Five dimensions of a global perspective are identified: (1) perspective consciousness; (2) "state of the planet" awareness; (3) cross-cultural awareness; (4) knowledge of global dynamics; and (5) awareness of choices. The development of a global perspective will illuminate linkages among events. (PP)

Geography teachers can use mathematics to teach fourth, fifth, and sixth grade students about critical global issues. Five sample problems concerning population, poverty, waste, the arms race, and hunger are presented. The global issue related to each problem is discussed, and the solution and mathematical skill are provided. (RM)

If teachers are to change school curricula to reflect a global perspective, they must participate in long-term inservice training programs. Workshops at four levels are employed by the Bay Area Global Education Program, focusing on: (1) global awareness; (2) imparting information and concepts; (3) developing teaching skills; and (4) curriculum…

Describes the International Organization for Chemical Sciences in Development's (IOCD) activities and programs in applying chemistry to the economic, social, and scientific needs of developing countries. The fundamental aim of IOCD is to assist chemists in developing countries exploit their indigenous natural resources and overcome their…

Dewey's writings defined the role of educators in society and their ability to influence world peace, international cooperation, the meaning of patriotism, and the role of the social sciences in understanding other cultures. Dewey perceived the job of the educator as teaching basic values of peace and nonviolence as correct social behavior. (JN)

The concept of "world view" is examined in relationship to the role of school curriculum and its possible contribution to social problems. The nature of curricula today is thought to contribute to the development of rigid belief systems which might have detrimental consequences for society. (JN)

Discusses the need for a global approach to world history to help students at all levels understand social, economic, and ecological change. The author evaluates one example of a secondary global world history textbook--"People and Civilization: A World History" (Lexington, MA: Ginn and Company, 1977). (AM)

Discusses the meaning and objectives of global education and presents recommendations for expanding the global dimension of the K-12 social studies curriculum. Cultural diversity and interdependence should be emphasized to prepare students to become effective participants in future world affairs (AM).

Reviews the recent history of successful international cooperative scientific projects. Considers the present level of international science, and supports the notion that the best context for all of science is the global community. Promotes participation by scientists in international scientific organizations. (CS)

Presents the viewpoint that science and technology are an integral part of international development and that governments in the developed countries should invest money in science and technology in the Third World for the mutual benefit of all. (Author/CS)

To create a feeling of school unity and to reinforce the concept of human interdependence, the teachers of Friends' Central School planned Project Terra, a six-week school-wide activity. With the school viewed as a mythical planet, classes designed their own cultures and interacted as nations. (SJL)

The author notes a growing trend toward the inclusion of world musics at both the elementary/secondary and higher education levels. He presents a rationale for studying world musics and cites the importance of giving students an understanding of cultural context in such study. (SJL)

International programs at St. Olaf College are described. Four types of programs include (1) Interim Abroad, (2) Far East Term, Middle East Term, and Global Semester, (3) unaccompanied programs of a semester or year at numerous foreign universities, and (4) Study-Service Abroad Program for practice teaching, nursing, etc. (MLW)

Occidental College offers international programs and foreign affairs courses. The emphasis on international studies extends to the core curriculum with three major areas that deal with the history, politics, and culture of other countries. Undergraduates are required to take almost two years of a foreign language. (MLW)

The example of the Republic of Ireland has been used to illustrate the argument that policies and ideologies operating in and transforming institutions at the nation-state level cannot be understood solely by reference to forces confined within nation-state boundaries. (Author/KC)