited. As a matter of fact, we can easily see that the education systems of the current countries in the African continent are still based on the French or British education understanding. Likewise, it is possible to see that the education system of the Indian land and its surroundings is under the influence of the British Monarchy education system. 18th century Starting in the 19th century. Especially in the first half of the 20th century, scientific research and theories on pedagogical developments in the world gained momentum and the whole world was affected by these developments. 18th century With the influence of the Age of Enlightenment, basically the 17th century.

18th century It was Rousseau who carried out the pedagogical revolution. The reform movements initiated by Rousseau by rejecting the civilized people gained momentum and continued the utilitarian direction with German C. Wolff and reached the peak by Philanthropy. Pestalozzi, who started social pedagogy in the 19th century, influences the development of pedagogy. 20th century With the pedagogical development of J. Dewey's trial schools at the University of Chicago, which impacted the education world, it affected the education systems in the world and spread rapidly. In this sense, besides the developments that are influenced by each other, societies in education have started to operate in their societies by renouncing their dissimilar and original education systems. Especially 20th century, as in all scientific developments, scientific developments and systems created in the field of education spread rapidly worldwide. As a result of these developments, it has paved the way for forming a new universal education system based on a certain system all over the world.

In this field, the "international education system" has been formed globally, and countries have established the education system on this ground. Of course, countries have tried to protect their original education system to some extent against all this scientific development and the "international education system". Far Eastern countries, especially Japan, tried not to compromise their cultural commitments and tried to preserve their originality by integrating scientific developments into their own system, not imitating them. During the 6-year primary school education in Japan, character and personality education is given for three years. In character and personality training, no concessions are made to the original aspect of society. In this global system formed in the world, they could not fully perform their original education. By stepping into a monopolistic system on the developments and systems created globally, the world aimed to change the social differences through education and bring out new generations who agree with a single-level system. All these developments were built on face-to-face education, and the "international education system" in the world has come so far with this form of education. In this global system formed in the world, they could not fully perform their original education. By stepping into a monopolistic system on the developments and systems created globally, the world aimed to change social differences through education and create new generations with the same opinion as a single-level system. All these developments have been built on face-to-face education, and the "international education system" in the world has come so far with this form of education. In this global system formed in the world, they could not fully perform their original education. By stepping into a monopolistic system on the developments and systems created globally, the world aimed to change the social differences through education and bring out new generations who agree with a single-level system. All these developments have been built on face-to-face education, and the "international education system" in the world has come so far with this form of education.

While the education systems that have been going on in the world for centuries are unique for every society or civilization, especially in the 18th century. Starting in the 20th century, the education system, which was built on the same system in many parts of the world, has developed rapidly. Civilizations or societies have had to imitate education systems in a one-level way rather than differences. In this process, a new system that we call the "international education system" has been in interaction around the world.

WHAT IS THE EDUCATION SYSTEM THAT WE SPECIFY INTERNATIONAL?

Global mentality, starting from the beginning 18th century until the middle of the 20th century, has established all pedagogical approaches, educational theories, educational movements, and reforms on a particular understanding and system until the middle of the year—for example, 20th century. "Business School Movement" and "Production School Movement", which were reformist education movements at the beginning, are two separate movements representing the ideological approaches of the eastern and western poles, which are opposite to each other. The business school was put forward by the representatives of the liberalist idea, and the production school by the representatives of the socialist notion (Kafadar, 2016).

According to Paul Ficker, who covers all the program and technical aspects of business school, the child can knead himself by acquiring his basic knowledge and strength. The other reformist movement, the production school movement, adopts a collective education approach of thinkers with a social-democratic understanding, such as Paul Östreich, NK Kkrupskaya, and AS Makefenko. When we look at both these movements' pedagogical aspect and ideological background, you will see that they emerged for the same purpose in the education system. The cultural and sociological changes of children and students by providing an industrial development in their educational lives are the same in both approaches. The liberalist approach with the idea of ​​the Business School Movement aims to create a conscious, educated, and obedient working class to the developing industry in the world while addressing the productive and developing aspects of students. Another movement, the Production School Movement, tries to ensure the development of the working class, which is the representative of the socialist-communist idea, especially considering the priority of collective action and movement in production (Kafadar, 2016). While the intellectual aspects of both movements were different, their social and social effects were the same within the society, causing a single-minded society to emerge. In the same process, we can say the same thing for the child and the Collective Education Current movement. Liberalist and communist thinkers again put forward these two currents. While Child Movement Movement is the product of liberalist thought, it defends child centralism. Another movement, the collective education movement, is the product of socialist thinkers. The social, cultural, and economic consequences of both currents have been the same while addressing the pedagogical aspects of children.

We see another example of this in the world of education, international diploma programs, and education certificate programs in the last quarter of the 20th century. When you look at the general education content and function of international diploma and education certificate programs such as IB, IGCSE, ABITUR, MATURA, STEM, AIAA, you will see that they are for a common purpose like educational movements. When we examine the curricula of all education programs and diplomas, we encounter structural and functional similarities, although there are differences in form. The first feature of these programs is that they impose the same curriculum in the same way everywhere in the world. For example, in Africa, Asia or the Middle East, people's educational aspects and opportunities are different. While the diversity of cultural life also differs in education, it is a significant point that these programs impose their own curriculum completely and without considering the local functioning. You cannot even change or interfere with the time of any lesson within the training programs. The fact that the books and curricula they give are from a single center and they have the same philosophical perspective is another common aspect. In short, I believe it will be more understandable if we explain it this way. In the center of America, England and Germany, it is the monopoly of a think tank with the same philosophy, culture, and most importantly, the same ideological system. The education and curriculum imposed around the world direct the society to uniformity.

Education is globalizing in two aspects, and it raises people who think the same, have the same habits and maintain the same world system all over the world. The first aspect is that education is transforming into a global device in terms of IB, IGCSE, ABITUR, and similar international programs and brands. The second aspect is that the ontology, classification of sciences, human and moral approaches in the background of the education curricula are similar and globalized in terms of imposing a common philosophy. (C. DURAN. 2020.)

While trying to spread a global mentality around the world, education programs also try to create an economic order worldwide. The efforts of the countries with considerable economic production to create a "market" have led to the creation of joint education programs to expand the market by developing typical consumption and everyday lifestyles. (Duran, 2020). One of the common aspects of the programs is to make learning a second foreign language compulsory in addition to foreign language education. These foreign languages ​​are the languages ​​of societies that adhere to the same civilization and culture, such as English, German, French, and Spanish. In addition to language learning, mathematics and science are based on the curriculum with materialist and positivist thinking. In social sciences, besides transformational, change-oriented education pushes students to a common thinking direction with applied education. It aims to transform society from its original identity to a universal identity. The programs we have mentioned are trying to impose education and training on 2nd and 3rd world countries within a common system from pre-school education to university education. It aims at the formation of global and universal education by rejecting the metaphysics, original conditions and the local, and the destruction or change of the local and originality.

20th century of the international education system. The dominance of the global mentality in the last quarter of the world has enabled the global mentality to reach its aims on education. Education is the most important factor that will change the ontological structure of a society. Changing the ideological structure of generations over time has become the most important power in shaping society's perspective on existence, matter, and information. In this sense, the international education system has enabled the world to pass into the same ontological and epistemological structure. It aimed to ensure that a child living in the Far East today has the same philosophy and ideological thinking as a child in Africa and a child in Europe with a child in the Middle East. The global system aimed to make the society have the same structure on this first pillar of education, and it has achieved this with the international education system. The global system aims to make the second big step of transitioning to the management style it thinks globally, again on education. The second and most important way of the global management system is to make the society accustomed to the individual lifestyle and aim to impose a mechanical life on people. Today, it threatens people with the disease, famine, and biological wars and imprisons them in their homes. The easiest aspect of accustoming society to this lifestyle is establishing education and training on a mechanical system. Society lives with a life form that is obliged to their education and training life. The transition to systemic education, which we mentioned at the beginning of our article, has made it difficult and indispensable for society to look at education as a tool. While education has been a tool for society, it has also become indispensable. The global mentality or the global form of government society has the same philosophy, In order to create a monopoly all over the world, the international education system that is created to put the same ontological structure should completely hold the education in its hands. For this purpose, the 21st century. In his world, he must transform people into individual and mechanical life forms. The online education system in the world has tried to distance people from the social structure and aimed to monopolize education. Although the "international education system" is dominant in today's world, some institutions and organizations also have their own education system. The global mentality also aims to prevent this. At the same time, it wants to collect this structure of the education system, which has a great economic order in the world, under the monopoly of certain institutions. It is ensured that a structure is formed in which the local does not gain any meaning and international education institutions gain strength. Suppose we calculate that a child living in rural India or a child living in rural Turkey can receive education via distance and online education without going to Oxford University, one of the most important universities in the world. In that case, we will see those small or local educational institutions do not make sense. With this system, it will be inevitable for large organizations with a global management mentality to serve on a screen with the education system of the whole world. With this service, education will be the monopoly of certain institutions, and the formation of a society that thinks the same in mentality and has the same knowledge - the right or wrong of which is left to the initiative of the organizations or the global mentality - is the only goal of global management. The monopoly of certain institutions and organizations in all aspects of the structure called education means the disappearance of social differences. 21st century In the world of the global system, while doing all his economic, political, sociological and cultural studies, his only target in the society structure; It is a world with an individual life style, a mechanical life form, where differences disappear and gathered in a single order. The most important way to achieve this great goal is to detach societies from their cultures and ontological structures. In this sense, the fastest and most powerful way to break society in its main lines is to subject societies to an education system derived from the same philosophy. It is a world with a mechanical life form, where differences disappear and gather in a single order. The most important way to achieve this great goal is to detach societies from their cultures and ontological structures. In this sense, the fastest and most powerful way to break society in its main lines is to subject societies to an education system derived from the same philosophy. It is a world with a mechanical life form, where differences disappear and gather in a single order. The most important way to achieve this great goal is to detach societies from their cultures and ontological structures. In this sense, the fastest and most powerful way to break society in its main lines is to subject societies to an education system derived from the same philosophy.

Unless societies have an educational philosophy of their own, the global system will inevitably disappear into the "international education system". Every society has its own ontological structure. When it moves away from this structure, the society loses its difference and moves away from its original structure. Civilizations stand by their own values. The system created by a secular thought allows education to be seen as a tool, not an end. When education ceases to be a goal, it provides services and benefits to some institutions and organizations rather than a social benefit.

BIBLIOGRAPHY

Duran Celaleddin (2020), Ontology of International Diploma Programs and the Possibility of the National Program

Kafadar Osman (2016), Westernization in the Turkish Education System

Gülay Ekici (2008), Hacettepe University Faculty of Education Journal,

prof. Dr. Selahattin Ertürk (1998), The Problem of Educational Philosophy in Turkey