information and communication systems into a single world system. Information
globalization, for its part, is necessary for the formation of a single global market,
which needs to be regulated by economic, political, socio-psychological methods.’[10].
For the German neo-liberal direction, the block of social issues became very
important, British-American neo-liberal schools were focused only on economic
entities. Thus, D. Harvey noted that ‘Globalization leads to a densification of social
life in terms of space and time.’ [15].
French philosopher, sociologist and cultural scientist, post-structuralist P.
Bourdieu noted: ‘Schematically, the world was divided into two camps: a camp of
masters and slaves. The choice becomes caricatured and far-fetched.’ The scientist said
that the distribution of different types of capital (economic, cultural, social, symbolic)
in the social space structures it [9].
In the conclusions of the 5th International Conference on the Education for Adults
in Hamburg in 1997, it was noted that ‘globalization and radical technological
innovation affect both the lives of individuals and the lives of entire countries. Global
competition, communications networks, fast investment flows and technological
innovations have brought success to individual enterprises and at the same time the
growth of inequality, impoverishment of a significant part of society.’ [6, с. 367–370].
According to the Ukrainian Orientalist O. Shokalo: ‘Globalization provides a new
normative and theoretical paradigm, based on the principle of the mosaic cultures in
different social groups.’ [2].
According to the Ukrainian researcher and lawyer T. Chubko: ‘The essence of
globalization as a process that characterizes the modern stage of human development
is the formation of a common world economic, political and cultural space, which
operates on the basis of universal generally acceptable recognized legal values and
principles and is mediated by common organizational forms.’ [8]. In addition, the right
is the main ideological basis of globalization aims to contain the negative aspects and
consequences of globalization.
In researches of the famous Brazilian comparator Carnara Jacira da Silva, the
entire spectrum of educational globalization concepts is divided into three groups
depending on type of interaction in different cultures within the framework of the
school curriculum:
1. Assimilation, providing the priority of cultural and educational development of
one dominant nation and the declining of others through unification.
2. Multicultural, which involves the autonomous development of different
cultural groups that emphasize its specificity and uniqueness. Such approach does not
create the preconditions for interaction, mutual enrichment of these cultures.
3. Intercultural, involving the mutual recognition and mutual enrichment of
different cultures by establishing a wide range of contacts. The intercultural school is
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