University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 "Education for global survival" : an examination of a curriculum concept. Stephen Eves Guild University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Guild, Stephen Eves, ""Education for global survival" : an examination of a curriculum concept." (1973). Doctoral Dissertations 1896 - February 2014. 2190. https://scholarworks.umass.edu/dissertations_1/2190 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. FIVE COLLEGE DEPOSITORY UNIVERSITY OF MASSACHUSETTS LIBRARY D 1973 G955 D Archives Thesis a EDUCATION FOR GLOBAL SURVIVAL:" AN EXAMINATION OF A CURRICULUM CONCEPT A Dissertation Presented By Stephen Eves Guild Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May, 1973 Area of Concentration: International Education "EDUCATION FOR GLOBAL SURVIVAL:" AN EXAMINATION OF A CURRICULUM CONCEPT A Dissertation By Stephen Eves Guild Approved as to style and content by: Horace Reed ('"David Eva Vs May, 1973 . DEDICATION To my wife Pat, without whom it can truly be said this would never have been done ACKNOWLEDGMENTS I would like to acknowledge the efforts of many who have helped me conceptualize and clarify an "Education for Global Survival" curriculum. There are writers too numberous to mention who introduced me to a different way of viewing the globe and have opened a whole new world to me. Most of them are included in the body of this work. I am grateful for the help that many of my fellow doc- toral students in the Center for International Education at the University of Massachusetts have given in the organiza- tion and content of the dissertation. Especial thanks is due to the advising support group which met regularly at David Schimmel ' s home and were a great aid in translating what was in my head to paper. "Thanks" seems to little to say to Horace Reed, Haim Gunner and David Evans for their reading, critiquing, and improving an imperfect work. They gave generously of their time and were perceptive critics, as well as strong suppor- ters . David Schimmel, with whom I have worked for over 6 years, is as much a part of this most recent enterprise as I am. His pushing, supporting, questioning, arguing, sooth- ing and faith have been invaluable. I am deeply indebted to him. Finally, I could never understand why the typist had the last word. Now I understand. My deep thanks to Pat Joiner who spent many, many hours putting this in final form. Any mistakes are mine not hers. v "Education for Global Survival:" An Examination of a Curriculum Concept Stephen Eves Guild, B . A . , Washington and Lee University Ed. D. , University of Massachusetts (May, 1973) Directed by: David M. Schimmel There are several basic themes to this work: that the world is a globe and that there is a systematic opera- tion of its parts; that physical survival, as well as psychological survival and the quality of life, are major issues today and of the future; and that people can change and that education is an important part of that change. Generations have learned to view the world in a par- ticular way: one in which the various parts — land forms, nations, individual tribes and social groupings, animal life, etc. — generally are seen as separate entities, with little relationship to each other. Another way of viewing the world, however, is through the "Spaceship Earth" image. Many have spoken of a "world society," of a "global society," both of which have emotional and political conno- tations. A less controversial term is "global system." At present most individuals do not view the world as interre- lated parts which are necessary for the operation of the system. A curriculum which prepares individuals for today global and tomorrow should present the world in terms of a system. vi " There are some basic ecological principles which are useful for understanding environmental relationships, and as an extension, the global survival curriculum. These are: "Everything Is Connected To Everything Else," "Everything Must Go Somewhere," and "There Is No Such Thing As A Free Lunch. Some specific concepts, which are important in design- ing a curriculum, emerge from these ecological principles, from the "Spaceship Earth" image, and the idea of the world as a global system. These include interrelatedness, vari- ety and similarity, finiteness, continuity and change, com- petition and cooperation, systems and patterns, and others. A curriculum cannot be based only upon concepts. It must have related content. Five major issues, which are common throughout much of the current related writing and which promise to be issues of the future, form the areas of content of the curriculum: (1) war, peace and world order; (2) population; (3) resources and their distribution; (4) environmental deterioration and economic development; (5) cross-cultural communication and conflict. The content of a curriculum and the process of teaching should and learning are related. A global survival curriculum the give as much attention to the process of learning as to knowledge or facts that are being learned. A crucial element attitudes are in such a curriculum is the way values and vii dealt with. Any action resulting from an acceptance or re- jection of the concepts and content of the global survival curriculum is an expression of certain values and attitudes. Students should be aware of what these values are and how they can make these choices. There is a background of "international" education and ecological and environmental education in American schools. In addition, there have been a number of curric- ulum materials produced by public and private concerns which are valuable sources for both comparison with and use in a global survival curriculum. And finally, there are some original specific curriculum materials, including case studies, simulations, and critical incidents which can be used for in-service teacher training and regular classroom teaching. the work: (1) Summary . There are five major foci to the rationale for the combination of "international" and environmental education concepts in a single curriculum (2) the definition and review of the content of a global survival curriculum (3) the attention given to the process, values and attitudes in the proposed curriculum (4) a sur- environ- vey of current "international" and ecological and teaching mental curriculum materials (5) specific examples of materials for a global survival curriculum. viii TABLE OF CONTENTS ACKNOWLEDGMENTS v ABSTRACT vi LIST OF TABLES xi PREFACE xiv CHAPTER I. RATIONALE AND OVERVIEW 1 CHAPTER II. EDUCATION FOR GLOBAL SURVIVAL: A CURRICULUM CONCEPT "Spaceship Earth" 21 Ecological Principles 29 Additional Curriculum Concepts 36 "Global System" Concept 39 CHAPTER III. THE CONTENT OF "EDUCATION FOR GLOBAL SURVIVAL" 42 War, Peace and World Order 46 Population 52 Resources and Their Distribution 54 Environmental Deterioration and Economic Development 59 Cross-Cultural Communication and Conflict 64 CHAPTER AND IV. PROCESS AND THE ROLE OF VALUES ATTITUDES IN THE GLOBAL SURVIVAL CURRICULUM 73 Process and Content V**’* Other Curriculum Characteristics Values and Attitudes CHAPTER ECOLOGICAL/ V. INTERNATIONAL EDUCATION AND ENVIRONMENTAL EDUCATION: RECENT HISTORY AND CURRICULUM MATERIALS 112 Education . "International" 136 Ecological and Environmental Education... IX CHAPTER VI REPRESENTATIVE CURRICULUM MATERIALS FOR "EDUCATION FOR GLOBAL SURVIVAL" AND SUMMARY 158 Representative Curriculum Materials 164 Summary 237 APPENDIXES A. A Portion of the Food Web of a Long Island Estuary 241 B. Sample of Letter Sent to Heads of State Depart- ments of Education 242 C. Results of Survey of Environmental Education Efforts of State Departments of Education 243 D. Outline of Objectives for International Education Curriculum 249 E. Selected Resources Relating to "Education for Global Survival" 257 BIBLIOGRAPHY 266 x LIST OF TABLES TABLE I. RELATIONSHIP BETWEEN GLOBAL SURVIVAL CONCEPTS AND STEWART CATEGORIES 160 II. RELATIONSHIP BETWEEN GLOBAL SURVIVAL CONCEPTS, CURRICULUM CONTENT AND BECKER OBJECTIVES 162 III. RELATIONSHIP BETWEEN THE GLOBAL SURVIVAL CURRICULUM MATERIALS, THE CONENT AREAS AND THE CONCEPTS 23 5 xi "He had spoken in the little room near the courts where the pleaders waited for clients; clients, waiting for pleaders, sat in the dust outside. These had not received a card from Mr. Turton. And there were circles even beyond these—people who wore nothing but a loin- cloth, people who wore not even that, and spent their lives in knocking two sticks together before a scarlet doll—humanity grading and drifting beyond the educated vision, until no earthly invitation can embrace it. All invitations must proceed from heaven perhaps; perhaps it is futile for men to initiate their own unity, they do but widen the gulfs between them by the attempt. So at all events thought old Mr. Graysford and young Mr. Sorley, the devoted missionaries who lived out beyond the slaughter-houses, always travelled third on the railways, and never came up to the club. In our Father’s house are many mansions, they taught, and there alone will the incompatible multitudes of mankind be welcomed and soothed. Not one shall be turned away by the servants on that veranda, be he black or white, not one shall be kept standing who approaches with a loving heart. And why should the divine hospitality cease here? Consider, with all reverence, the monkeys. May there not young be a mansion for the monkeys also? Old Mr. Graysford said No; but Mr. Sorley, who was advanced, said Yes; he saw no reason why monkeys should not have their collateral state of bliss, and he had sympathetic discussions about them with his Hindu friends.