"There is a myth in today's globalization that people are powerless in the face of economic forces." [1] Globalization seems to have become an irresistible force, affecting all aspects of society, and social work education is no exception. However, in our educational philosophy, professional education for students is still mainly focused on instilling professional knowledge and ideas, lacking reflection on what we have taught. Most of these professional knowledge were introduced from western countries during China's participation in globalization. Most of these modern professional knowledge have no organic connection with China local culture. Students feel that their professional knowledge and environment are in a state of separation, especially since the reform and opening up, China has accelerated the process of globalization. This split state has greatly affected the effect of professional education, but our professional education has not dealt with this problem well, nor has it paid due attention to this knowledge. Many professional teachers pay attention to those professional and technical things, but turn a blind eye to these factors that have a profound impact on students, which is also an urgent problem for our professional education. Based on the concept of globalization, this paper analyzes the influence of globalization on social work education.
I definition of the concept of globalization
It is undeniable that globalization is an extremely complicated concept, and many scholars have put forward their own views, among which marshall mcluhan's view of global village, neo-liberal economics, Giddens' view of institutional expansion and modernity globalization, Elias' view of cultural globalization and wallerstein's view of "world system theory" are typical. These scholars have defined the concept of globalization from different aspects, so to grasp the trend of globalization and its possible consequences, we must take a multi-perspective position to make a comprehensive understanding. The concept used in this paper is close to Su Guoxun's definition of globalization: "Globalization is an outward expansion based on economic factors such as capital and high technology, which leads to the formation of a unified big market and multinational companies in the world. In other words, the global flow of financial capital, the liberalization of economy and trade, the international expansion of multinational corporations and the wide application of information technology in various fields all mark the arrival of the era of globalization. In this process, as a demonstration effect, the capital-efficient international operation mode will inevitably have a strong impact on other fields, thus driving the globalization of the whole society. " [2] But any simple definition of this complex concept may take risks and ignore other aspects of this concept. Therefore, when using the concept of globalization, this paper also draws lessons from other viewpoints as a supplement.
Judging from the above concepts, the main content of China's market economy reform, opening up and modernization development strategy at this stage is to gradually integrate China into the global unified market, realize the free flow of capital and put resources under the market mechanism, which is called economic globalization. It can be seen that the policies that have a far-reaching impact on our society at this stage are all formed under the background of globalization. What market economy and open policy pursue and advocate is in the same strain as what globalization expects, which can be said to be an integral part of globalization. Therefore, the modernization, market economy and opening up that I will talk about later are all discussed under the concept of "globalization". Globalization has had a far-reaching impact on all aspects of our country. It can be said that without globalization, we can't understand the structural adjustment that has a great impact on us at present, including economic system reform, education system reform, medical system reform, housing system reform, land use system reform, social welfare system reform, household registration system reform and so on. But these effects of globalization are very hidden, and it is difficult to see them without systematic theoretical analysis. The same is true of social work education. Next, I will focus on how globalization affects professional education.
Second, the impact of globalization on social work education
"In the past decade, major Canadian companies have tried to completely rewrite the education agenda and let education serve the needs of technological development and market fluctuations. As a result, a series of educational principles based on cultivating qualified citizens established since World War II have been impacted. " David Jeffrey Smith also pointed out that globalization makes business value override all other values and requires that education itself must be responsible for the success or failure of business. For example, "Can we make a profit by teaching this course?" "As customers of the university, are students satisfied with their teachers?" "Going to school in the future is a personal business investment, not a human right funded by the government, so students must pay the corresponding tuition according to their long-term investment income" and other issues and statements are on the lips of educational administrative leaders at all levels every day, but no one cares about the inherent or moral value of educational activities. China's higher education is also gradually moving towards marketization, David? Jeffrey. Smith's worries have gradually come true in China. Public (free) higher education is gradually withdrawing from the historical stage. For most people in China, going to school, especially to college, has become an intellectual investment for individuals and families, and education is gradually commercialized. "Education serves economic development" has become the action guide of universities in China, and many universities directly link the employment rate of students with the specialty setting. In this context, it is conceivable that the social work major, which is not directly related to "economic development", plays an important role in colleges and universities. "What is education for?" It doesn't seem to be a problem now, but if we don't reflect properly, it may have a disastrous impact.
In the process of market economy reform in China, the understanding of market economy is not comprehensive enough, especially in the early stage of reform and opening up, which only emphasizes efficiency and gives consideration to fairness. Through powerful ideological propaganda tools, the value concept of market economy is constructed as "truth" without paying due attention to the negative impact of market economy. It seems that we have just introduced all kinds of advanced technologies from the west, and have not been contaminated with the chronic diseases of western society. However, "there is no such thing as pure technology-technology that can be picked up at will, put down everywhere and used at will." This is because specific technical forms always come from people's specific ways of thinking, and those specific ways of thinking come from people's attention to specific affairs at specific times and regions. Contemporary western technology represents the west, not just its by-product, so the introduction of technology is actually the introduction of culture. "[4] At this stage, a large number of majors, including social work majors, are imported from the West, and there is a profound cultural background behind these professional knowledge. These cultural backgrounds are greatly different from the local culture where our students live, and our professional education lacks sensitivity to this aspect, and the professional knowledge taught lacks a localization process. ? Another important influence of globalization on vocational education is the phenomenon of "non-localization". As mentioned above, "people and cultures all over the world are told that all aspects of life are determined by their connection with the' global' network, and whether the things around them are valuable depends on whether it matches the global network." "There is also a problem of' non-localization' in the social work major introduced from the West in China. Non-localization here means that the professional knowledge of social work taught in domestic universities originated from western society and was divorced from the living environment of students. This situation is often involved in my contact with my classmates. Many students pointed out that the professional knowledge they have learned lacks connection with the real environment, lacks explanatory power and even cannot be understood. Moreover, this separation is not only reflected in students, but also in many professional teachers. The de-localization brought by this globalization "alienated teachers from their personal experience of teaching and learning for many years-these experiences made everyone understand that the most effective teaching depends on the relationship between people, and there is indeed a deep connection between cognition and life. If this connection is separated, it will only lead people to hold a profound pessimistic attitude towards knowledge itself. If the production and dissemination of knowledge are only firmly connected with events that happen in distant places, then such a crisis will eventually occur: what value does this knowledge have to me? "
Many teachers and students majoring in social work will feel this separation, and their professional knowledge is not responsive to our real environment, which is also the contradiction that students encounter when constructing their professional identity. This problem is particularly obvious in some majors, and professional teachers can't organically connect their knowledge with their environment, let alone students. The reason is that, on the one hand, most of the textbooks we use are based on foreign or Hong Kong and Taiwan professional books, and the environment, cited cases and even values we grasp in them are very different from those in the mainland; On the other hand, because the specialty has not been established for a long time, the imported professional knowledge has not been fully absorbed and deeply reflected in combination with our environment; Another point is that in our social environment, there is a lack of cultural soil and ideological foundation on which some social work majors depend.
These may be the reasons for this sense of separation and the direction of our efforts. David? Jeffrey. Smith pointed out that effective teaching essentially depends on the relationship between people, and there is a profound connection between cognition and life. At present, our professional education just ignores or fails to pay due attention to this point. This involves a question in the field of pedagogy, that is, "how should we educate students and what kind of relationship should students and teachers have?" Many students have raised similar questions. They hope to have "heart-to-heart communication" with teachers in the process of professional teaching. They hope that teachers can tell their true feelings according to some specific examples, and see what teachers think and do. They hope that teachers can feel students' feelings from the perspective of students and better understand students, rather than just instilling professional knowledge in the classroom.
In a word, globalization, as a general trend in the world today, has a far-reaching impact on students' professional education. If social work professional education ignores this important background factor and does not deal with its negative impact, it will greatly affect the effect of our professional education and lead to many students' lack of identity with their majors. Even if you are engaged in related work in the future, the problem of low professional identity still exists and becomes an obstacle to the whole career development. As some students have reflected, social work is not a career they want to pursue in the future. Even if they can find middle-income jobs after graduation, in the eyes of these students, most occupations in the society can't meet their needs now. It can be seen that some students don't agree with the social work major, not because they can't maintain their basic life, but because they can't meet some of their needs. What are these needs? How do these demands come into being and what does it have to do with globalization? And what is the significance of these needs to professional education? Next, I will focus on these issues.
Third, the construction of demand by globalization.
Many scholars have studied the concept of demand, and the concept used in this paper is closer to Dennis? In Bell's analysis of "desire" in the contradiction of capitalist culture, Bell used Aristotle's theory to distinguish between demand and desire, arguing that "people have natural needs, adequate food, clothing, shelter from the wind and rain, care when sick, sex, friendship and so on. These are limited and can be satisfied. " The striking feature of bourgeois society is that it wants to satisfy not needs but desires. Desire transcends physiological instinct and enters the psychological level, so it is an infinite requirement. ""Just as the horizon is always expanding, the individual's cognition of needs will be endless. In bourgeois society, psychological' needs' have replaced physical' needs' and become the basis for seeking satisfaction. " [7]
Creating desires and deficiencies is the art of market economy, just like Gilles? Deleuze and Felix? Guattari said that the market economy "deliberately creates demand and needs when products are sufficient"; Make all desires ready to move, and make people fall into the abyss forever for fear that their desires will not be satisfied. "[8] After the reform and opening up, global capital entered China. To realize the purpose of capital appreciation, we need to meet several basic conditions, namely, cheap resources, labor and a market with huge demand. In order to meet these conditions, global capital first created a way of life that ordinary people could not reach through the media. We often see such a scene in the media: "A well-dressed hero (many of whom are celebrities), driving a limousine, drinking wine, using the latest luxury goods, holding the highest-end electronic products, living in a luxurious villa, entering and leaving various high-end entertainment places, surrounded by handsome men and beautiful women. "Such scenes can be seen almost everywhere in the media. Through this shaping, most people will have a great sense of loss. Their original life will be regarded as "unbearable" and there will be a huge demand for the lifestyle described by capital. The only way to meet this demand is to become a consumer of global capital, because this lifestyle is shaped by global capital.
Unfortunately, not everyone can meet these needs. To meet these needs through consumption, you must have something that can be exchanged with global capital. However, under the logic of global capital, not everything can be exchanged with its goods, that is, not everything has "value". Global capital defines what is valuable and what is worthless according to its own logic. In the view of capital, clear and clean river water is worthless. It must wait until the river water is polluted and cannot be directly drunk, and it is valuable after capital purification; Rural land is worthless, and it is valuable only after being expropriated by capital; Traditional culture is worthless, only when it is affirmed by popular modern culture and packaged by capital can it be valuable. The "local knowledge" you have learned that is closely related to your life is worthless. Only knowledge closely related to capital demand is valuable. ? In other words, only goods with global capital are valuable, while others are worthless or of low value. After this division, we are left with cheap resources and labor on the edge of the world system, and most of the subjects who need help are the proletariat or semi-proletariat (migrant workers). If you want to fill your lack, you can only sell your cheap labor. Consume the goods of global capital through the meager "wages" exchanged by selling labor, and fill the sense of scarcity that capital can never fully satisfy.
Through this series of means, capital has achieved its goal, not only cultivating a large number of cheap labor for itself, but also cultivating a market that can never meet the demand. Through these analyses, it seems that we can better understand why students are dissatisfied with most of their current jobs, because the income from these jobs is far from meeting the "needs" that students have already constructed by global capital. Under the background of globalization, the vast number of students studying in colleges and universities are gradually materialized into commodities by capital and market, and become commodity producers and consumers controlled by capital and market, and their values are more or less affected.