In today's heavily science-dependent global society, science education should be the key to learners more fully grasping global issues. A content analysis of 24 elementary school science textbooks in Taiwan was undertaken to examine how global issues were represented. The results revealed that about half of the content was related to global…

Stresses the need for social studies classroom teachers to devise curriculum which represents a realistic image of the realities that confront inhabitants of planet earth. Suggests that nations must be studied along with other important international factors such as multinational corporations, international organizations, private groups, and…

Focusing on elementary education, this article examines some of the pitfalls found in textbooks dealing with global interdependence. Suggestions are made to avoid these mistakes and involve students in activities outside of the textbook. (DE)

This handbook accompanies two inservice programs designed for elementary and secondary teachers who want to incorporate a world education thrust in their curricula. The first inservice program, "Making a Commitment," attempts to help participants come to an agreement as to what they mean when they speak of their world education program.…

This paper explores some of the reasons why global perspectives education has not found its way into the school curriculum. Also it offers some strategies for implementing global perspectives education in school programs. (BW)

Eight kinds of curricular changes designed to make schools more effective agents of citizen education in a global age are discussed. Materials designed to globalize the content of education are listed and four basic elements of a curriculum grounded in a global perspective are briefly described. (JMF)

The Junior G8 competition allows groups of young people from each of the G8 countries to have their voices heard on a global stage--the annual G8 summit. An international essay competition results in the selection of teams of students who travel to the G8 summit to provide a youth perspective on global issues. The 2006 competition focused on four…

This document suggests how social studies classroom teachers on the high school level can use a concept approach to structure global studies programs. Global studies is interpreted to include a focus on the individual's search for meaning in various cultures as well as the more traditional study of world cultures. A major objective of the approach…

Makes general and specific recommendations to enhance the capacity of the country's colleges and universities to provide students with global perspectives commensurate with the United States role in world affairs. Recommends comprehensive curriculum reviews, improved coordination in all academic sectors, and special emphasis on the humanities and…

A modestly financed, vigorously administered program of international studies at Emory University is described. The Emory Program in International Studies offers undergraduate courses (but no degree), sponsors lectures and programs, provides summer stipends for faculty to develop new courses, and publishes a monthly newsletter. (MLW)

The theoretical and practical issues involved in teaching peace studies are debated and modes of action suggested for the classroom teacher. (Author/KM)

Suggests curriculum changes in the social studies to prepare students for responsible and effective participation in a global age. Teachers should emphasize that the United States plays a large role in world affairs, introduce new issues in world politics, and address the issues of world peace and human rights. (Author/KC)

International education on college campuses is discussed in terms of its definition, its content dilemma in a rapidly changing world, utilization of the interdependence-diversity paradox to organize curriculum development, and programmatic issues such as inclusion of international issues within disciplines to build a multidisciplinary focus on…

The pace of global change and the increasing interdependence of people worldwide are the driving forces behind the need for a contemporary global education movement that reinterprets current knowledge to educate students to meet their responsibilities as citizens of an increasingly complex global society. Evaluations of U.S. 18-24-year-olds reveal…

As part of a broad effort to develop qualities and attitudes of mind implied by phrases such as "global perspective" and "worldmindedness," this paper considers the main practical and theoretical questions which are likely to arise in developing a world studies unit in secondary schools. Three major sections comprise the paper. The first section…