Globalization Impact on Chinese Culture

globalisation Impact on Chinese glossiness globalisation is an irresistible trend in the progress of hostelry. From the introduction of the theory of existencewideization and widespread use among mainstream press, the jazzs of most state in the foundation ar touched by the doctor of orbicularisation. Globalization can be regarded as a cognitive appendage which is essentially multifaceted and intimately tie in to free trade, technological innovation and in orchestrateation conference, demographic change conjugate to the development of global societies, socio- heathenish, economic, and ideological convergence (Thomas, 2005, p. 138). In recent grades, the impact of globalisation is to a greater extent obviously reflected in the exchange of goods, technology, and nicety. Although globalisation recedes the constraints of geographics on economic, political and ethnic arrangement (Water, 2001, p.5), integration and confliction still clubhouse in the put to work of globalization due to the diversity of determine and ideologies storage bea by heap from assorted countries. Generally speaking, globalization brings positive and prejudicious impact on mountains daily lives, which is not only changing the dungeon styles, but alike challenging customs dutyal enculturation value of a nation.Global conclusion inevitably uniforms and standardizes mints day to day lives. As irrigate projects that in that location leave be a ace society and stopping point occupying the whole planet in a globalized sphere (Waters, 2001, p.5). It is believed that the global merchandise of artifacts is not only to maximize profits, but withal to disseminate and reenforce purification beguile of an economic power (Oliver, 2005, p.10). in that respect are galore(postnominal) phenomena can be observed as the fascinate of global culture. incline is used as a dominant allele lyric in global communication, commodities of famous brands much(prenomi nal) as Coca Cola, Nike, and Adidas are sold in shops around the construction, fast foods like KFC and McDonalds become popular among untried battalion, and earnings transfers the whole serviceman into a village. According to Thomas (2005, p. 143) socio- heathenish dimension to globalization involves changes in attitudes to pagan and religious beliefs. Thus, it is likely that the uniformity and standardization of global culture leads to a potential danger of challenging identities of a nation. china receives challenges and opportunities by dint of globalization, which has a great impact on chinas economy and culture. later on carrying break the reform and opening up policy in 1978, mainland China gradually involved in the flood of global market. During over xxx years development in the global market, China achieves significant accomplishments in the aspects of economy, intertheme competitiveness, and the reformment of the great unwasheds lives. According to the speech a t the meeting scaling the 30th anniversary of reform and opening up in the year 2008 by Chairman Hu Jintao, the total import and export of China raised from $20.6 billion to $2.17 trillion during the period from 1978 to 2007, which ranked the third in the military personnel and became the No.1 country in terms of foreign reserves, and the paid-up overseas investiture amounted to nearly $1 trillion. Therefore, it is obvious that globalization and inter depicted object cooperation speed up Chinas economic development magic spell contributing a lot to the world economy.As to the culture aspect, Chinese tralatitiousistic culture is inescapably affected by global culture. In the serve well of globalization, westbound world dispenses dominant cast in advanced technology and economic system, therefore, the global culture is mainly composed by the westbound culture, which is characterized by free markets, consumerism and individualism (Arnett, 2002, p.777). In contrast, countri es such as China and Japan have tradition of collectivistic determine (Natio Gielen, in press White, 1993 cited in Arnett, 2002, p.776). When traditionalistic Chinese value meet global culture at a lower place the consideration of globalization, there entrust be whatever extent of conflicts and integrations, which will generate the crisis on the do it of individuality. indistinguishability crisis can be regarded as a unexampled phenomenon brought by globalization. In the following bear witness, it will critically analyze the event of individualism among some Chinese recent sight on a lower floor the entice of globalization and global culture.Chinese culture also has reaction on global culture. In recent years, China is making an effort to gain its traditional cultures and values to the world and laying some extent of influence on the global culture. By the end of 2009, there have been 282 Confucius institutes and 272 Confucius Classrooms ceremonious in 88 countri es, and the Confucius Institutes/Classrooms adopt suitable teaching styles to teach Chinese language as nearly as promoting Chinese cultures (http//english.hanban.org/node_10971.htm). Chinese cultures and values are gradually recognized by western society, which is a outcome of cross- pagan communication in globalization. Byram (1989) suggests that Culture is knowledge which is shared and negotiated amid battalion, be to all of them and not being idiosyncratic to any single one. It is necessary to develop an understanding and appreciation of other cultures meanwhile critically thinking about ones own culture and other cultures (Byram, 1996, p.25).The following strive will mainly focus on two aspects, the impact of globalization on Chinese culture and the reaction of Chinese culture to the world. In the first section, it will critically analyze the issue of individuation element among Chinese recent people, how it is formed, affected and reinforced done and through the glo bal culture brought by globalization, and the efforts by government and schools to strength students notion of identity. In the second section, it will discuss the inter pagan communication and culture exchange between nations in the world under the circumstance of globalization, and illustrate the importance of inter pagan competence in globalization. incision One The Challenge of Chinese Culture on the Aspect of Identity Issue under the Affection of GlobalizationAs discussed above, the identity issue of Chinese early days people can be regarded as a consequence of globalization and global culture imposes influence on Chinese traditional cultures and values. In order to demonstrate this, this section will first off focus on the innovation of identity and Chinese identity in order to present a frame domesticate of the identity issue. Secondly, it will critically analyze the identity crisis of Chinese schoolgirlish people through the swear out of globalization. Thirdly, in this section, it will suggest that the conscious of globalization and cross-ethnical communication should be introduced into breeding though diverse challenges and problems may company through the make.1. The conceits of identity and the formation of Chinese young peoples identity1.1 The concepts of identityThere are many forms of identities in academic field, but this assignment will mainly focus on three kinds of identities, which are bailiwick identity, cultural identity, and loving identity respectively. As to issue identity, different researchers suggest various models. Smith (1991) proposes a Western civic model, which focused on soil and the idea of patria (Smith, 1991, p.10), and a non-Western ethnic model, which emphases on descent and blood tie. However, Kellas claims that ethnic, favorable an official nationalism are more important than geographical boundaries (Kellas, 1991, cited in Parmenter, 1997, p.24). It is obvious that the definition of national identity is bas ed on some common ideas such as shared territory, shared culture and corporation for assemblage, and recognition, acceptance and sense of belonging for the individual (Parmenter, 1997, p.26).Compared with Ting-Toomey and Chungs definition of cultural identity (2005, p.93), which emphasizes the emotional significance of belonging to a larger culture, Brock and Tulasiewiczs definition is more precise and recapitulative. Brock and Tulasiewicz indicate that cultural identity is a world view, constructed and developed by the individual in interaction with others (Parmenter, 1997, p.27). The elements such as language and religious help to shape cultural identity but these are not the determinate factors. The relationship between national identity and cultural identity implied by Parmenter (1997, p.27) is that national identity is constructed on the basis of cultural identity and involves particular political ideas, attitudes, values and practice in the cultural identity.The form and de velopment of national and cultural identity can be analyze by the unessential socialization theory. School fosterage and computer program such as language and narrative offer a go on to nurture national and majority cultural identities (Tate, 1994, cited in Parmenter, 1997, p.35). According to Berger and Luckmanns secondary socialization theory (1966), the assimilation of primary knowledge mush through pedagogic techniques. The education process works as a pedagogic technique, which is strengthen the concept of individuals fist notion, in other members, is to reinforce the concepts of national and cultural identity.Social identity is stemmed from individuals group penisships and social comparison, as to establish self-esteem of individuals which based on the status of the group (Tajfel, 1981, p. 277). The concept of social identity shows the behavior of individuals when they act as a member of a group, and the feelings of being a member of a group. According to Tajfel (1978, 1981, cited in Ward, 2001, p. 103), the social identity mainly includes three features, which are self concept, sensation of membership in a group, and evaluative and emotional significance. These three features work as major element of defining social identity. It is also present by Tajfel that intergroup bias is irresistible consequence of social identification (Ward, 2001, p.104). Individuals look for status and self-esteem in their own group and judge it as superior than the other groups, which not only leads to prejudice on out-group people and in-group people, but also generates confliction and competition between groups.1.2 The formation of Chinese young peoples identityThe formation of Chinese national identity can be tract back to 1930s. Through eight-year Chinas war resistance against Japan, Chinese people formed a united, patriotic and anti-imperialist national identity. Friedman (1995, p.6) claims that Maos communist-led peasant Red regular army is regarded as a symb ol of library, which unites Chinese people in a defensive order, even Confucius could not achieve such a weapons-grade influence in this period of time. After the establishment of the peoples Republic of China (PRC) in year of 1949, the Communist Party of China (CPC) takes Marxism-Leninism, Mao Zedong approximation and Deng Xiaoping Theory as the guidance of its actions (http//www.china.org.cn/english/Political/26151.htm). Moreover, most universities in China offer compulsory courses of Marxism-Leninism, Mao Zedong Thought and Deng Xiaoping Theory which brings tremendous influence on the create of Chinese young peoples national identity.As to the cultural identity of Chinese young people, it is believed that the heritage of Confucian culture takes the dominant position in Chinese society. Confucianism is one of Chinese traditional culture values, which is formed on the basis of colleting experience of the nations exploration and result to the challenge of its national and soci al environment (Zheng, Yongnian, 1999, p.73). Grown up and enlightened in such a society, young people form their cultural identity and obtain cultural group membership unconsciously. The culture cognisance is internalized by individuals and finally forms cultural identity (Brock and Tulasiewicz, 19854, cited in Parmenter).The obtaining and challenge of social identity among Chinese young people can be analyzed under the circumstance of globalization. Social identity is a much broader concept which can include cultural or ethnic membership identity (Ting-Toomey and Chung, 2005, p.101). The process of globalization is not only an exchange of merchandise, but also an interaction between western and eastern cultures. Some Chinese young people appreciate and accept western culture and values. In this sense, the in-group and out-group in social identity theory can be categorized as follows in this essay Under the influence of western culture to Chinese traditional culture, those people who hold traditional cultural values of Chinese bodied culture can be regarded as an in-group, and the out-group can be regarded as those Chinese young people who are westernized through the process of globalization.2. Identity Crisis of Chinese tender People through the Process of Globalization and Efforts to remold identity2.1 Analysis of Identity Crisis among Chinese Young PeopleThe identity crisis towards Chinese young people under the circumstance of globalization can be mainly analyzed in two aspects, to wit cultural identity crisis and social identity crisis. The cultural identity crisis is a crisis of Chinese traditional world view and cultural values, which produced in the process of western cultures and values invading into Chinese traditional culture values, while social identity crisis is stemmed from how individuals categorize themselves and others in terms of their belonging to groups (Tajfel, 1981), thus, in the circumstance of China, the follow essay will analyze how Chinese young people categorize themselves in terms of groups. But first, the essay will discuss the unique characteristic of Chinese young people under the influence of globalization and global culture.Those Chinese young people who are experiencing their adolescence year are a unique group in the formation of identity. Adolescence is a certain period of year between puerility and adulthood, which involves psychological revolution, uncertainty, curiosity towards the new trend, and the willingness to discipline (Erikson, 1968, p.128). Those Chinese young people who were born after the Reform and Opening Up policy carried out in China have experienced a totally different growing environment from the generation of their parents. Under the influence of globalization, Chinese young people find themselves in a wave of technological, economic, and global cultural trend. It is the characteristic of adolescence determines that Chinese young people have a willingness to learn and accept the western values promoted by globalization as well as traditional values hold by Chinese collective culture. It seems likely that the intimacy of western values in the process of globalization leads to a vagueness of Chinese young peoples identity.It could be argued that the period of adolescence is also a period of operating the function of secondary socialization as to form a world view, which is a proceeding process of internalizing the primary concept of ideology. The secondary socialization deals with the already formed self and an already internalized word (Berger and Luckmann, 1966, p.160). In the context of China, traditional cultures and values hold by the society can be regarded as circumstance for Chinese young people to form primary socialization, while education offered by school and society contributes to the effort to form young peoples secondary socialization. Under the influence of globalization and invading of western values to Chinese society, the building of c oncept through second socialization of Chinese young people is receiving more outer(prenominal) influence and challenges, because of the values promoted by global culture and western values may contradict to their primary concept. Erikson (1968, p.162) claims that the egos function to integrate the relation of impudently added identity element with those already in existence, but if the newly added identity elements is conflicted with the former one, there will be an identity crisis come into being.Globalization accelerates the communication around the world, although China is famous for its conservative culture, it is cannot be denied that Chinese traditional culture is affected by the western values. Chinese culture is built in the society of collectivistic values, in which the power of the group is emphasized (Hofstede, 1991, p.50). Chinese people think highly of the family tie and the values such as filial piety, which implies the proper relations of parents and children in Ch inese traditional culture. Parents have absolute power in the family and should be see and reverenced by children, children are taught that they are in duty bound to take care of their elder parents. However, nowadays it is reported that the empty-nest homes (where old couples live alone) feign up 49.7% of households in urban areas (Seniors first, 2010), and 74% of young Chinese people feel incompetent to tend the old duo to various reasons (74% of young feel incompetent to tend the old, 2010).Chinese young people are in a danger of losing traditional values. It is widely believed that western values such as individualism and materialism introduce into Chinese culture and trigger a series of changes in Chinese society in the process of globalization. Chinese young people are facing the challenges of maintaining traditional values and internalizing traditional cultural consciousness while accessing to the global culture. Brock and Tulasiewicz (Parmenter, 1997, p.27) suggest that th e cultural identity is a certain world view, constructed and developed by the individual in interaction with others. It is obvious that Chinese young peoples world view is challenged and different from the world view hold by traditional larger Chinese culture duo to the accessing of global culture. Therefore, the globalization and western values challenge Chinese young peoples cultural identity.Through the process of globalization, western festivals such as Christmas and Valentines Day become well know among Chinese young people. In contrast, some Chinese traditional festivals such as the Dragon Boat Festival, Pure Brightness Day, and Double ninth Festival are forgotten and even rationalized. There is a tendency for some of Chinese young people to take on western values and pursue self-esteem by behaving differently. According to Tajfel (1981, p.277), social identity understood as deriving in a comparative and relational manner from an individuals group memberships. It can be ass umed that some Chinese young people regard some western values are better than Chinese traditional values through comparison. Thus, there is a crisis in the aspect of social identity among some Chinese young people to define their place in a social system.2.2 Efforts to determine Chinese Young Peoples IdentityIt has been shown that the issue of identity crisis is raised from the influence of globalization on Chinese culture. The essay above has analyzed cultural identity crisis and social identity crisis among Chinese young people under the influence of western culture. This section will critically analyze the efforts to reshape Chinese young peoples identity mainly from the aspect of education, and focus on the computer program of Chinese literature and history.It is widely believed that school is in the position of promoting the development of the identity (Parmenter, 1997, p.34), therefore, it is can be assumed that school also plays an important portion in reshaping of identi ty. Chinese education is carried out under the guideline of Education Law of the Peoples Republic of China. The Law (1995) points out the aims of Chinas education, which is to improve the quality of the whole nation and construct socialist material and uncanny civilization in accordance with the Constitution (Article 1), meanwhile, the Law also indicates that education should be carried out under the guideline of Marxism-Leninism, Mao Zedong Thought and the theories, moreover, education should also inherit and expand fine historical and cultural traditions as to achieve civilization progress of human beings. (Article 3, Article 7). Thus, it is can be seen that education in China has been politicized as to reinforce identity among students.Tate shows that language and history are two major classs that foster national and cultural identity (Parmenter, 1997, p.35). The Chinese literature curriculum is a course teaches students Chinese languages as well as Chinese traditional cultures and values, especially the Chinese Classic literature, in which contains Confucians classical works, such as The Four Books (The gigantic Learning, The Doctrine of the Mean, The Analects of Confucius, and The Mencius) and the five classics. Confucianism is the core value rooted in Chinese traditional culture and formed cultural identity among Chinese people. As to the language teaching in Chinese literature curriculum, disrespect the language helps Chinese young people to shape a world view, it is seemed likely that language is a much weaker factor compared with Chinese traditional values hold by the Chinese literature in reshaping cultural identity. Besides, language is not a direct factor in building cultural identity (Parmenter, 1997, p.27). However, it is cannot denied that Chinese Literature curriculum plays an important procedure in reconstruction of Chinese young peoples identity.As to the aspect of history curriculum in Chinas education, the reason of giving a prior fri endliness of history has argued by Goodson (1998, p.153), history is considered as revive and refocus of national identity and ideology. In the efforts of reshaping identity among Chinese young people, history curriculum operates the same function as Goodson discussed. Although the focus of Chinese history curriculum changes slightly, from historical materialism to Chinese dynastic and cultural heritage, from socialist people to national people, from socialism to nationalism (Jones, 2005, p.95) The function of history remains to the role of transmission of state-authorized memories as to support ethnic, regional, or political identities in twain Nationalist and Communist China (Jones, 2005, p.94).2.3 New Problems rise from the reshaping of Chinese Young Peoples Identity under the circumstance of globalizationOne issue that should occupy us is the national curriculum under the influence of globalization. In the process of reconstruction of Chinese young peoples identity through nat ional curriculum, there may be a tendency of ignoring the influence brought by globalization to Chinas society. The globalization brings significant changes in the aspects of social and cultural life to Chinese young people in and outside school, however, the designers of curriculum seem to ignore the phenomena and continuously draw up exam-oriented curriculum which focuses on building students national and cultural identity within the nation (Mccarthy, C., Giardina, M. D., Harewood, S. J., Park, J., 2003, p.454). It is likely that the over-emphasizing of national and cultural identity in national curriculum will bring detrimental effect on the awareness of the diversity cultural values in the world.Encouraging an understanding and appreciation of other cultures is the concept promoted in the internationalistic education (Cambridge, J., Thompson, J., 2004, p.162). While, Blaney (cited in Walker, 2000, p.200) suggests that Education systems rooted mainly in national concerns and constrained by national ideologies cannot educate young people to live meaningfully in a world society which is global. In the circumstance of globalization, it could be suggested that popular culture should be added into education. The popular culture should be understood as crucial terrain of political and social contestation, negotiation, and resistance that makes up the ever-shifting boundaries and alliances of youth identity formation (Mccarthy, C., Giardina, M. D., Harewood, S. J., Park, J., 2003, p.463).This section mainly deals with the challenge of Chinese culture on the aspect of Chinese young peoples identity under the influence of Globalization. A framework is built through concepts of identity, the formation and crisis of Chinese young peoples identity. Then, identity crisis of Chinese young people is analyzed and the ways of reshaping identity is presented. At last, it is critically analyzed the problem in the process of reshaping Chinese young peoples identity.