Education should be focused on wholesome growth

Divided into two parts, the first part profiles individual programs outlining such information as the conceptualization of global education, program descriptions, services, special strengths, achievements, and financial aid. The document will be useful to persons who are interested in the movement for global perspectives in education including: preservice students and their advisers, classroom teachers, school system personnel, teacher educators, and other educators. This directory is designed to provide information about teacher education programs in the United States that prepare secondary social studies teachers to teach with a global perspective. There are also considerable differences across the three groups of teachers as the master teachers focus much more on global and local inequities, interdisciplinary approaches, higher level thinking, and crosscultural experiential learning. Some commonalities of theories and practice across the three groups include teaching students about their own cultures and diverse cultures through multiple perspectives, connecting global knowledge and skills to their students' lives, and making connections across historical time periods and would regions.

In this article multiple perspectives on current classroom practice in global education are examined, including those of master teachers considered the best global educators in their school districts, practicing teachers who have recently completed their first formal instruction in global education, and preservice teachers who are beginning to teach globally-oriented social studies as part of their certification programs. Although much has been written about the need to infuse global perspectives in education so that students will understand and benefit from the increasing interconnectedness of the world's cultures, economies, and political relationships, few scholars have studied the actual practice of social studies teachers as they teach global perspectives or tried to understand the contexts of their instructional decisions. (Author/DE)ДЄs Americans come to understand the effects of globalization, there is increasing concern that schools today are not adequately preparing students for our interdependent world. Section 5, Awareness of Human Choices, emphasizes that increased global perspective will require difficult value decisions about the solutions to our world problems. Section 4, Knowledge of Global Dynamics, analyzes the world as an interdependent system where the issue of growth may be the predominant contemporary problem. Section 3, Cross Cultural Awareness, describes the different degrees of cross-cultural awareness and the necessity to reach a stage beyond empathy where one has the capacity to imagine oneself in a role within the context of a foreign culture. Section 2, State of the Planet Awareness, examines the problems and solutions for increasing the ability of individuals to intelligently interpret information about world conditions. Section 1, Perspective Consciousness, underscores the need to recognize the concept that everyone's perspective is shaped by subtle influences and that others may have different perspectives. With an emphasis on both a formal and informal educational level, the essay is divided into five sections which examine the requirements for an attainable global perspective.

A more complete understanding of global perspective is provided in this essay through an examination of the modes of thought, sensitivities, intellectual skills, and explanatory capacities which contribute to the formation of a global perspective.

Education should be focused on wholesome growth