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ERIC Number: ED362233
Record Type: RIE
Publication Date: 1993
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87367-361-1
ISSN: N/A
Integrating the Trans-National/Cultural Dimension. Fastback 361.
Fersh, Seymour
Arguing for the integration of trans-national and cultural studies into education at all levels, this pamphlet traces the historical development of trans-national/cultural education and considers the implications and implementation of such education. A prologue first defines the "trans-national/cultural dimension" as a holistic educational environment that helps people transcend culture-conditioned, ethnocentric perceptions and behavior. The next section describes the narrow political/military historical approaches to foreign area studies in the United States that were before 1940; the ethnocentric efforts mirroring the country's global presence that were initiated after World War II; and recent efforts to focus on the ways that cultures are interrelated. This section also highlights the increasing diversity of the nation's population and the importance of appreciating differences among cultures. The third section describes approaches to implementing the trans-national/cultural dimension, including a focus on students and their reaction to material for younger students, on the process of instruction for slightly older students, and on content for older high school or college students. The next section emphasizes the importance of integrating the trans-national/cultural dimension into the educational system to enable students to adapt to the diversity and change of the modern world. The final section presents addresses for 47 institutions providing cultural services and materials and provides citations for 11 related publications. (ECC)
Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789 ($1.25; $1 for members).
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.
Identifiers: N/A