This document traces the history of and need for global education. The paper examines a crucial connection between global education and critical thinking. Students cannot acquire a global perspective without developing critical thinking skills. Similarly, they cannot be considered critical thinkers without a global perspective. With the end of the…

Two major efforts to redirect the school curriculum that are currently of special concern, not only to educators but to the general citizenry as well, are citizenship education and international or global education. Both deal with the development of competent and responsible citizens whose perspectives, knowledge, and skills will enable them to…

The fact sheet discusses the educator's role in helping students develop an appreciation for global issues affecting their lives and an understanding of the interrelationships binding our society to world regions and peoples. The first section makes a distinction between global education and international or cross-cultural studies. Possible topics…

Examines multicultural and global education in relation to the growing concern for equity and social justice in the social studies curriculum. Suggests that global education studies global equity, whereas multicultural education teaches national equity. Argues that both types of programs, if well-designed and implemented, can fulfill the U.N.…

Advocates teaching about the Vietnam war from a holistic, global perspective. Argues that ignorance of Vietnamese cultural history carries over from the war effort to current social studies practices. Urges reconceptualizing knowledge about Vietnam to see it as a place with cultural traditions of its own. (CH)

Presents an activity designed to assist students in examining and reflecting on their personal values. Argues that students need to know themselves to explore the values of others and to develop an open-minded perspective on the cultural values of others. (DB)

Reports on a European teachers' seminar. Points out the difficulties of making generalizations about history instruction in European nations. Concludes that it is essential to emphasize societal aspects that bind people together and that national history should be taught in a European and global context. (CFR)

Argues that global or world studies should be a key course in the secondary curriculum. Asserts that knowledge of Western culture cannot prepare students adequately for participation in an interdependent world. Describes dominant and alternative approaches to teaching world studies. (CFR)

Argues that Western civilization's use of formalism in art criticism is hierarchical and eurocentric. Suggests a more anthropological approach in which production of art is considered in the context of its native culture. Recommends emphasizing the human meaning in art over consideration of form or design. (MJP)

Analyzes the difficulty of depicting a round world on a flat surface by identifying distortions in the traditional Mercator Projection. Questions whether its Eurocentric bias culturally conditions students. Presents other world maps that attempt to resolve more fairly the shape/area problem, including some drawn with computers. Encourages teachers…

Asserts that U.S. global awareness has been heightened significantly during the past decade. Contends that increasing economic interdependence has been a primary reason for this trend. States that the objectives of the world studies program at City University of New York Queens College help student understanding of global interdependence and…

How the theme of human movement--migration, and particularly immigration--can be integrated into junior high U.S. history and world history/geography courses is discussed. To avoid turning the study of migration into an unwitting process of reinforcing ethnocentrism, two steps need to be taken. First, the movement of people throughout the world…

Maintains that, in spite of its cosmopolitan origins, U.S. sociology is regarded widely as parochial in its outlook and concerns. Discusses factors contributing to the intellectual isolationism of U.S. sociological research and pedagogy. Provides suggestions for internationalizing the sociology curriculum. (CFR)

Asserts that since the middle of the 20th century the inclusion of world musics in music education programs has become increasingly important. Presents three rationales for teaching world music in the United States. Discusses two assumptions and implications for music educators regarding world music. (CFR)

Discusses recent pedagogical recommendations for cross-cultural lessons that are available in professional journals. Concludes that a large variety of learning activities recommending methodological approaches to cross-cultural education are available to teachers. Suggests that more intensive research in promising learning activities for an…