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ERIC Number: ED203826
Record Type: RIE
Publication Date: 1981-Jun-1
Pages: 9
Abstractor: N/A
Task Force Statement on Education and the World View.
Council on Learning, New Rochelle, NY.
Recommendations and study results of the Council on Learning's "Education and the World View" project, which involved the Council and a task force of educators, public officials, and business leaders, was concerned with students' understanding of the world in relation to the United States' role in world affairs. The 1980 national survey of 3,000 college students at 185 campuses included a test of global knowledge, a report on the students' backgrounds and interests, their foreign language proficiencies, and their attitudes toward global issues. Based on the findings, it was estimated that the vast majority of the country's undergraduates of traditional college age have only slight exposures to global issues during their college years, and that opportunities for gaining an adequate world view seemed better for students attending the well-endowed research universities and highly selective colleges. Campuses with strong humanities and foreign language traditions were found to be more likely to provide international perspectives. The task force suggested that college graduates' global understanding should enable them to analyze domestic and international development and that they should possess a deep knowledge and understanding of another culture and general competency in a second language. General task force recommendations and specific recommendations for faculty, trustees and college administrators, scholarly societies, teacher educators, corporate and philanthropic donors, and to the federal and state governments are offered. A series of seven publications prepared by the Council for use by colleges and universities are also briefly described. (SW)
Change Magazine Press, P.O. Box 2023, New Rochelle, NY 10801 ($2.00).
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council on Learning, New Rochelle, NY.