Recently, much has been written about globalization – that is, the global reach and consequences of worldwide commerce.  Today, many students are introduced to globalization from the more simplistic approach whereby the idea of world trade is flat or even curved, all attributed to more efficient technological advances within the last few decades.  Indeed, there is truth to this; however, teaching the idea of globalization as one attributed to the simplicity of the world or of a phenomenon that suggests that globalization has recently arrived upon the world economy is misleading and leaves the student under-trained. 

Objective

The central question addressed in this paper is how to best teach the concept of globalization to the student of economics – both undergraduate and graduate.  Often the macroeconomics course is the only course in which students will comprehensively study the scope of the world in which they will compete.  Consequently, teaching globalization properly and completely is among the top priorities in the discipline. 

Methodological Approach

To address this shortcoming in the traditional and widespread curriculum, this paper explores the importance of five pillars that symbolically support a comprehensive understanding of the world economy and, more prudently, teaches the student that in fact the world, while many might agree to be flat, is in fact deep and more complex than any simplified analogy can ever portray.  Organized around five pillars – history, culture, politics, markets, and interdependence – the paper is supported by a macroeconomics teaching rubric to attain the result of the more globally astute and well-rounded student.  The pillars presented here require a trans-disciplinary exploration of not only the supporting literature, but also a cross-disciplinary approach to pedagogical effectiveness.  At the center of the paper is a comparative analysis between a flat approach to globalization and a deep approach.  Inevitably, the deep approach attests to the complexity and scale of worldwide variables that instructors must convey and students must master.  The comparative analysis will be further augmented by three case studies based on a pillars or deep approach that examines three trade relationships with the US as the benchmark: Europe/US representing the developed region; China/US representing the developing region; and UAE/US representing the emerging region.  Each case study will emphasize how the pillars not only yield more liberal trade, but, moreover, sustainable peace that permeates beyond the epicenter of the ports of call.

Expected Results

The overarching objective is to challenge the pedagogical efficacy of the globalization component in the macro economics curriculum while prescribing a customization rubric that enables more effective teaching and assessment for the professor and, more urgently, a comprehensive, value-added opportunity for student learning.  Globalization theory is vast.  The five pillars model developed here aims to not only challenge the simplistic, popular approach, but more effectively substantiate the framework for knowledge.  The underlying assertion is that mastering the pillars produces three results: for the economics discipline - effective teaching; for the student – thorough learning; and for globalization – skilled practitioners.