In this afterword we bring insights from the special issue into conversation with the ongoing educational challenges of imagining the world differently. To do so, we consider how global mobilities are conceptualized and materialized within three "pillars" of the architecture of modern existence: the nation-state, global capital, and…

The purpose of the study is to examine business education that aims to prepare students to understand poverty and design sustainable solutions for people living in subsistence in a yearlong course at a Midwestern U.S Land-grant university. I conduct a case study of the course in order to understand the curriculum and pedagogical arrangements and…

The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with…

This paper looks at the implementation of the DESD from a global perspective. It takes the position that quality education is fundamental for learning how to live sustainably, and that the DESD needs to be better positioned in the education landscape and conceived as a global social movement that must be fostered and nurtured for the well-being of…

Five different concepts of the goal of education for international understanding are presented with the intent that it will lead to more productive dialogue when the topic of international objectives of school is discussed. (Author/JB)

Provides an extensive bibliography of books and teaching aids on world cultures. Peace, human rights, and the teaching of world affairs and world understanding are stressed. (LN)

Universal peace, progress and civilization are still the most important goals of UNESCO. (Author/AF)

This address, given in May, 1970, as part of a UNITAR Special Lecture Series, proposes a revelant view of education; namely, that education should aim not at producing manpower but at manhood, helping each person achieve full humanity, thereby making the world a desirable habitat for mankind. Nation states use education as a means toward…

International studies give the broad background needed for a truly global education. Area studies complement this approach by offering specificity to the issues and providing perspectives that break ehtnocentric and nationalistic molds, giving students the world picture as seen through the eyes of other peoples. (BW)

Generalizations about the sea as a total system are outlined. The practical educational problems of how to design appropriate learning experiences for these generalizations are discussed. (Author/KM)

Education must focus on a new curriculum; one that gives a clear vision of the unity of the world in both a social and physical sense. (DS)

The concept of the nation state is viewed as a hindrance to a planetary perception of world problems and to progress toward a global community. The roles of education in general and of social education in particular are noted in relation to these goals. (Author/KM)

The third chapter of Education and International Understanding--A Philosophical Examination," a dissertation by David Bridges, is summarized here. He claims that what might be regarded as a cosmopolitan's conception of moral education is central to the nature and purposes of education. (Author/JB)