Between the Inter-governmental Conference on Environmental Education at Tbilisi in 1977 and the Fourth International Conference on Environmental Education at Ahmedabad in 2007, our conception of the challenge posed by the global crises of climate change, environmental destruction, social disintegration, poverty, natural resources exhaustion and…

Claims that it is more important today than ever before for Americans to know about the world around them and to think intelligently in global terms. In light of this need, the article recommends that educators concern themselves more with the realities of one world and with education for world citizenship. (DB)

Discusses a foreign policy conference for educators sponsored by the United States Department of State and the need to provide young people with a broad perspective of the world. (IRT)

Discusses the need for creating conditions more favorable to worldwide accommodations with the accent on ways in which such desirable developments may be fostered. (Author/RK)

Social studies educators hold an important key to our future success in the management of "spaceship earth." Students must be made aware of the global environment and the many problems facing it. These problems are discussed. (RM)

The need for international education is undeniable when we examine the interdependence of our economic and environmental systems and the declining knowledge base of Americans concerning international issues. The President's Commission on Foreign Language and International Studies was established to address this problem, and focused on the…

Global studies programs are needed to help students grasp the world's complexities. A 1980 survey showed college students are ignorant about the world. Schools should review available global education resources, examine what is being done elsewhere, and choose how to start a program. Resource organizations and materials are listed. (Author/RW)

Education in international human rights needs to develop informed critical judgment for considering human rights principles and applying them in the examination of conditions in any country. The purpose should not be to further nationalistic or imperialistic education. (Author/KC)

Recommends that young people be personally involved in the process of teaching international understanding. Explains how young people should not only be taught about injustice but also moved to action by problems such as disease, hunger, and oppression. Instructional media and educational games are suggested as effective teaching methods. (DB)

Offers generalizations about education and its role in preparing children for a new world reality, including generalizations about the tension between individuality and conformity; availability of resources; quality of educational experiences; goals of education; role of family; and growing recognition of the importance of early childhood…

Given the growing interdependence of the world, programs in world affairs education must be more broadly defined. Presently educational institutions in the United States do not reflect the urgencies of modern international coping. The greatest inadequacy prevails in foreign language preparation. Academic imperatives include instituting and…

If interregional and global developments are what is most important in recent world history, how far back in time must we go to find a world that can be written about exclusively in terms of bounded cultures and civilizations? Why the period 1000-1500 is a good place to start is discussed. (RM)

Criticisms against the way history is being taught today are discussed, and some responses to the criticisms are made. There is a need for a universal view of history--for a history that transcends national and regional boundaries and comprehends the entire globe. (RM)

Schools should dignify the study of television in the same way that they dignify the study of language or mathematics. Television can help students gain an understanding of human problems and the human experience, broaden their reference points, and increase their sense of efficacy and participation. (RM)

Calls for social studies teachers to emphasize future studies and the implications of growing global interdependence. Students should learn about alternative futures, the possible decline of nationalism, overpopulation and food resources, the ecological system and natural resources, and ways of achieving interdependence. (AV)