Paper presented at the Fifteenth Duke University Conference on Teaching the Social Studies

Paper presented at the Fifteenth Duke University Conference on Teaching the Social Studies.

There are concrete ways to bring international concerns into classrooms. The answer to whether we want to do so can only emerge out of civic and professional debate. Lists of organizations and resource materials about hunger and related problems are provided. (MLF)

Examines the dimensions of an emerging awareness of a world society. A sociological framework for describing worldwide societal systems and how they interact is presented. Major traits of the image of a world society, as derived from the framework, are described. (AM)

Describes global socioeconomic trends from the viewpoint of globology, defined as the new science of global dynamics. Comparisons are made between globology, utilitarian economics, and the Marxian analysis of world problems. The implications of long-term global cycles in colonialism, interstate competition, war, single-state hegemony, and…

Discusses the definition and dynamics of global problems from a Marxist perspective. Social factors involved in peace-keeping, the arms race, and socioeconomic development in the Third World are considered. The authors suggest that the socialist approach provides a basis for cooperative, international problem solving. (AM)

Examines the role of the mass media in the issues debated in the Brandt report, a document prepared in England which advocates economic interdependence between developing and developed nations. In addition to informing the public, the media should play a supporting role in development education in schools and colleges. (JJD)

Disadvantages of the post industrial society to developing nations are examined. For example, a dominant feature of this new era is the questioning of material values and a shift towards the quality of life syndrome. As a result, the validity of the growth and profit motif is being questioned. (RM)

The book titles suggested are merely an introduction to the vast realm of future studies. The novice reader should get started with several overviews and introductions, focus on reading one or more works by leading futurists, become familiar with both visions of "post-industrial society," and explore special problem areas. (RM)

Describes the conservation approach adopted by World Wildlife Fund which focuses on habitat protection to save wild plant and animal species. Priority attention to tropical forests is explained. Examples are given of techniques (e.g., radiotelemetry and aerial survey) for studying ecological behavior patterns of specific animals. (CS)

Traces the development of the International Union for Conservation of Nature and Natural Resources and describes its operation, including purpose, organization, and programs. (DC)

This article argues that systems thinking transcends disciplinary boundaries and should be part of everyone's education. Stresses future importance of systems global models and their capacity for planning and decision making on a world scale. A tentative topic outline for a systems approach course at university level is proposed. (Author/SMB)

Provides a curriculum design to take advantage of the high levels of motivation generated by contemporary events in Iran and the Middle East. (Author/IRT)

Identifies 31 research topics concerning the future that geographers can explore. Suggests how various research topics will benefit society as well as geographic education. Topics include malnutrition as a cause of social instability, cultural exclusion of the aged, global firewood shortage, and vulnerability of water supplies. (Author/DB)