In the 21st century, with the advent of globalization and virtually instantaneous electronic communication, the rest of the world impinges more on our consciousness and awareness than it ever has in the past. University-level education needs to prepare students to function in this interconnected world. Christian higher education should be…

As an introduction to Asian literature, this course guide explores the literatures of Japan, China, and India. Included are (1) a course description with a suggested time schedule of activities; (2) recommendations for necessary student achievement level; (3) course objectives; and (4) listings of materials (e.g., books, records, slides, films,…

The author develops a rationale for teaching about the non-West in the social studies curriculum in public schools. Suggestions are made concerning curriculum development and teaching methods. (SM)

A course outline is provided for students enrolled in the first semester of a world civilization course developed at the Red Rocks campus of the Community College of Denver. First, course guidelines present reasons for studying world civilization and specify instructional goals, course materials, and prerequisite knowledge and skills. Next, a…

A course outline is provided for students enrolled in the second semester of a world civilization course developed at the Red Rocks campus of the Community College of Denver. First, course guidelines present reasons for studying world civilization and specify instructional goals, course materials, and prerequisite knowledge and skills. Next, a…

A course which is an exploration of man's eternal search to understand himself and his world through the study of the mythology of the world is presented. Performance objectives include: (1) Students will recognize the content of the myths studied; (2) Students will identify the specific characteristics of the civilization studied; (3) Students…

Since 1980, an increasing number of state and local education agencies have reintroduced a world history requirement into their secondary curricula. This ERIC Digest examines five key questions related to that trend. Questions raised, together with some salient points made in the discussion of each, are as follows: (1) What is the background to…

This curriculum supplement on India consists of three modules that have been used with undergraduates in introductory world civilization courses. Module 1, "Ancient Period: Hinduism and the Caste System in India: Origin, Development, and Social Functions" discusses the religious doctrines of Hinduism, the caste system, and its structure.…

This paper provides a skeleton of a one-year course in Asian and African civilizations intended for upper school students. The curricular package consists of four parts. The first part deals with the basic shape and content of the course as envisioned. The remaining three parts develop a specific unit on classical India with a series of teacher…

A monograph of the numerous activities that have contributed to the current renaissance of India's classical performing arts covers the theoretical aspects, musical instruments, the main schools of classical dance, and drama. Besides the basic research described, the total project produced a set of 300 slides with annotated listing, picturing the…

The author considers the appropriate content of a "music appreciation" course and how both the diversities and commonalities of the world's musics can be presented in terms of the basic concepts of rhythm, harmony, melody, timbre, intensity, and form. (SJL)

A $140,000 grant from the National Endowment for the Humanities has allowed Heritage College (Washington) to develop a set of courses that incorporate literature and philosophy from Hispanic and American Indian traditions, as well as from Western and non-Western cultures in a thematic approach to the humanities. (DB)

States that in order for students to learn about non-Western history, the role of the history teacher must change from the person who provides information to students to the person who helps students locate information. Explains that the Internet should be embraced as a tool for teaching students about non-Western history. (CMK)

Contends that the lack of trained non-Western historians requires that Western historians must attempt to present world history from a global perspective. Describes a world region approach that uses overlapping spheres to link nations and cultures throughout history. Includes recommended resources for this approach. (CFR)

This guide outlines a course introducing university-level students to the relationships between Eastern and Western literature by studying the works of Tagore and Yeats. The guide includes: (1) a list of texts for the course; (2) the sequence of lecture-discussions, covering the authors' works, their cultural contexts, and the parallel roles they…