With a challenge to conceptualize an environmental/sustainability education that employs imaginaries and praxis for learning our way through and beyond our planetary crisis, we consider how posthuman creativity articulates into pedagogical practice. We share insights from our researcher/practitioner experience in two different educational…

Emotion is the "how" of NASPAA competencies related to leading and managing in a culturally-conscious manner. In this article, we describe the role of emotion in public service and we detail the mechanism by which emotion fosters a collective mind-set for effective public service leadership and cultural literacy. We indicate specifically…

Humanitarian events are increasing globally, both in number and intensity. In response, the international community spends approximately US $30 billion annually to alleviate both the immediate consequences of these climatic, geographic, and human-induced events but also to support mitigation and recovery. Over the past two decades, the…

This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other…

This article explores Asian traditions of meditation, with particular attention to Buddhism as it was developed in ancient India. It delineates a core curriculum, initially developed in monastic institutions of higher education, that has been most fully preserved in Tibet. It then explores how this curriculum might be adapted so that it can help…

Presents a model for inservice teacher education which emphasizes affective goals and personal growth of the teachers and utilizes individual personalized instruction, open access learning, affective-experimental group programs and feedback. (JT)

American responses to educational problems faced around the globe can serve as models for developing nations. The following characteristics of American education with particular relevance for education in developing nations have been organized as inputs, structures and strategies, and outputs. Inputs to the system of American education, defined in…

Presenting a statement of faith in the future of intercultural understanding, the essay suggests a humanistic framework of dignity and well-being for people which would be based upon acceptance of value conflict, genuine respect for others, and mutuality in relationships. The outgrowth of a program of international inquiries by scholars over a…

This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class…

Three case studies of educational practices in India illustrate that lifelong learning (1) is not confined to childhood; (2) encompasses a large number of sources outside formal education; and (3) can lead to improvement of everday life. These three educational activities, all at semi-rural institutions, and directed toward improving aborigines'…

One of the units developed as part of the "Around the World" exploratory language program in South Carolina, this unit on India aims to develop in students an awareness of the culture of the country through experiential language and cultural activities. The guide has the following components: (1) a list of resource books and films; (2)…