What Contributions Can and Should the Schools Make to the International Education of Children and Young People?

Autor/in	Anderson, Lee F.
Institution	Foreign Policy Association, New York, NY.
Titel	What Contributions Can and Should the Schools Make to the International Education of Children and Young People?
Quelle	(1968), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Citizenship; Cross Cultural Training; Cultural Awareness; Curriculum Development; Elementary Education; Foreign Culture; Fundamental Concepts; Global Approach; Humanism; International Education; International Relations; Models; School Role; Secondary Education; Social Studies; World Affairs + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Interkulturelle Orientierung; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Fremdes; Grundlagenplan; Konzept; Globales Denken; Humanismus; Internationale Erziehung; Internationale Beziehungen; Analogiemodell; Sekundarbereich; Gemeinschaftskunde; Weltpolitik
Abstract	In the initial part of this essay, the author attempts to summarize major "objects" of international understanding. First, in its broadest sense international understanding might be taken to mean an understanding of the world system. Second, it is useful to view the schools as being able to make three primary contributions to students' understanding of this world system--an understanding of: the earth as a planet; mankind as a species of life; and the global social system as one level of human social organization. Third, a summary is offered of what there is about the planet, species, and international social system that educators and social scientists feel should be emphasized. The concept of international understanding also points toward certain qualities, characteristics, or capacities to be developed in individuals (referred to as "dimensions" of international understanding). In the second portion of the essay, the author attempts to deal with the question of what distinguishes the internationally competent citizen. After suggesting that individuals occupy six major kinds of roles in relation to the world system, an attempt is made to specify for each role the major characteristics that distinguish the internationally competent citizen. Finally, a summary of the essay is presented in the form of a typology, which sets forth major contributions that the K-12 curriculum should seek to make to students' international understanding. (Author/JLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01