ERIC Number: ED189014
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
World Studies in the European Classroom. Education and Culture.
The study of world problems in secondary European schools is examined. The study reflects the concerns of a group of teachers from 15 European countries and from a range of disciplines who attended a course on "World Problems in the European Classroom" which was held at Lillehammer in July, 1979 as a contribution by Norway to the Council of Europe's Teacher Bursaries Scheme. Reasons for teaching world studies include the need to counter national and regional introversion, to promote respect for other cultures and for ethnic minorities, and to influence attitudes toward the international community. The problems encountered in introducing or teaching world studies are many and varied: (1) there is a lack of genuine commitment on the part of decision makers; (2) the curricula is overcrowded and the demands of public examinations tend to dictate the contents as well as the style of teaching; and (3) teachers lack self-confidence and training. Strategies for introducing and extending world studies include "Education for International Understanding" programs, development education, and teacher training. World studies can be taught in interdisciplinary and multidisciplinary courses, in single disciplines or through the study of themes such as energy, industrialization, or population. Teaching methods for world studies should include case studies, role playing, simulation games, and human resources. The publication concludes with a selective list of reports and books and organizations. (Author/RM)
Descriptors: Comparative Education, Educational Needs, Global Approach, Intellectual Disciplines, Interdisciplinary Approach, Objectives, Secondary Education, Social Studies, Teaching Methods, Thematic Approach, World Affairs, World Problems
Manhattan Publishing Company, 80 Brook St, PO Box 650, Croton, NY 10520 ($7.00)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Council for Cultural Cooperation, Strasbourg (France).