Defines "global education" and urges foreign language teachers to establish dialogue with global educators to determine whether they want to or can be a contributing part of global education. Components and goals of global education are also discussed. (EJS)

Text of a presentation delivered at a pre-conference symposium at the Third Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL) on November 25, 1969, in New Orleans, Louisiana. (DS)

Discusses three obstacles to interdisciplinary cooperation in education: (1) compartmentalization of teachers and teaching, (2) reluctance of educators to tackle the problem, and (3) difficulties in intraschool and intrasystem communication. Recommends collecting, expanding, and sharing curricular components to achieve the goal. (PMJ)

The concept of lifelong learning is discussed, stressing the need to view education not as a finite period, but as a process that continues beyond years of formal schooling. Part of this shift in focus involves recognizing a new meaning for "school," and realizing that education may take place in union halls, management retreats, museums,…

Global education encompasses all disciplines in the curriculum on all levels. It provides foreign language teachers with an opportunity to construct curriculum from the ground up rather than from the other direction. Because most middle school and junior high school teachers can provide foreign language teachers with necessary knowledge about the…

Foreign language information for guidance personnel and administrators concerning the role of foreign languages in the comprehensive school in Indiana concerns four major areas: (1) student, (2) foreign language instruction, (3) administration, and (4) foreign languages in Indiana. Questions raised by schools and parents regarding the individual…