Proceedings of a conference held to discuss the problems of teaching world history are reported. Eight papers are presented. The first four address the issue of world history as an academic discipline. In "The World History Survey Course" William McNeill argues that major curriculum changes take place in this country only when sound pedagogical reasons for such changes are reinforced by strong administrative reasons. Following this, Howard Mehlinger, in "World History in Secondary Education," addresses problems of teacher training, course purpose, and student acceptance. The third and fourth papers--"World History since Toynbee: The Emergence of Macrohistory" (H. Loring White) and "In Defense of World History" (Alan Wood)--discuss the intellectual origins of world history and explain some of the intellectual hostility toward world history as a field of study. The last four papers deal with how to organize a course in world history. They include: "Approaches to Teaching World History" (Ross Dunn); "Introductory History as Topical Inquiry" (Kevin Reilly); "Modernization as an Organizing Principle for World History" (Cyril E. Black); and "Global History, Modernization, and the World-System Approach: A Critique" (Craig A. Lockard). Included as appendices is the official report on the conference and a report on the founding of the World History Association, both written by Kevin Reilly. (RM)