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' ‘590 A329‘ l 1 ' "‘Fv.l‘ ‘ l 4“. ‘3" '28:; N? . P ’ !' - .....l . whim Wt»? is: parrlaj ”1'5 :1 1m 1???? '3 fry THE DEGREE OF WORLDMINDEDNESS EXHIBITED IN SCHOOLS WITH VARYING EMPHASIS ON GLOBAL EDUCATION by Claudette Pauline Richards A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction 1979 I K ‘7‘ /~/"Cl.—‘ _( ,4." (3 Copyright by CLAUDETTE PAULINE RICHARDS 1979 ABSTRACT THE DEGREE OF WORLDMINDEDNESS EXHIBITED IN SCHOOLS WITH VARYING EMPHASIS ON GLOBAL EDUCATION by Claudette Pauline Richards This study is designed to examine the relationship be- tween global education and the development of worldmindedness in high school students. The world today is such that schools should consider fostering more than a simple aware- ness of the existence of other world inhabitants; rather, because of the interdependent state of humankind, a feeling of global community needs to be fostered. In order to execute the examination, several tasks were undertaken. First, a "Worldmindedness Scale" was developed which included statements whose contents were derived from the themes incorporated in the literature of global educa- tion and in the literature of worldmindedness. The instru— ment was validated by thirty high school students. Secondly, one hundred thirty-three students similar to those who would later participate in the research study were administered the scale consisting of fifty-seven statements. As a result of the reliability run, the final scale was developed. Two hundred twenty-five students in grades ten to twelve participated in the research study. The students repre- sented three types of schools in the state of Michigan: (1) funded for global education and claiming a high emphasis Claudette Pauline Richards in the curriculum, (2) not funded but claiming an emphasis on global education, and (3) neither funded nor claiming an emphasis on global education. The following conclusion is reached: As measured by the developed Worldmindedness Scale, there is no difference in the degree of worldmindedness exhibited by the three types of schools with varying emphasis on global education. Several questions are asked as a result of this conclu- sion. Among them are: Why isn't the curriculum which educates for global perspectives more effective than a curriculum without that focus? Are schools focusing on the appropriate global concerns? Are schools emphasizing certain global issues and ignoring others? It is recommended that further studies be made to in- vestigate whether: students in urban or rural schools would score differently from those studied, who were enrolled in suburban schools; the influence of the home is so over- whelming that the school's emphasis on the development of worldmindedness is negligible; students in "lower" or "upper" classes would score differently from the students tested, who were "middle class;" students enrolled in schools with a larger minority population would score differently; students enrolled in parochial or private schools would score differently. DEDICATION Heartfelt appreciation and love are extended to my parents, Mr. and Mrs. Claude J. Richards, whose encouragement and faith have been motivating forces in my life. ii ACKNOWLEDGMENTS I would like to thank the members of my guidance committee for their input which helped to steer this research. Committee members were: Dr. Stanley Wronski, chairman, Dr. Gloria Smith, Dr. Ruth Hill Useem and Dr. Peggy Riethmiller. My appreciation is also extended to Ms. Diane Wresinski and Ms. Gabby Belli of the Office of Research Consultation at Michigan State University for their assistance. LIST OF Chapter TABLE OF CONTENTS TABLES . . . . . . . . . . . . . . . 1. INTRODUCTION . . . . . . . . . . . . . The Problem . . . . . . . . Significance of the Study . . . . . Distinguishing Characteristics of Global Education . . . . . Rationale for Global Education The School's Function in Educating Global Perspectives . . . . . . Global Education Themes . . . . . Developing Worldmindedness in Students The Effects of Becoming Worldminded Purpose . . . . . . . . . . . . . . Hypothesis . . . . . . . . . . . . . Definition of Terms . . . . . . . . Supporting Theory . . . . . . . . . Procedure . . . . . . . . . . . . . Overview . . . . . . . . . . . . . . 2. REVIEW OF THE LITERATURE . . . . . . . Introduction . . . . . . . . . . . . Literature Review . . . . . . . . . Perspective Consciousness . . . . "State of the Planet" Awareness . Cross-cultural Awareness . . . . . Knowledge of Global Dynamics . . . Awareness of Human Choices . . . Comprehensive Discussion of Global Concerns . . . . . . . . . . . . Implications of the Literature . . . Relationship of the Literature . . . Summary . . . . . . . . . . . . . . 3. RESEARCH METHODOLOGY . . . . . . . . . Introduction . . . . . . . . . . . . Developing the Test Instrument . . . Research Population . . . . . . . . iv Page vi \IH Chapter Page Description of Reliability Population . 49 Description of Research Population . . . 52 Collection of Data . . . . . . . . . . . . 54 Preparation of Data for Analysis . . . . 55 Computer Program for Data Analysis . . . . . 55 Independent and Dependent Variables . . . . 58 Treatment of the Data . . . . . . . . . . . 58 Summary . . . . . . . . . . . . . . . . . . . 59 4. ANALYSIS OF RESULTS . . . . . . . . . . . . . . 61 Introduction . . . . . . . . . . . . . . . . . 61 Rationale for the Retention or Deletion of Statements . . . . . . . . . . . . . . . . . 61 Statistical Analysis . . . . . . . . . . . . . 63 Discussion and Feedback . . . . . . . . . . . 70 Implications of this Study . . . . . . . . . . 73 Summary . . . . . . . . . . . . . . . . . . . 74 5. SUMMARY AND RECOMMENDATIONS . . . . . . . . . . 76 Introduction . . . . . . . . . . . . . . . . . 76 Organizing the Research . . . . . . . . . . . 76 Major Finding . . . . . . . . . . . . . . . . 78 Limitations of this Study and Suggestions for Further Research . . . . . . . . . . . 78 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 81 APPENDICES A. Cover letter and Statements Used for Validation of Instrument . . . . . . . . . . . . . . . . 85 B. Directions and Questionnaire Used to Establish Reliability of Instrument . . . . . . . . . . 90 C. Directions and Questionnaire Used for Collection of the Data . . . . . . . . . . . . . . . . . 93 D. Crosstabulational Report for Each Item . . . . . 96 E. Responses to Scale Items by School, Percentage of Responses by School, Number of Students in Sample, and Direction of Responses with Regard to Worldmindedness . . . . . . . . . . . . 137 LIST OF TABLES Table Page 3.1 Reliability Results for Pilot Instrument . . . 50 3.2 Relationship of Questions on Pilot Instrument to Questions on Final Instrument . . . . . . 51 3.3 Racial Ethnic Census for Reliability and Research Population . . . . . . . . . . . 53 3.4 Application of the Chi—Square Formula to Item 11 . . . . . . . . . . . . . . . . . . 57 4.1 Reliability of the Final Instrument . . . . . 64 4.2 Alpha Figures for Pilot, Final Instruments and Final Selected Statements . . . . . . . 65 4.3 Relationship of Statements on Final Instrument to List of Final Selected Questions . . . . 66 4.4 Percentage of students responding with "high" or "low" degrees of worldmindedness to statements . . . . . . . . . . . . . . . . . 69 vi CHAPTER 1 INTRODUCTION The Problem Among the several trends being adopted by innovative educators of today is the teaching about planet Earth through curricula designed to promote the attainment of a global perspective. Until recent times, educators have generally not assigned a high priority to developing worldmindedness in students, as our American culture has been perceived as being relatively autonomous and independent. Other cultures have been treated traditionally as being dependent or as seeking to be highly imitative of our own. Those that were not have tended to be looked upon in a patronizing or con- descending manner by the members of our American culture. As a result, our schools have produced generations of citizens who have studied cultures in the contexts of "we" and "they." There was a lack of feeling of commonality with other members of the human race. There was no sense of global community. Generally the American schools have fostered little more than an awareness of the existence of other world in- habitants. Today's world, however, is one that demands more than an awareness. With the increasing need for 1 2 interdependence, students must learn that the primary refer- ence group is humankind, rather than their own national or ethnic group. Teachers, along with curriculum writers, have sought to enhance a sense of global responsibility in students by de— veloping various curricular emphases under the generic term of global education. This course of study, also known as education for a global perspective, is not to be found in a text with a prescribed chapter to chapter format. It is not definable in terms of a subject matter in the way that en- vironmental education or economic education can be defined by subject matter.1 Modern living is encompassed with an international quality. It is impossible to pick up a newspaper or have exposure to any other medium without being made aware of events around the world. As a result, children must be pre- pared to live in a pluralistic, multi-cultural world. They need to become sensitive to the needs of others, not only intellectually but emotionally as well.2 International education has been incorporated as a curriculum form for many years. It has been the vehicle, usually in the social studies classroom, which has been used 1Lee Anderson, Schooling gag Citizenship ig 3 Global Age: An Exploration of Eng Meaning Egg Significance 9: Global Education (Indiana University: Social Studies Development Center, 1979). 2Edith W. King, The World: Context for Teaching 13 the Elementary School (Dubuque, Iowa: wm. C. Brown Company Publishers, 1971). 3 to study the world. There is a widespread agreement among educators, however, that international education peg s2 offers inadequate support for the development of a global perspective. James Becker, a leader in the global educa- tion movement comments: . . . the notion of the emerging world society with its increasing interdependence appears rarely, if at all, in contemporary curricula. Instead, schools are likely to present the world as a series of fragmented units. The study of international affairs is a potpourri of unrelated bits and pieces: a few weeks on Africa, Latin America, Asia, or the Middle East, the United Nations, a brief study of Communism, a passing glance at the role of the United States in world affairs, and an occa— sional reference to conflict and change.3 Global education is more than awareness oriented; it is value and action oriented as well. Wronski states: The frame of reference of global education is different from that of international relations, the most important being that global education views the world condition from the perspective of fellow travelers on spaceship earth, rather than from the perspective of individual nation- states or collectives of states. It is value oriented in that it deals with alternative prescriptions for preferred worlds.» Global education is also referred to in some circles as world-order education. Boyer contrasts world-order educa— tion with international education in the following statement: 3James Becker, "Perspectives on Global Education," Social Education, Volume 38, Number 7 (November/December, 1974), 678. 4Stanley P. Wronski, "Developments in Global Education," (East Lansing: Michigan State University, 1978), p. l. (Mimeographed.) 4 World order education is an upgraded form of political education. It is citizenship education which transcends the nationalistic and pre—ecolo- gical values of the old citizenship education. It is global in outlook, human-value-centered, problem solving, and futurist. Its closest kin, international education, has been primarily descriptive, using conventional academic methodology to describe and explain the present world. As a result, it has been nation-state-centered, value neutral, and concerned centrally with understanding the present rather than creating a better future. World order educa- tion, by contrast, is solution-centered. Therefore, it is an instrument of social-cultural change.5 The Center for Global Perspectives has endorsed the humanistic, multi—disciplinary approach to global education. Researchers in the field have given credence to the above assertions and conclude: Many teachers have already discovered the values of developing multidisciplinary, humanistic units on a variety of subjects. And a growing number of schools have created exciting and stimulating multi- disciplinary curricula. However, we need to place special emphasis on the importance of these efforts for the development of global perspectives. Educa- tion with a global perspective is not limited to social studies courses such as culture studies, world affairs, and international relations. It is the combining of the potential available in all subject areas. There are three major reasons frequently cited for the apparent hesitancy to embrace global education into the curriculum. The first is the reluctance of educators to divert from the traditional compartmentalized approach to the problem. Educating for global perspectives demands that 5William Boyer, "World Order Education: What Is It?" Phi Delta Kappan, Volume LVI, Number 8 (April, 1975), 524. 6Center for Global Perspectives, Intercom 84/85 (New York: New York Friends Group, Inc., 1976 , p. 23. 5 life issues which must be faced can no longer be assigned exclusively to a specific subject area. It is no longer acceptable to avoid a topic in the English classroom because it appears to have scientific origins. Thomas J. Jennings and Edmund G. Short cite the authors Taylor and Walker for having expounded on the concept which proclaims the value of the multidisciplinary approach. According to Taylor and Walker, a problem is an anomaly in a state of affairs which always transcends the arbitrary boundaries of a dis— cipline, therefore to utilize a unidisciplinary approach is to treat only a part -- not the whole -- of a problem.7 The second issue that has caused reluctance to embrace global education has to do with the complexity of today's society and the difficulty in adjusting curriculum to accommodate this complexity. As the world becomes smaller, problem solving takes on a world dimension and affects individuals universally. Problems which previously were simplistic are now compounded by increased scope. As society and the world experience rapid change, adjustments should be made in curricula so as to avoid static and isolated obsoles— cence. More information must be acquired and retrieved be- cause of the information explosion. As new information is discovered, the conception of what is true changes. Flexi- bility in educators is to be encouraged in order to foster 7Thomas J. Jennings, Jr., and Edmund G. Short, "Multi— disciplinary: An Approach to Alternative Curriculum Thought," Educational Leadership, Volume 33, No. 8 (May, 1976). 6 receptivity to the phenomenon of "the changing nature of truth . " 8 The third issue -— that of growth -- is the most difficult to deal with. Prior to now, growth has been treated as a positive phenomenon. With new awareness of the varying stages of development of other peoples, it has been recognized that there are problematic aspects to growth. An old question has to be asked again: Is growth desirable? The answer is not necessarily "Of course!" In fact, it will sometimes be a definite "No!" This presents a value dilemma in the classroom. Students have always been taught that progress is desirable. But is it? The educator must be prepared to reconcile the ambiguity of the issue of growth. The following conclusion is reached. Today's people are no longer able to ignore other world inhabitants. The problems of the world are not assigned to "others;" they are also "ours." To be ignorant of the newly emerging aspects of the spaceship earth is to invite suffering and unnecessary hardships. The classroom is an appropriate setting to develop awareness and to instigate action which would instill in students the sense of responsibility that goes with being inhabitants of the global community. It is proposed that the global education curriculum can be an effective vehicle to develop this feeling of duty, not only 8Ibid. 7 to the local community, but to all the world beyond. Significance of the Study Is the global education curriculum as it exists in schools today effective in teaching our students to be responsible world inhabitants? Advocates of the global education movement proffer that students will learn to behave more responsibly toward their world as a consequence of global education. Distinguishing Characteristic of Global Education Global education is defined as "...the lifelong growth in understanding, through study and participation, of the world community and the interdependency of its people and systems —— social, cultural, racial, economic, linguistic, technological, and ecological. Global education requires an understanding of the values and priorities of the many cultures of the world as well as the acquisition of basic concepts and principles related to the world community. Global education leads to implementation and application of the global perspective in striving for just and peaceful solutions to world problems."9 A distinguishing characteristic of global education is that it is designed to motivate each individual to be a 9Michigan Department of Education, Guidelines for Global Education (Lansing, Michigan, 1978 , p. 3. 8 participant in the newly emerging world system. Our world is changing rapidly, which requires that we recognize the developing interrelatedness and interdependence between our own and other nations. Lee Anderson recommends that in order to be more effective participants in the world system, individuals must strive for four types of competencies. They are as follows: 1. Awareness of involvement in the world system: If an individual gains competence in perceiving how he or she is linked to the world beyond national borders, that individual is better equipped to participate effectively and respon- sibly in the world system. 2. Decision making: The participation of today's young people in the world system will be more effective and responsible if they are competent in: a) understanding their own self-interest as well as the interests of others; b) identifying possible alternative choices; and c) calculating and evaluating the consequences of different choices. 3. Judgment making: competence that involves abilities to make more accurate and sophisticated judgments about the peoples, institutions, and social processes which constitute the world system. 4. The exercise of influence: An individual who has developed some competency in exercising influence, however slight, over the institutions, processes, and problems that impinge on his or her own life, which affect the welfare of the groups to which he or she belongs and which shape the well-being of the human species as a whole, is more likely to be an effective and responsible participant in the economic, politi- cal, and social life of humankind.10 Educators who are utilizing the global education con- cepts are seeking to teach persons to become responsible 10Center for Global Perspectives, Intercom 84/85, 92. cit., pp. 10 - 12. 9 world inhabitants. More than teaching an awareness of the world system, they teach competencies required to deal with a rapidly changing world. Rationale for Global Education Our schools have traditionally been operated under a "Western" bias that has existed for so long that to ques- tion it would appear to be unpatriotic. The biggest and the strongest nations were in command of the use of natural resources. The powers of business, industry, and the military were scarcely questioned. But certain recent events in history -- the Vietnam War, Watergate, unemploy— ment, and declining raw materials -- have challenged the national orientations that prevailed. John Goodlad, a scholar who has devoted attention to promoting change in education and has among other areas focused on schooling for mankind comments: "The day is drawing close when not to recognize the need for new national orientations will be commonly regarded as not in the best interests of the country and certainly not in the interests of humankind."11 Rene Dubos, 1969 Pulitzer Prize recipient observes that “we all have two countries, our own and planet Earth." As such we must recognize that we are not a single entity 11John I. Goodlad, Facing the Future (New York: McGraw-Hill Book Company, 1976), pp. 170 - 171. 10 but a part of a global system. All of the inhabitants of planet Earth need to develop a unity of purpose which is to become a part of the common insight.12 The rationale for global education is to create a more worldminded individual. Recognizing the process involved is a lifelong one, the students of global education become more worldminded as they attain a broader global perspective. The School's Function in Educating for Global Perspectives There is no denying that the school is a place where one acquires only a part of life's experiences. Outside of school, other societal forces intervene which confirm or negate what has been learned. Robert Hanvey discusses how the schools can contribute meaningfully, especially if they are able to identify special areas of competence. ...The schools must select a niche that complements the other educative agencies of the society. To the extent that those other agencies and influences work against a global perspective the schools can perform a corrective function; to the extent that the other agencies are glib and superficial the schools can seek to be more thorough; to the extent that the other agencies have blind spots the schools can work to supply the missing detail; to the ex— tent that the other agencies direct the attention to the short—term extraordinary event the schools can assert the value of examining the long-term situation or trend (which is sometimes extraordinary in its own right).13 12Rene Dubos, Only One Earth - The Care and Maintenance 9: 3 Small Planet (New York: W. W. Norton & Company, Inc., 1972). 13Robert G. Hanvey, An Attainable Global Perspective (New York: Center for Global Perspectives), p. 2. 11 It is up to the schools to be more than "event- centered." The media succeed in reporting events when it appears that this will interest a large group of people. The media have also been successful in perpetuating a national culture. This has been useful but it is shallow. The schools must do more. They must encourage scrutiny of the status guo. Global Education Themes There are four concepts which are central to educating for global perspectives. They are conflict, change, inter- dependence, and communication.14 Change is a difficult concept to grasp, especially by the very young. But change is an integral part of our lives. Not only should students be taught to adapt to what has taken place, but more importantly, to shape the changes they want for the future. Conflict has not been developed successfully in con- temporary curriculum. In fact, the tendency has been to avoid dealing with it. Since students deal with conflict daily, they must be taught to cope with it in positive and constructive ways. One of the key concepts for global education is inter- dependence. There is nothing that we do that does not ultimately affect others. Conversely, the actions of others, 14Center for Global Perspectives, Intercom 84/85, 92- cito’ Pp. 19 - 21o 12 no matter how far away, affect us. Responsible action is the goal to be aimed for under the notion of interdependence. Communication is the key for reducing many points of tension. Prejudices are usually developed and linger because of misconceptions, stereotypes, and linguistic differences. In schools, the goal should be to prepare students to be better transmitters and receivers of messages. Developing Worldmindedness in Students Proponents of global education agree that the end- product of a global education program should be a world- minded individual. The term worldminded, unfortunately, is not definable in any traditional sense. Instead, it is a description of the character of an individual. Donald L. Sampson describes the worldminded person as follows: ...a worldminded person (one who uses world-minded- ness as a frame of reference) is considered to be one who is willing to take a world-view of the problems of humanity, who respects and attempts to understand and accept the differences between peoples, who is willing to sacrifice certain rights and advantages in the collective interest, who wants to cooperate actively with others to attain a more satisfying life for all. Philosophi- cally speaking, he is a strong humanist; psycholo- gically he is identified with the whole of mankind as well as with his family, community, and country. Moreover, in the inevitable conflicts between these several loyalties, his identification with humanity will necessarily enter as a strong determinant in his decisions and actions. 15Donald L. Sampson, "Worldmindedness as a Frame of Reference: An Attitude Scale" (Master's Thesis, University of Toronto, 1949), I. 9. 13 The worldminded student is not ethnocentric. He/She cares about all of humankind and acts accordingly. The worldminded individual is only so called when the behavior is consistent and frequent. The Effects of Becoming Worldminded The worldminded individual has a positive regard for humanity. In the process of achieving this regard, the individual should become a self-actualizing person. The process involves the frequent clarification of tasks: seeking solutions and clarifying consequences. To be self— actualizing requires the establishment of interpersonal relationships. Ervie Lowell Glick, who has done extensive research in the area of worldmindedness comments: ...It (worldmindedness) is a construct intended to facilitate communication in reference to a particu- lar yet complex set of principles by which its holder conducts his life, which generates attitudes, feelings, and motivations, as reflected in point of View, allegiances, relationships, disposition, and self-concept. It is a characterization for the ability or capacity to extend one's self beyond local, regional, and national concerns and affilia- tions to mankind as a whole, and to find security, membership, and self-esteem within a global context.16 The worldminded individual is one who is appreciably concerned, responsive to and knowledgeable about affairs beyond but not excluding the local area. He/She strives for 16Ervie Lowell Glick, "Toward A Comprehensive Definition of Worldmindedness" (Ph.D. dissertation, Indiana University, 1974), p. 177. 14 the achievement of world peace and community, and the estab- lishment of a balance in the economy and the ecology. Worldminded individuals are persons who have whole- some and realistic self—understandings, and outlooks that rationally perceive the world environment. They are intellec- tually and emotionally capable of recognizing and admitting the presence of both positive and negative traits in their own culture, as well as in others. Purpose The purpose of this study is to investigate the rela- tionship between a global education emphasis in the curriculum and the degree of worldmindedness exhibited by selected secondary school students. Hypothesis As measured by a worldmindedness scale, worldmindedness will be positively correlated to the extent to which global education is deliberately introduced into the curriculum. Definition of Terms Global Education (or Education for a Global Perspec— tive): That education which contributes to "...an outlook characterized by heightened awareness and understanding of the global arena and the global system,"17 and "...the social 17Center for Global Perspectives, Global Perspectives: Some guestions and answers (New York, 1977) p. 6. 15 experiences and learning processes through which individuals develop images of the world system and the cognitive and attitudinal orientations towards particular components of that system."18 Worldmindedness: ...constitutes a particular system of principles for the conduct of life. That system consists of the interaction of three overlapping elements: (1) a basic body of knowledge; (2) values and ideals; and (3) the physiological and emotional organization of personality. Together they form a mechanism by which information is processed, under- stood, and acted upon according to an internally prescribed and self-consistent pattern. That mechanism generates attitudes, feelings, and motivations which cluster about a basic idea: the extension of consciousness or awareness from oneself to the entirety of the human family. Another unifying variable is the quality of good will and positive regard that characterizes those attitudes. This attitude set finds expression in a vast range of possibilities: in one's perceptions, in allegiances, in human relationships, in one's predisposition to tolerance and empathy, in the quality of one's self— understanding. Each of these represents a pattern of behavior. Isolated behaviors have little meaning, but when they conform to a consistent pattern over time, they become recognizable as worldminded or not worldminded. Behaviors are not random, but result from a decision -- conscious or unconscious -- to act in a certain way under certain circumstances.19 Scale: An instrument designed for the measurement of attitudes; that is, a measure to ascertain the predisposition of the individual toward some symbol or object or aspect of the world in a favorable or unfavorable manner. Responses 18Neil Schmidt, "Fourth, Fifth, and Sixth Grade Students' Global Orientations: A Descriptive Study" (Ph.D. dissertation, University of California, Los Angeles, 1975). 19Ervie Lowell Glick, pp. cit., pp. 135 - 136. 16 are not statistically progressive but rather index measures from (1) strongly disagree to (6) strongly agree which indicate the feeling of a respondent toward an individual object (item). Supportinngheory As stated earlier, proponents of global education feel that the acceptable end-product is a worldminded individual. This has been expressed in several ways. Some educators, such as Edith King, have attempted to give meaning to the concept. The concept of worldmindedness means instilling a sense of global responsibility within the individual, be he child or adult. Being world— minded encompasses far more than merely bettering inter-group relations, and utilizing audio-visual aids to effect such attitudes. Worldmindedness is based upon human philosophy, grounded in the arts and humanities and the major contributions the social sciences bring to furthering knowledge about the human condition. Other educators, exemplified by Glick, prefer to work with the constituents of worldmindedness, rather than struggle for a firm definition of the term. We have learned ... that it is more productive to concentrate research and educational endeavors on the constituents of worldmindedness, that is, on building appropriate knowledge, cultivating appro- priate values, and fostering of balanced and mature personalities. Other studies lend support to the theory that the achievement of these aims does not occur apart from gratification of basic psychologi- cal needs. If these needs can be met within a 20Edith w. King, 93. cit., p. 4. 17 global context, worldmindedness can be realized. Man has long sought to satisfy his basic needs, and that challenge remains for educators for world- mindedness. Less specific references to the relationship of the global education curriculum to the development of worldminded individuals are to be found throughout the literature. Educators in the area of values seek similar goals to the goals of global education. Sidney Simon, a noted values clarification author, offers the following observation: For too long, we have allowed our educational system to rest on the questionable assumption that educated people are also happy people and moral people. We have incorrectly assumed that the ability for rational and abstract thought also enables people to make value decisions. But cognitive ability does not automatically provide people with solutions to values problems. We have seen too many people who hold college degrees, but who are unfulfilled in their own lives, their marriages, their homes, and their jobs. We have also seen brilliant scholars contribute to the destruction of human life and the physical envi— ronment because they did not consider the conse- quences of their work, the lives of the humans affected, or the values their work encouraged.22 Some educators who place an emphasis on humanistic education also discuss the global education curriculum's relationship to developing worldminded individuals. Edith King defines humanistic teaching as "...bringing the idea of mankind into every aspect of the curriculum."23 21Ervie Lowell Glick, pp. cit., p. 182. 22Merrill Harmin, Howard Kirschenbaum, and Sidney B. Simon, Clarifyipg Values through Sub'ect Matter (Minneapolis, Minnesota: Winston Press, Inc., 1 73), p. 23. 23 King, pp. cit., p. 18 The authors of Intercom gfiégp offer a strong case for the humanistic study of global education through the multi- disciplinary approach. This humanistic philosophy becomes increasingly important as the world continues to shrink, as science and technology continue to create hardware that dims our vision of human scales and values, and as our modern economic systems plow up natural resources leaving in their wake a changed and battered biosphere. In environmental studies, steps have been taken to lessen this psychological distance between the individual and the issue. And an increasing number of social studies teachers are getting together with their colleagues in biOIOgy, earth science, language arts, and mathematics, to create units which provide a broader range of insights into the problems and a more realistic approach to alternative solutions. In more and more schools, teachers and students have begun to explore their own communities. These multidisciplinary units with a strong experiential component can provide necessary connections; students in such activities are gaining a new and vital sense of involvement with their own surroundings.24 Procedure To collect data, a devised "Worldmindedness Scale" was used. This is described in Chapters 3 and 4 and presen- ted in Appendix C. Statements were derived from the global education literature as well as from the literature of worldmindedness. Validity and reliability measures were established. The final scale was reduced to forty five items, and was given to students in Grades 10 — 12 in selec- ted Michigan high schools. 24Center for Global Perspectives, Intercom 84/85, pp. cit., p. 22. 19 Overview The report of this study is organized in the following manner: Chapter 1 begins with a discussion of the problem; i.e. the void which the global education seeks to fill in schools. The second section validates the significance of this study. In section three is found the purpose of this study. The hypothesis is included in section four. The fifth section contains the definition of terms. The theory upon which this study is based is found in section six. The procedure for the collection of data is described in section seven, and the chapter concludes with an overview. A review of related literature is presented in Chapter 2. The literature is categorized into five major dimensions covered when educating for global perspectives: (l) Pers— pective Consciousness, (2) "State of the Planet" Awareness, (3) Cross—cultural Awareness, (4) Knowledge of Global Dynamics, and (5) Awareness of Human Choices. Added to these five categories is a sixth which describes global education literature incorporating all five dimensions within single volumes. The relationship of the literature to this research is described. In Chapter 3 will be found a description of the research methodology. The procedure used in the development of an attitudinal scale will be detailed in the first section. The second section of the chapter delineates the method used to 20 select the reliability and sample populations. The collec- tion of data, including the statistical model used is des- cribed in the third section and the hypothesis and the corresponding null hypothesis are stated. Chapter 4 focuses on the analysis of results. Infor- mation regarding the rejection or acceptance of the hypothesis is included. Each statement will be examined to try to establish statistical significance to the hypothesis. The final chapter, Chapter 5, briefly summarizes the research undertaken and the major finding upon analysis of the data. It concludes with suggestions for future research. l : Ac"- - CHAPTER 2 REVIEW OF THE LITERATURE Introduction Chapter 2 is divided into two major sections. The literature and research reviewed have been divided into five major dimensions that author Robert G. Hanvey delineates as being essential for attaining a global perspective. Those dimensions are: (1) Perspective Consciousness, (2) "State of the Planet" Awareness, (3) Cross-cultural Aware- ness, (4) Knowledge of Global Dynamics, and (5) Awareness of Human Choices.1 It should be noted that although the above five categories have been identified, because of the nature of global education much of the literature will concentrate on one dimension, but will not totally exclude the others. A sixth category has been included in this chapter therefore, in which other authors in the global edu- cation movement apparently make a deliberate attempt to be comprehensive in their discussions. In the second section is found a discussion of the implications of the research and the literature, and the relationship of the literature and research to this study. The chapter is concluded with a summary. 1Robert G. Hanvey, Ap Attainable Global Perspective (New York: Center for Global Perspectives). 21 22 Literature Review Perspective Consciousness Hanvey defines "perspective consciousness" as: ...the recognition or awareness on the part of the individual that he or she has a view of the world that is not universally shared, that this View of the world has been and continues to be shaped by influences that often escape conscious detection, and that others have views of the world that are profoundly different from one's own. There have been several approaches to assisting in the development of a perspective consciousness in students. Most young people are aware of the fact that they have opinions, but are not conscious that they also have per- spectives: a combination of opinion and ordinarily un— examined assumptions, evaluations, explanations, conceptions of time, space, causality, etc.3 Ward (1953) proposed an approach for the development of world understanding through the study of contemporary world social conditions. He asserts that cultural condi- tioning is a factor which is likely to interfere with objec- tive study. According to this author, the teacher's obli- gation is to encourage the application of the American "democratic" tradition: student problem solving while avoiding indoctrination. The teacher is also responsible for teaching students to recognize loyalty to American institutions, fundamental ideals, and cultural symbols, 2Ibid., p. 4. 3Ibid., p. 5. _ 23 conjunctive with developing concern for problems of other peoples. Ward attempts to aid educators in the fulfillment of the above—stated goals by indicating educa— tional objectives, suggesting illustrative content for study, developing teaching procedures, and first and fore- most considering objectives for programs. This approach is to be extended over all grade levels. Toffler (1970) discusses the notion which he calls future shock. The bewilderment, frustration, and disorien- tation experienced when dealing with people in other societies -— commonly known as culture shock -- are the phenomena associated with future shock, when brought on by the premature arrival of the future. Social processes are speeding up spectacularly. An individual must become more adaptable and capable in order to survive. The author identifies the changes that are taking place: i.e., the death of permanence; transience; novelty; and diversion. He discusses the limits of adaptability, and recommends stra— tegies for survival. He feels that the focus of attention should be on the rate of change more than on the direction of change. It is the conscious preparation for the future that Toffler hopes his book will encourage in its readers. Schmidt (1975) asserts that schools in the United States lack a global dimension in their curricula. His theory is that global education (which his definition treats as synonymous with a form of socialization) should teach ‘fig 24 students via social experiences and learning processes to develop images of the world system and the cognitive and attitudinal orientations toward particular components of that system. One of the conclusions arrived at by this author in studying fourth, fifth and sixth graders is that youngsters who knew more about their world tended to be less chauvinistic. Torney and Morris (1972) identify a need for an over- arching framework from which to derive criteria for glo- balizing education. At present there is a contradiction between the actual condition of mankind and that presented in elementary schools. The authors state that earlier generations were unintentionally instructed in patronizing attitudes, and question whether American know-how has improved the world. » Piagetan theory advances that as children develop cognitively they take on qualitatively different ways of looking at the world.4 Torney and Morris affirm that in order for global education to be effective, an accurate perception of the members of the audience is needed, for children of different ages differ in attitudes. The en- deavor should not be to find the right answer but to examine the reasoning behind the answers given. Global education curricular models used in several school systems, including an open school, are cited by these authors. 4Jean Piaget, Biology and Knowledge (Chicago: The University of Chicago Press, 1971). 25 Miel (1967) discusses the notion that children who reside in suburbia are "shortchanged." These children face the dual problem of suburban isolation and big-city segregation, which create artificial barriers between the cities and their surrounding communities. The most urgent business in American schools today, according to Miel, is to educate children to deal fairly and realistically with questions of social justice, civil rights, national unity and international peace. "State of the Planet" Awareness "State of the Planet" awareness is described as: ...awareness of prevailing world conditions and developments, including emergent conditions and trends, e.g., population growth, migrations, economic conditions, resources and physical en- vironment, political developments, science and technology) law, health, inter-nation and intra- nation conflicts, etc. The communications media have unquestionably been the prevalent source for enhancing state-of-the planet awareness. Because of the nature of the industry, however, many distor- tions are often presented in the attempt to dramatize mun- dane, day-to-day events. The media are not the only sources to be faulted, however, as the information received by them is often already distorted by the source for various reasons such as political ideology, defense and security. 5Robert G. Hanvey, pp. cit., p. 6. 26 McNamara (1973) stresses the need for political leaders and the public to reflect more on the profound problems of the world. He claims that political preoccu- pations too often distract even the well-informed away from the social and economic concerns that need to be addressed. He feels that the development effort should be the major focus as its success will be the major deter— minant of the character of international life in the next century. McNamara proposes that erroneous assumptions hindered the aid effort: that wealthy countries could no longer afford to assist poor nations, and that even if the affluent countries could afford it, there was likely to be waste, resulting from incompetence, which therefore led to failure. Among the other problems to be faced are: the population problem -— the greatest single obstacle to the economic and social advancement of the majority of the peoples in the developing world; malnutrition, and urban and rural unemployment caused by the excessive rates of population growth; the reluctance to engage in foreign exchange of goods and services; the reluctance to share a small enough percentage of the continuously increasing wealth so as to not diminish present riches with the developing world; the idea that the environmental problems resulting from economic growth would be too cumbersome in underdeveloped nations; and the nature of growth needs to be more heavily considered 27 than the rate of growth, because up to this point consi- derations of the personal poverty of the people has deferred to the rapid advance of the privileged. Malthus (1798) questioned whether the demands for food could be satisfied considering the even more rapid growth of population. The population trend was geometric in nature, while the food production was arithmetic in nature. As he saw it, pestilence, war, misery, and decli- ning standards of life would be the compensations for the increase in population. Malthus proposed postponing marriages as a step toward smaller families, not having available at the time the birth control methods now avail- able, nor the sanctions of the churches or the society. His desire was to preserve and strengthen those two insti- tutions at that stage of their development. Perl (1976) comments that Malthus was largely ignored until after World War II when the decline in the death rate became noticeable. She claims that throughout history there has been an annihilation of other people to make roo -- to provide Lebensraum (living space) -- and uses as examples the American Indians, Australian aborigines, and the Jews in Germany. She continues by stating that the global food supply is not increasing as rapidly as the global food demand, and further states that the United States, which contain less than 6% of the earth's population, consumes 30% of the earth's food supply and energy resources. Perl concludes by suggesting what can be done about the situation; a 28 e.g., obtaining food from other sources such as the sea, constructing desalinization plants, and creating new forms of energy such as nuclear fusion instead of fission. King (1971) asserts that utilizing community resources is of invaluable benefit for the teaching of global educa- tion. She stresses that the teacher must be ingenious, sensitive, and careful in utilizing these resources in the classroom in order to "enhance a world perspective and stimulate cross-cultural viewpoints and understanding."6 Cross-cultural Awareness The definition advanced for cross-cultural awareness is: ...awareness of the diversity of ideas and practices to be found in human societies around the world, of how such ideas and practices compare, and including some limited recognition of how the ideas and ways of one's own society might be viewed from other vantage points. Often preconceived notions about other cultures are formed on the basis of myth, prejudice, or the expressed opinions of tourists. It is important to realize, however, that impressions are formed through a cultural bias, generally one that says one's own culture is superior to another. A misconception in our society is that "contact necessar- ily leads to understanding." This is not nearly as true as 6Edith W. King, The World: Context for Teaching 3p the Elementary School (Dubuque, Iowa: Wm. C. Brown Company Publishers, 1971). 7Hanvey, pp. cit., p. 8. 29 we have been led to believe; in fact, quite the opposite is often true. American Peace Corps volunteers upon return from their assignments have shared enough information to confirm and dispel the idea that contact leads to under— standing. Fuchs (1967) describes the withdrawal of thirty Peace Corps volunteers from the Phillipines over a two year period because of the inability to cope with a culture different from theirs. Daniel Lerner (1958) proposes that empathy is the key to understanding other cultures. Anthropologist Magoroh Maruyama (1970) disagrees and proposes that people must reach beyond empathy, into that state known as transpection. She asserts: Empathy is a projection of feelings between two persons with one epistemology. Transpection is a transepistemological process which tries to learn a foreign belief, a foreign assumption, a foreign perspective, feelings in a foreign con— text, and consequences of such feelings in a for— eign context. In transpection a person temporarily believes whatever the other person believes. It is an understanding by practice. Robert Ulich (1964) is a propounder of international education, which he feels is an emotional education. His theory is that mixing disparate students together and expo- sure to a heavily humanistic program of studies will work toward the destruction of ethnocentric concerns. He de— scribes international education as: 8Magoroh Maruyama, "Toward a Cultural Futurology" (University of Minnesota: Cultural Futurology Symposium, 1970). 30 ...the attempt to use formal instruction to develop an appreciation of and openness toward foreign cultures, a sense of the unity of man- kind, and an active commitment to the resolution of the problems that beset all humanity. Matthews (1972) analyzes Ulich's work and counters that although the above theory might be true in some in— stances, there is also the possibility that heightened cultural prejudices could be produced also as a result. Matthews agrees that some attempt should be made to use education to further human understanding and world peace. Lenore Bierbaum (1968) found significant differences in students in grades 1 through 6 who had (1) lived in other places, (2) visited other places, or (3) regularly visited libraries and museums; as opposed to students who merely had access to the media, no matter how great. The more often the student had one of the three above experiences, the higher the development of an awareness of other cultures. Biemler (1972) asserts that concerned worldmindedness should be the positive end-goal of cross-cultural inter- action. Her worldminded person exhibits: open-mindedness, a sense of cultural relativity, and a concern for all mankind. This author studied a multi—national student group at the American High School in Mexico City and concluded that an encounter overseas is not necessarily a positive cross— cultural experience unless there are: a sense of satisfac- 9Robert Ulich, Education and the Idea of Mankind (New York: Harcourt, Brace, and WOrld, 1964). 31 tion with the range of personal contact with the host nationals; mutual esteem between the hosts and the visitor; and openness and integration of the visitor's personality. Gleason (1969) found the most positive responses to worldmindedness questions posed to overseas-experienced youth in those students who had spent 5 to 7 years overseas during grades 1 through 7. He found also that there was an even higher worldminded response in those students who had an additional 5 to 6 years overseas during grades 8 through 13. Other findings of Gleason's are that students from families with an income less than $20,000 scored higher than those whose income ranged between $20,000 and $30,000 and that three or more moves overseas were better than fewer move S . Knowledge of Global Dynamics Hanvey's definition of knowledge of global dynamics is: ...some modest comprehension of key traits and mechanisms of the world system, with emphasis on the theories and concepts that may increase intelligent consciousness of global change.10 The systems View emphasizes the fact that there is more to the operation of the world than cause and effect. Simple effects ramify -- that which has a cause has an effect which in turn becomes the cause of another event, etc. A know— ledge of global dynamics erases the simplistic view of the loHanvey, pp. cit., p. 13. 32 universe. One is encouraged to examine more closely those events which appear to be obvious. The assumption is that there is a great deal of hidden complexity. Guild (1973) discusses the traditional View of the world; i.e., land forms, nations, individual tribes and social groupings, animal life, etc. with little relationship to each other. He proposes that this view be discarded and a new View adopted: that of spaceship earth. The curriculum, according to this author, should present the world in terms of a global system. The curriculum content should consist of: war, peace, and world order; population; resources and their distribution; environmental deterioration and economic development; and cross-cultural communication and conflict. Laszlo, a noted author in the systems approach to world order, joins with several other authors to design a desirable world system. Among the many works which he has authored or co-authored are: A Strategy fpp ppp Future (1974); gpplp fpp Mankind (1977); §pg1§ ip g Global Community, Volume II (1977) which he co-edited with Judah Bierman; and Hpmpp Dignity (1970), edited with Rubin Gotesky. Many of the articles contained in the above volumes detail the reasons for the resistance to the new technology. There is also much discussion as to the nature and desirability of change, and investigations into human rights issues. 33 nglp £95 Mankind (1977) Laszlo, et a1. point out that if unrealistic, narrow and shortsighted goals are set, 33 world problems will lead to catastrophies; while if realistic and far—sighted goals are set, new horizons of need fulfill- ment and peace can emerge. The concept of interdependence is fully discussed with the idea that nations must extricate themselves from this condition and instead become collectively self—reliant. The book contains three foci or combinations of goals; (1) all people should inform themselves of the current operative goals and aspirations of the world community; (2) everyone should gain a fair knowledge of the kind of long-term international goals, which, if achieved, could bring about a safer and more humane world; and (3) all con- cerned persons should play an active part in forwarding the adoption of beneficial goals—change in their cultures and societies.11 The Universal Declaration of Human Rights was proclaimed on December 10, 1948. It was the first document to delineate the fundamental liberties which are common to humankind. The three foci of the declaration are: (l) to promote obser- vance of the right to education, (2) to contribute to the removal of prejudices and to promote respect and understanding among all people, and (3) to reinstate human rights wherever possible. The United Nations Economic and Social Council urges the lifelong teaching of human rights at all levels of education —— in and out of school ~- in order to encourage attitudes of tolerance, respect and solidarity, and to create 11Ervin Laszlo, pp p1., Goals for Mankind (New York: E. P. Dutton, 1977). 34 an awareness of how to make the exercise of these rights a reality. The year 1979 has been proclaimed the International Year of the Child (IYC) by the United Nations General Assem- bly. The U.S. Committee of the United Nations Children's Fund (UNICEF) "is charged with promoting a better under— standing of the social, health, educational, and develop- mental needs of children in this country." In a preliminary report to the President of the United States, the U.S. Commission listed as its priorities for national dialogue: child nurturing; health; education; juvenile justice; development through recreation, play, and the cultural arts; equal opportunity and cultural diversity; and the impact of media on children.12 Anderson (1976) proposes that the nation-state system is shifting to an emergent global system resulting in a highly interconnected and interdependent global society. International education is inadequate according to this author, and she advocates the development of global citizen— ship; defined as responsible involvement and effective parti- cipation in global society. Jennings and Short (1976) identify four characteristics of society which indicate the need for education reform. They are: the complexity of relationships, rapid change, the information explosion, and changing truth. The authors 12United States Committee for UNICEF, "IYC Newsletter“ No. 4 (December, 1978). 35 proceed to discuss the decreasing world size, resulting in the fading of isolation and provincialism. They further state that with change comes obsolescence. Revisions and modifications must be made in curricula. With the infor- mation explosion, improved methods should be developed for the acquisition and retrieval of information. With new information truth changes, and curriculum theorists must be sensitive to the changing nature of truth and be willing to adjust to it. Mesarovic and Pestel (1974) assert that either technology is not working for us as fast as it did before, or the rate of growth has sped up so much as to leave technology behind. They emphasize looking far enough ahead to provide adequate remedies. They condemn "deadly delays": the phenomenon associated with politicans who postpone decisions about the future in hopes that those in the next administration will address them. These authors call our world the "over-developed" world and urge that we search our consciences to decide whether or not changes in lifestyles should be made in order to preserve tomorrow's generations. Harrison Brown (1978) discusses changes that have occurred over a twenty year period in Tpp prpp Future Revisited. In 1954 this author had made certain forecasts which are now found to be extremely accurate. In this new book he reviews the predicaments in which humanity now finds itself, such as crises relating to the extreme wealth of cer- tain nations compared to the abject poverty in others; the 36 phenomenon of there arising a very wealthy group within newly rich countries while the vast majority of the popula- tion remains poor; the food and energy crises; and the pre- carious position in which nations find themselves because of advances in the development of arms and nuclear technology. Like other authors who discuss growth, Brown concludes that there are limits to growth, and the concern should be with the quality instead of the quantity of it. He supports the work being done in efforts to formulate mathematical models for predicting and attempting to direct the course of the future such as those efforts of the Club of Rome even though he sees this as a "primitive science." 1 Brown also makes recommendations for the solutions to problems. He asserts that problems of nuclear war, resource embargoes, terrorism, and the rich-poor dichotomy prevent an interdependent global civilization. Some of his proposals include: dividing human society into a large number of self—sufficient units, all the while encouraging trade and cultural interchanges between them; strengthening the United Nations as a peace—keeping force; reducing military budgets in order to increase aid for the elimination of hunger and poverty; concentrating on strategies for avoiding crises rather than concentrating on crisis management; gradually stopping the rate of growth ourselves by adjusting our ways of life; and encouraging the United States to be the leader in a global development program. 37 Awareness of Human Choices When one has an awareness of human choices, one has: ...some awareness of the problems of choice con- fronting individuals, nations, and the human species as consciousness and knowledge of the global system expands.l3 As human beings gain new knowledge of the global system, old habits lose their authority, and we begin to lose confi- dence in the ethical principles of the past. As awareness becomes heightened, problems of choice appear. In the pre—global stage, social goals and values were largely unquestioned. In the global stage, however, long- term consequences are considered. Systematic attention begins to be given to human problems. The awareness requires that people know the range of alternatives to actions. This presents a problem for there are less dilemmas when the num- ber of choices is small. Guild, cited earlier, proposes that the acceptance or rejection of the concepts or the content of global educa- tion is an expression of certain values and attitudes. He maintains that what need first be done is the identification of the values and then decisions about how choices can be made. Values education has become a significant focus in today's classrooms. Harmin, Kirschenbaum, and Simon (1973) state, "To be meaningful, education must significantly touch the lives of students and integrate thinking, feeling, and l3Hanvey, pp, cit., p. 22. 38 acting in such a way that individuals have a sense of purpose in life."14 These authors specifically address the application of valuing in the global education curriculum. They state: Any curriculum designed to foster a global perspective should aim at increasing students' awareness of the centrality of values in their own lives and in the lives of others. Simul— taneously, it should expand students' sensitivity to the needs, interests, and feelings of other people, particularly those of different ethnic backgrounds, those who live in other cultures, and those in situations which occu red at a time and place other than the present. Ervie Lowell Glick (1974) sought to define the term worldmindedness: a concept which embraces the idea of the necessity of making wise choices. The worldminded person has reached a certain level of maturity; a level at which one perceives one's self in the context of pluralistic humanity. A person who is worldminded, according to the author, has a global perspective, is predisposed to empathy, is culturally aware, etc. Allen, Foti, Ulrich, and Woolard (1973) state that values are the prime determinants of how men behave toward other men as well as toward nature. In their book they present descriptive case studies of situations where values are in conflict. Their aim is to engage the participants in 14Merrill Harmin, Howard Kirschenbaum, Sidney B. Simon, Clarifying Values Through Subject Matter (Minneapolis, Minne- sota: Winston Press, Inc., 1973), p. 27. 15Ibid., pp. 23 - 24 vwv ...7 39 a quality discussion even if a consensus cannot be reached. Among the topics considered are: the demise of natural resources; noise pollution; people and/or the environment; Is man free to use his own land as he chooses?; designs for urban living; "Customer is King"; and the energy crisis. The authors are engaging participants in the making of choices regarding environmental concerns, and in deciding upon what is a good use of progress. Kohlberg has become known for authoring a theory of moral development. A person's development is characterized by progression from one level to a higher one, at the same time going through stages. Contained within Level III, the Post-Conventional level, is the realization of a conflict between the moral and legal points of View. At this stage (Stage 5) the individual has difficulty resolving the con- flicts that exist. At Stage 6 in this level, however, one achieves an orientation such that decisions result from an obligation to universal ethical principles that apply to all mankind. The universal principles of justice, reciprocity and equality of human rights, and respect for the dignity of human beings as individuals serve as a basis for indivi- dual reasoning.l6 Becker and East (1972) advocate using a social science approach which emphasizes inquiry processes: analytic, inte— grative, and value. They feel a citizenship approach should 16Lawrence Kohlberg and Elliot Turiel, "Moral Develop- ment and Moral Education," Psychology and Educational Practice (1971). 40 be designed to develop citizens competent in the complexi— ties of democratic decision making. In this volume the authors list federal programs which fund curriculum projects. Comprehensive Discussion of Global Concerns Some of the literature of global education will not fit neatly into any of Hanvey's five divisions, either because they overlap into several of the categories, or because they cover areas outside of the divisions. An example of this type of literature will be found in the reports to the Club of Rome. Although the second report (Mesarovic and Pestel, 1974) was placed in the "Knowledge of Global Dynamics" division, the other reports cannot be categorized as easily, but are pertinent readings relating to the concerns of a shrinking world. The Club of Rome, a group concerned with the well-being of mankind, sponsored a series of reports labeled "The Predicament of Mankind." The titles to be found in this series are: Tpp Limits pp Growth by Meadows, Meadows, Randers and Behrens; Mankind pp ppp Turning Ppppp by Mihajlo Mesarovic and Eduard Pestel; Reshaping ppp International ppppp. by Jan Tinbergen; Beyond ppp 5gp pp flpppp by Dennis Gabor, Umberto Colombo, Alexander King, and Riccardo Galli; and §2§l§ ppp Mankind by Ervin Laszlo, pp_pp. The Commission on the Year 2000 headed by Daniel Bell was set up to deal with issues for which present decisions would have lasting consequences. The group was charged with 41 anticipating problems of the future, anticipating conse- quences of public-policy decisions, and designing alternative solutions so that moral choices can be made. The changes in society which would be focused upon were: changes in tech- nology, diffusion of existing goods and privileges, struc— tural developments in society (such as the shift from industrial corporations to universities as sources of innovations), and the relationship of the United States to the rest of the world. The book contains the dialogues en- gaged in by members of the commission between 1965 and 1967. The gamut of concerns for humankind is recorded —- from the biological nature of man in the year 2000 to the considera- tion of the future in an international society. Lee Anderson has authored the most inclusive work to date in the area of global education. He focuses on the following issues: What is global education? What consti- tutes improvements? What changes in schools will result in better programs for children and youth? What can teachers, administrators, and trainers of teachers do to help bring about needed changes? Reischauer (1973) proposes changes that are needed in preparation for the let century. His theme is that educa- tion must be profoundly reshaped if mankind is to survive in our rapidly evolving world. The problem is identified, the 17Lee Anderson, Schooling and Citizenship in a Global pgp: An Exploration pp ppp Meaning and Significance of Global Education (Indiana University: —Mid-America Program for Global Perspectives in Education, 1979). 42 emerging world community is described, and the type of edu- cation needed for a world community is discussed. Most of the January 1977 issue of Social Education is devoted to global education. A sample of a designed course of study in Peoria, Illinois is presented, with suggestions as to how a similar program can be implemented in any locale. There are discussions of the implications of global education for curriculum and instruction as well as for teacher educa- tion. The series of articles concludes with a comprehensive bibliography which lists materials which can be used in the school curriculum. An informative publication by Kinghorn and Shaw is the Handbook £9; Global Education: Q Working Manual. It is a manual which instructs educators on how to conduct workshops in global education. Implications of the Literature The authors involved in the global education curricu- lum movement advocate using it as a tool for enhancing students' awareness of world issues and for endeavoring to create a determination to act upon the issues in order to develop a more wholesome society. The contents of the literature are comprehensive enough to involve teachers in any area of expertise who wish to be innovative by intro- ducing global education as a part of the curriculum. The literature clearly states that international education is inadequate in terms of developing a global 43 perspective in students. Other types of cross—cultural studies have tended to be ethnocentric in nature -- with the United States appearing to be more able to deal with matters of worldwide concern than other nations. A point also brought out by the literature is that teachers themselves can be the most resourceful developers of a global curriculum. Perhaps it should be noted here that making the curriculum relevant is what makes it interesting, and therefore teachers may be in the best position to focus on topics of local as well as international interest. Relationship of the Literature The hypothesis advanced in this study preposes to establish a relationship between the global education cur- riculhm and the development of worldmindedness in students. Although most of the authors never use the term worldminded- ness in the literature, the ideals and goals they propose to attain fall within the description of the characteristics of a worldminded person. As stated in Chapter 1, King proposes that worldminded- ness is a concept which instills a sense of global responsi- bility within the individual. Instilling a sense of global responsibility is the goal that the other authors reviewed in this chapter hOpe to attain. It is also a goal that this researcher is convinced is a worthwhile one. 44 Summapy Although global education pp; pp is a relatively new curriculum construct, researchers and other authors have become extremely interested as its goals are to contribute to the salvation of mankind. The global education curriculum requires a learner to be an informed individual. Not only must an awareness be developed however, but a process must be worked through in order to reach a decision as to the responsible actions one must take. The development of an awareness as well as the commit- ment to act responsibly will be known as "having a global perspective." It requires the making of decisions and judgments and a determination to try to influence others to be concerned in word and deed for the well-being of all man- kind. Global education involves value processing and the making of moral decisions. The nature of today's world is such that nations are interdependent and will be that way for a while yet. An ultimate goal is for people to think of and treat each other as brothers and sisters on spaceship earth. CHAPTER 3 RESEARCH METHODOLOGY Introduction In this chapter will be discussed the following: the development of the test instrument, the description of the research population, the rationale for the choice of the research population, the procedure used in the collection of data for analysis, and the computer programs used for data analysis. The chapter will conclude with a discussion of the independent and dependent variables and a discussion of the treatment of the data. Developing the Test Instrument Prior to deciding upon the method eventually used for the collection of data for this research, consideration was given to each of the three methods for investigating atti- tudes. Because of the number of students involved, the observance of overt behavior was deemed to be inappropriate as was the direct questioning of attitudes. The third method, the attitude scale, was selected as it is convenient for use with large groups and it provides an adequate assess- ment of the degree of affect held by individuals. 45 46 The development of scales for psychological measure- ment was pioneered by L.L. Thurstone.1 He proposed that "...attitudes are the degree of positive or negative effect associated with some psychological object."2 When Thurstone speaks of "psychological object? he includes an ideal or idea with which people are able to differ with respect to affect or feelings. An individual may have a favorable attitude toward a psychological object while another person may have an unfavorable attitude toward the same object. Persons may be said to like or dislike an object. The per- son who agrees with or accepts an object is said to believe ip_the object, while the person who disagrees with or rejects an object is said to disbelieve pp the object. An attitude scale was devised to collect data for this study since perusal through the literature yielded no scales which were entirely apprOpriate. Scales by Ferguson, Lentz, Likert, Manry, Neumann, and Stagner measure notions relating to nationalism vs. internationalism, rather than 3 worldmindedness. An instrument devised by Sampson and 1 Attitude (Chicago: University of Chicago Press, 1929. 2 L.L. Thurstone, "Comment," American Journal pp Sociology, 52 (1946), 39 - 50. 3L.W. Ferguson, "The Isolation and Measurement of Nationalism," Journal pp Social Psyghology, 16 (1942); T.F. Lentz, "The Psychology of International-mindedness Studied by the Method of Opinion Correlates," Psychological Bulletin, 33 (1936); R. Likert, "A Technique for the Meas- urement of Attitudes," Archives pp Psychology, No. 140 (1932); G. Manry, "World Citizenship," Iowa: Iowa Univer- sity Institute of Character Research, Studies in Character, I (1927); G.B. Neumann, "A Study of International Attitudes L.L. Thurstone and E.J. Chave, The Measurement of 47 Smith and called a "Worldmindedness Scale" was found to contain items useful for the purposes of this research, but as a whole was found to be dated and therefore could not be used.4 After an extensive review of the literature pertain- ing to global education and the literature pertaining to worldmindedness, statements were generated which were de- signed to test the hypothesis that the scores of students involved in varying degrees of instruction dealing with global education would indicate a positive correlation with the development of worldmindedness. Eight concerns deter- mined to be common to all humanity were selected as the sub- tOpics to be included in the scale: hunger, overpOpulation, prejudice (ethnocentrism), distribution of wealth, security/ armament/protection, health, ecology, and energy. At the outset, seventy-nine statements were generated under these headings (see Appendix A). The trial instrument was verbally evaluated for content validity; that is, to determine whether each item actually measures what it is purported to measure. Ideally, a test would be administered to a random sample in the universe to be tested, but since this is difficult to obtain, other judges may review each of High School Students, Teachers' Collection Contributing Education, No. 239 (1927); R. Stagner, "A Note on Educational and International Attitudes," Journal pp Social Psychology, 16 (1942). 4Donald L. Sampson and Howard P. Smith, "A Scale to Measure Worldminded Attitudes," Journal pp Social Psychology, 45 (1957). 48 item for relevance to that which is being measured. Thirty students in a Detroit Public High School were used as "judges" and items which were disputed by one-third or more of the "judges" were removed from the scale. Specific in- structions were provided as to the criteria to be used in judging the instrument (see Appendix A). As a result, the instrument was reduced to a fifty-seven item scale (Appen- dix B). The reliability of the instrument was determined prior to administering the final scale. Reliability is a description of the dependability of a test instrument. Be- cause there was to be no provision for a test-retest pro- cedure (stability aspect of reliability), nor would more than one instrument be used on the samples (equivalence aspect of reliability), an internal analysis of the items on ppp test was made (homogeneity aspect of reliability). The test instrument was designed according to a Likert-type format with responses ranging from (1) for "strongly disagree" to (6) for "strongly agree." Students were instructed to leave an item blank if they were not familiar with the content. There was no provision for a "neutral" response as the worldminded person theoretically takes a stand when considering a global concern about which he/she has some knowledge.5 5Donald L. Sampson, "WOrldmindedness as a Frame of Reference: An Attitude Scale" (Master's Thesis, University of Toronto, 1949), I. 9. 49 Cronbach's alpha was the formula which was suitable for establishing the reliability of the instrument. This formula is used in the SPSS (Statistical Package for the Social Sciences), which is the program used in analyzing the results of this research. The formula reads a = 3.1-Er (1 ;2£iSi/k) = (1 _ 52.1) T T with a = alpha k = number of items 312 = the variance of the measuring instrument 32 = the average item variance Reliability coefficients were established for the statements. The results are reported in Table 3.1. A corrected item total correlation is provided for each ques- tion, as are the number of cases, mean, and standard devia- tion. The alpha figure is the actual reliability coefficient for the total scale. The statements which were retained or deleted from the pilot instrument are reported in Table 3.2.6 Research Pppulation Description of Reliability Population A group of one hundred thirty-three students in one school were selected to participate in the reliability measure.7 6The rationale for the deletion or retention of state- ments will be provided in Chapter 4. 7Although one hundred thirty-three students partici— pated in the reliability testing, the results are reported for an N = 48. The SPSS Program "selects out" only the data for which there were no missing items; therefore all 57 items had to be responded to in order for a student's response to be included in the reliability report. 50 wahom. fl GOHHMfl>mv cumccmum mNHmH.¢ fl_m m¢ n z oommh. u mamad Hmoma. mm mvao. hm thHo.I mm hNHNo.I mm mmavm. 5N ommom. mm HOHNN. mm momma. em wmmam. mN hmwmm. mm movem. vN mmmmo. mm Hmmoa. mm Hmmma. Hm Hmmmo. NN wmvma.l om mmomv. 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H GOHHMHOHHOU HMHOE H0852 GOHHmODO GOHflwHOHHOU HMHOB ngz COfluhOflO 80H UOHOOHHOU emflH Umuhvahan ucmssuumcH uoanm “on muflsmmm sunannmfiamm u .H.m magma 51 pm pmcnmumm mm pmumama hm mm emanmumm aw me omenmumm mm mm pmcumumm am as pmcnmumm mm Hm pmcnmumm pm me pmpnmumm em om pmcflmumm mm «a pmcflmumm mm as pmcnmumm am He emanmumm mm as pmcumumm mm op pmcumumm Hm pmpmama mm pmnmama cm as pmcnmumm am am peanmumm as ea pmcnmumm cm mm emanmumm we ma pmcnmumm an em pmcflmumm he an emanmumm ma pm pmcnmuom we ma pmnamnmm s” mm pmcumpmm me NH pmchmumm on em pmcnmumm as HH encampmm ma mm pmcnmnmm me on pmaumumm «H mm pmcflmumm we a pmchmumm ma Hm pmcflmumm He m pmcnmumm NH pmumamn as a emanmnmm an pmumama mm m pmcnmumm oH pmumama mm pmumnma m pmumamn em m pmcumumm m on pmcnmumm pm 4 pmaflmumm 5 mm pmpamnmm mm pmumamn p mm pmcnmnmm em pmumama m em pmcnmumm mm pmumamn a pm pmcflmumm NM m pmcnmpmm m poumama an N pmcnmumm N mm pmcflmumm on H pmcnmnmm H HOQESZ mdvm#m HOQESZ Hwnfiflz mDumum Hmnfidz coaumoso Hmcflm coaummso cowummno Hanan coHummso spasm Hmnflmnuo spasm Hmcnmnuo ucmEdHumGH Assam so macapmoao ou ucmEdHumcH uonm so mcoflumoso mo mwnmc0flpmamm I .N.m wanna 52 The populations from which the actual samples would be taken had been identified. The students selected for the relia- bility measure were determined by the researcher to be enough like those of the three sample groups in the "target" schools on the basis of the racial-ethnic composition and grade levels -- two of the three identifying characteristics which were used to select the participants of this research. Table 3.3 lists the racial-ethnic composition by building for the school used in the reliability testing as well as the three schools used in the research. None of the sub- jects used in the reliability testing were used in the later research. Description of Research Population Two hundred twenty-five students in three schools were randomly selected for the research. Three criteria were used in the selection of the schools: grade level, racial-ethnic composition, and degree of infusion of global education into the curriculum. The students tested were in grade levels ten through twelve and no attempt was made to identify individuals by grade level. The students could have been in homogeneous groupings by grade level, but it was verbally confirmed that the 10 - 12 spread occurred in almost all cases. It is theorized that by this stage of cognitive development, these subjects should have reached a level such that they are able to give qualitative assessments to data with which they are confronted.8 8Jean Piaget, Biology and Knowledge (Chicago: The University of Chicago Press, 1971). 3 5 .mhlbhmH “mom Hoonom How .cmmH£0Hz .mchcmq .soHDMOSGH mo usmsuummoo cmmHson mo mumum .pmmHmcd nounmmmm .mcHB wosmz .mHz an pmpH>oum monanm no woman unommm * mm~.H m.wm m. m. m. o. m Hoonom ONH.H H.5m h. N.H m. N. N Hoonom Nam m.hm m. m. w. v. H Hoonom vhv.H b.mm w. m. H. H. huHHHnMHHmm z ouHaz ocHumq cmOHstm xUMHm cmoHumE< Hoosom w w cmwmm w m O>Humz w momm smcoHuMHsmom soummmwm paw wuHHHQMHHmm How mumcmu UchumuHMHomm I .m.m oHnma 54 The racial-ethnic compositions of the schools were obtained prior to testing. This criterion was used in order to reduce the possibility of introducing a confounding factor (differences in students because of differences in racial-ethnic backgrounds) which was not a concern in this research. The third criterion was the most pertinent to the statement of the hypothesis. Information regarding the de- gree of infusion of global education was obtained either by telephone interviews with faculty members or from demographic information contained in reports to the State of Michigan Department of Education in the case of the school that is funded for global education. The three schools finally selected then, are of the following types: School 1 - not funded and not involved in the teaching of global education; School 2 - not funded but claiming to include global concerns in the curriculum, also very actively involved in a student exchange program with two European countries; and School 3 - funded and reporting high involvement with global concerns. The teachers in School 3 also attend an intensive two-week Global Education WorkshOp during the summer in order to update materials and renew their skills. Collection of Data The survey instrument was administered by this re- searcher to a random sample of students in each of the three 55 schools. This method insured a one hundred percent return of results. Because of the nature of the statements, stu- dents were not permitted to ask questions other than those regarding instructions during the time in which the scale was being administered. This imposition reduced the proba- bility of the researcher's bias influencing the subjects' responses. The scale, one set of instructions, and one pencil were issued to each student. No time limit was set and the instruments were completed by some students in fifteen min- utes while it required up to thirty minutes for others to complete. The researcher then collected all the items and Opened the floor for a discussion of the contents of the scale. Participants were asked for feedback relating to items which they felt should have been included as well as to items which should have been omitted. This feedback will be reported in the "Discussion" section of Chapter 4. Preparation of Data for Analysis The answers mark-sensed on the instrument were copied onto key punch cards through the services of the Test Scoring Office at Michigan State University. These cards, then, contained the data which were used in the computer program for the analysis of the results. Computer Program for Data Analysis The chi-square technique of statistical analysis was used to analyze the data and to test the hypothesis. The chi-square statistic is a measure of the discrepancy between 56 the observed frequency and the expected frequency and is obtained by calculating the square of each difference, dividing it by the corresponding expected frequency, and finding the sum of the ratios thus formed.9 The formula for chi-square (x2) reads: 2 2 (f0 - fe) X = f e 2 and there is a requirement that the observations be indepen- dent. (An example of the application of the chi-square formula to Item 26 is provided in Table 3.4.) Whenever a large value is obtained for x2 the null hypothesis is rejected because this implies a relationship between the variables; That is to say, a large x2 results when the obtained frequency differs greatly from the ex- pected frequency. The six possible re5ponses to statements on the scale were: (1) strongly disagree, (2) disagree, (3) mildly dis- agree, (4) mildly agree, (5) agree, and (6) strongly agree. Whenever a statement was phrased Opposite to the direction of the hypothesis, the values assigned to the responses was reversed. The level of significance used to test the null hypothesis in this study is .05. The following is the statement of the null hypothesis: 9Joseph Lev and Helen M.Wa1ker, Elementarnytatistical Methods, 3rd ed. (New York: Holt, Rinehart and Winston, Inc., 1969)] p0 2670 mMMI Mun mmm nhou mama NHN. HHHa.vH I + + + mhm I HI mhwvu . "a I ".mm .1 2v .2 u. A: x a 2. ~13 xmmm 3. ”mm MMMI MMMI . Mmml mum! no. omen ovum spun and" + + + + + I HI mhm I HI arm I I .I. «A? .1 “$2 2. a_ A: x 3 z. a. s 1. ~ 2 N. fie gammy 3. 18 u E: I S. MHMI MMHI mum! mun mmm «nvn ccnn ooaH ovoH vhmu . HI + HI mun + + + 4 I I m I a. App x mmm as. a. so u any a._ «.Awm x «My u. «— Awm x nmmVI o. «. WM x mmm I m. mMWI mhhl mHMI mhMI mmm Dawn omcv comm ovnu voHN fir mm . _ ms 4 u. I + 8 _ x I e: _ -l x I a: R x E I a. . Tin I 2. AIM. HI I ~ on um n o — x on. I x nmnp. . a uuyauu..zu_m .x.cens. ac manage; o. x»_3 ppppo.4. a nmazum ”:9 sea 0.069 knew n.4p w.m~ ~Im~ mJMP cIN. La»;— m- a» an an cu .m rm :xsbcu _ «.1 . n.m _ _.k _ 1.» m ~u1 . a.» a n: — .qm n “.mm H 1.em — ¢.o~ h (a n a.c~ — :9 0.0n u ~.~ n i.e. a 1.9. H o.cp — v.59 ~ 0.0 u no u m. — Np u e. H m. or H r u on : a.u p e a p o.¢ 1 o.h p n.« . o.~ . I w muon — nuwm H ones _ en~ — uuu~ n ons~ 1 w o~ _ m m- — w up ~ m mm L N 4 u p o u v o _ I c i or m Cr m «r .. cw w m a m ~ _ ~.~ w 4.4 . s.. 1 ..o a e.» . ~.o 1 . NIm— woum ~ oI¢m _ c.~c u r.wn a rInm _ e: _ N... 1 ... l a: 1 a... 1 .m. . a: . .. no on ~o¢ _on now How _ by; —;p ddczcxpm maze: t >Jaa~£ a >404—8 wuauqmna >dwccupma —»%DEWu . 1 9r? P we r uu mmdm auxmo~oo HH EouH ou mHseu0h ohmsvaHno on» no GOHUMOHHmmd I v.m mHnma 58 H : As measured by a worldmindedness scale, there are no significant differences with regard to worldmindedness in students in each of the three types of schools. The alternative hypothesis states: Ha: As measured by a worldmindedness scale, world— mindedness will be positively correlated to the extent to which global education is deliberately introduced into the curriculum. Independent and Dependent Variables Whenever statistical analyses are to be undertaken, there has to be a research model into which the data must fit. This model is composed of variables: independent and dependent. The independent variable is a discrete or cate- gorical variable, and is qualitative in nature. The de- pendent variable is continuous and quantitative in nature. In this research the variable "school" is the inde- pendent variable, and each of the six responses to state- ments in the survey instrument is a dependent variable. Treatment of the Data The model for this research is crosstabulational and reads as follows: Variable (each statement contained in scale) Strongly Mildly Mildly Strongly Disagree Disagree Disagree Agree Agree Agree School 1 2 3 Each statement in the survey instrument is evaluated separately and a chi-square and level of significance (p) is 59 calculated for each one. The decision to reject the null hypothesis will be based upon the attainment of a p = .05 or smaller. The chi-square test could not be applied to every variable. Observations of the data lead to reflections and determinations as to whether or not there is a significant difference in those cases. Summary The methodology used in the design of this research has been presented in Chapter 3. An attitude scale, one of the three methods that could be used for the collection of the type of data needed for this research was the method selected because it is a convenient as well as adequate procedure. Attitude scales were originally developed by Thurstone and have been regularly used in social science research ever since. The scale used in this research was deve10ped by this researcher and is composed of statements designed to test the hypothesis. A trial scale was constructed for content validation purposes and fifty-seven of the original seventy-nine ques- tions were retained after verbal evaluation by a class of thirty high school students. Agreement by twenty "judges" was necessary in order to consider a statement valid. Another group of students was then selected in order to establish the reliability of the instrument. This pro— cess was described in the second section. These students 60 closely resembled the students who would later be tested as far as their grade levels and ethnicity were concerned. Because the instrument was to be administered only once, internal reliability through the use of Cronbach's alpha was established. As a result of this "run" an additional twelve statements were deleted from the scale. The third section of the chapter outlines the proce- dure used for the selection of the schools in the research population. Criteria used for selection were: grade level (10 - 12), racial-ethnic composition, and degree of infusion of global education into the individual schools' curriculum. Two hundred twenty-five students in three schools partici- pated in the research. The methodology used in the collection of data is described in the fourth section. A brief section follows which describes the preparation of data for analysis. In the sixth section is found a discussion of the statistical computations employed. The chi-square (x2) test which measures the discrepancy between observed and expected frequencies was decided upon as the apprOpriate test of the hypothesis. A "p" value of .05 was set as the maximum level of significance acceptable in order to reject the null hypothesis. The chapter concludes with a discussion of the inde- pendent and dependent variables, and a description of the crosstabulational model used in this research. CHAPTER 4 ANALYSIS OF RESULTS Introduction Chapter 4 contains the data analysis of the findings emanating from the compilation of the results found in the returned questionnaires. A discussion is presented which explains the rationale for the retention or deletion of statements, and the reliability coefficients of the final statements. The reliability of the final instruments is also presented. The hypothesis is analyzed in the second portion of this chapter. Acceptance or rejection of the null hypothesis is discussed based on the statistical data prepared for each statement. The third section contains a discussion of possible explanations of the findings and feedback from the students involved in the study. The implications of the research will be discussed in the fourth section, and the chapter concludes with a summary. Rationale for the Retention or Deletion of Statements As reported in Table 3.2, certain statements were not retained from the pilot instrument when the final scale was presented. Of the fifty-seven pilot statements, forty-five 61 62 were transferred to the final instrument. The decision to reject twelve statements was based upon their corrected item total correlation. It was possible to make the scale a more reliable instrument if statements with corrected item total correlations less than .10591 were eliminated from the scale. The researcher chose not to use this method as a strict measure for eliminating statements and as a result, one item with a corrected item total correla- tion of .18676 (Statement 39 of the Pilot Instrument) was eliminated and several statements with corrected item total correlations less than .10591 (Statements 3, 19, 28, 32, 36, 52, and 56 of the Pilot Instrument) were retained. The researcher's choice of the questions retained was based upon the division of the scale into two sections: pro-worldminded statements and anti-worldminded statements. When the instrument was divided thusly, the researcher felt a more accurate view of what the hypothesis was aiming to get at was being presented, as it is not only essential for the worldminded person to react positively to worldminded statements, but it is also essential that this person react negatively to the anti-worldminded statements. The result- ing choice of statements was based upon the selection of items which when removed from the pro-worldminded sub-scale would raise the reliability above .69589 and those that when removed from the anti-worldminded sub-scale would raise the reliability above .69626. The effect of combining the two sub-scales into one "Worldmindedness Scale" obviously had an 63 influence on the corrected item total correlations, never- theless this researcher chose to utilize the above method when selecting the final questions. This scale is presented in Appendix C. Table 4.1 lists the corrected item total correlations for each of the statements on the final scale. Although the scale was administered to two hundred twenty-five students, Cronbach's alpha is reported for an N = 111 as the SPSS pro- gram "selected out" those scales which contained no missing items. In Table 4.2 is reported the reliability of the pilot instrument, final instrument, and final selected questions. There is a difference in the alpha figures between the pilot and final instruments. The improvement may be attributed to the selection of statements as well as to sampling variability. The final chi-square (x2) analysis was performed on forty items. After viewing the results obtained from the administration of the scale to the research p0pu1ation, five more items were deleted. The items were determined to cause a lower alpha if retained. Table 4.3 lists the statements deleted from and retained for final analysis. Statistical Analysis Index figures from one to six are presented for each statement in the scale.1 These figures represent a continuum 1Whenever there is no response under a category from "strongly disagree" to "strongly agree", the SPSS program omits that category from analysis. 64 NONom. fl GOHHMH>OU vhmwcmum HHhom.¢ H.M HHH N Z mvam. H mand mmMON. mN mNmNe. vN mmmww. MN mMShH. NN momnv. HN whemN. me mmHom. 0N NHmHN. we mevho.l mH mnomv. me HHmvm. mH mNmHH. N¢ ON¢m¢. 5H hmhvo. He mvomH. wH MNNHv. ov mmmHm. mH mthm. mm mnmmm. ¢H Hommm. mm mmmoH. NH mommH. hm hmmmv.l NH ommov. cm wmmee. HH mNmom. mm memm. 0H mmmmm. em momMH. m momHv. mm mNmON. m mmHmo. Nm mNomo. 5 HthM. 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H coHuMHmHHOU Hmuoa Honfisz COHumHmHHoo Hmuoa Honasz EouH wouoouuou coHummso EmuH pmuomuuoo COHummso unmasuuqu Hanan may no muHHHQMHHmm I .H.¢ manna 65 mmmmm. meamm. comma. mucoEoumum unmaduumsH ucossnumcn pmuomamm Hanan uoanm spasm .msmaa .pgmH4 .mnmaa mandamumum Hoch pmuomHmm use mucmesuumcH HmsHm .uoHHm How mouanm man¢ I .N.v oHnoB 66 pmaflmumm mm pmchuom vN pmcHnuom MN pmaflmumm mm pochumm HN pmqnmumm me pmnnmumm om pocHoumm we pmuoHon mH pmchuom mv pochumm mH pmqfimumm me pmcflmumm AH omchumm He pmchumm mH pmsHmuom ow pmchumm mH pmcnmumm mm emanmumm «a pmcflmumm mm pmumama mH omcnmumm hm omumamo NH pochumm mm pwcHopmm HH pmchumm mm pmchuom oH pochumm «m pochuom m pochumm mm pmchuom m pochumm Nm pouonn h poCHmuom Hm pmchuom m pochumm om pochuom m UosHmumm mN ooCHmuom w oochuom mN pmsHmuom m pmumamo am pmcflmumm N pochumm mN pmchumm H msumum umnfidz msuwum Hmnfisz HMGHW unmfiwfimum HMGHh #cwfiwumum mGOHumoDO pouoonm Hmch mo umHH ou ucofisuumsH HmaHm co mucofimumpm mo mHsmcoHuMHmm I .m.¢ oHnma 67 of from least favorable to most favorable attitudes toward the hypothesis. The null hypothesis is tested for statistical sig- nificance. It reads: As measured by a worldmindedness scale, there are no significant differences with regard to worldmindedness in students in each of the three types of schools. This researcher chose to examine the hypothesis by reviewing the scale results statement by statement. Table 4.4 will present the chi-square (x2) value, the degree of freedom, and the significance level of each statement. The degrees of freedom [(r - 1) (c - l) where r = rows (# of schools) and c = columns (# of responses)] vary for Item 26 because the response "disagree" did not occur at any time. The overall x2 for the entire scale equals 295.66660 and the overall significance level is .2777. Overall, the con— clusion reached is that at an alpha level of .05, there are no significant differences between schools. There are how- ever, significant differences found in the measurement of three of the forty statements. In Appendix D is presented the crosstabulational results for each item. The three statements which reject the null hypothesis by showing a significant alpha read as follows: 30. Although peOple are starving in some countries there is a surplus of food in others. (Appropriate response should be in the direction of agreement.) 68 35. I believe my race is superior and should be accepted as such. (ApprOpriate response should be in the direction of disagreement.) 44. People should practice whichever form of birth control is right for them. (ApprOpriate response should be in the direction of agree- ment.) In the case of Statement 30, School 2 had a signifi- cantly smaller number of responses in the "strongly agree" category. Overall however, that group tended to demonstrate as high a degree of worldmindedness as the other two schools. School 1 answered less frequently to the "agree" category in the case of Statement 35. Conversely they scored more frequently in the "disagree" category than did the other schools, but by only a small percentage. In the case of Statement 44, School 1 responded much more frequently to the "strongly agree" category than did the other two schools. This statement pertains to individ- uals making their own choice about birth control. It is noteworthy that many of the students in this school attended a Catholic elementary school. Table 4.5 lists the forty statements analyzed and divides by percent (%) the number of students found to be high or low worldminded. The determination as to which re- sponse is high or low was made by this researcher based on the information given in the literature of global education and the literature of worldmindedness. In order to arrive at a "high" or "low" percentage, this researcher collapsed the three responses in the six categories which fell into the direction of agreement or 69 «.mH h.Hm mN m.mm m.vo em v.N m.hm me m.mH o.mm MN m.OH h.mm «v H.¢H o.mm NN o.¢ m.mm me N.N m.>m HN v.m¢ m.Hm Ne m.¢ H.mm om H.H¢ m.mm Hv m.Hm h.m¢ mH o.mm H.NH ov m.m¢ H.mm bH N.mN m.m> am o.mh o.NN mH H.m> m.mm mm «.mm m.MH mH v.vw m.mm hm H.om ¢.mH vH o.mm o.¢v mm o.Nm m.>v HH m.om m.mH mm m.Hn N.mN oH e.m> >.HN em o.om o.on m m.OH N.mm mm o.HH m.mm m ¢.om m.mm Nm H.m m.mm o m.mw o.mm Hm m.mm H.mH m m.NH n.5m om o.om o.ov w m.mm N.HH mm o.MH o.>m m o.vN o.mh mm N.mm h.mH N v.m m.Hm mm m.mn N.¢N H pochEUHHoz UmchsoHuo3 HonEdz pmchEoHHoz popsHEUHuoz nonssz son 11621 ucmsmumum son :3: ucmsmumum mpcoEmumum ou mmocoochEUHHos mo mooumon =3oq= Ho =£mHm= nuHB mchnommom mucopsum mo mmmucoouom I .w.v oHnma 70 disagreement. A sum was then taken of the three responses, and depending upon the way the statement was phrased, this sum of percentages was then fitted into one of the two ends of the continuum (high to low Worldminded). Table 4.5 then, shows the general feeling of the en- tire p0pu1ation tested toward each statement. It should be noted that the general p0pu1ation was split almost exactly in half into low worldminded (19) and high worldminded (21) responses. Another item of interest should be that in the cases of Statements 11, 18 and 42 there was a Split almost down the middle between high and low worldminded responses. A great deal of discussion was generated by these three statements and this will be elaborated upon below. Discussion and Feedback This study was designed to investigate the relation- ship between global education and the demonstration of worldmindedness by students involved with the curricular concerns of global education. If there had been significant differences between schools, the eXpectation that global education does indeed contribute to the develOpment of worldmindedness would have been fulfilled. The anticipated differences did not materialize however, therefore the con- clusion is necessarily reached that there are no differences as a result of the type of curriculum. These findings contradict the findings in the litera- ture. Schmidt (1975) asserted that students who knew more 71 about their world tended to be less chauvinistic. There is no evidence from this research study to support this state- ment. King (1971) prOposes using the subjects outside of but in addition to the social sciences as a context for teaching the world. She asserts that the above in addition to utilizing community resources will help to enhance a world perspective. The results of this research study do not confirm King's views. It should be noted that a limitation to the study is that of sample size. The researcher is unable to predict whether there would be more differences if the sample size were larger. Another limitation is that the research is confined to schools within a small area in the state of Michigan. In other geographic locations it is possible that other results would be achieved. Lively discussions followed each administration of the scale. There were many tangible suggestions for issues which should have been included in the scale. One frequent suggestion was that there be more statements included which addressed the issue of women's rights. Another issue often discussed was the lack of specific references to members of minority races. Students felt their responses would be more valid if the statements relating to prejudice specified a particular race. 72 Many students were uncomfortable in answering ques- tions relating to overpopulation. Their feedback indicated that that area was the most sensitive of the eight emphases. The most discussion was generated in all of the classrooms as a result of conflicting feelings regarding these ques- tions. On the whole, students felt that the statements were so personal that they had difficulty projecting their con- cerns into what would be best for mankind. Three other statements also generated lively discus- sion. They were Statements 11, 18 and 42. Statement 11 reads: "Large automobiles should not be built." The classes were split almost exactly in half when responding to this issue. The researcher speculates that because this study is being conducted in the state of Michigan, many family members of the testees may be involved in some way in the automobile industry or may own large cars. On the other hand, the instrument was administered at a time when there was an energy crisis which created disagreement from the energy conscious students. Another statement which generated heated discussion was Statement 18: “The wealth of the extremely rich should be more uniformly distributed among all the people." As a result of informal discussions with the administrators in- volved, the researcher found that all students live in "comfortable" surroundings and in general the families own their homes. Some students may have perceived this state- ment as a suggestion that they themselves were to surrender 73 some of their holdings to others less fortunate. The re- searcher recalls however, the students who felt they could benefit from being the recipients of this "wealth." Finally, the most lively argument occurred during the discussion of Statement 42: "People who immigrate should adopt the culture of their new country." The groups were divided by "we" and "they" feelings. The "we" feeling was that the students would definitely not appreciate being made to conform in a foreign society, while the "they" feeling was that foreigners in America should conform to the soci- etal restraints in this country. Implications of This Study The obvious question which arises is: Why isn't the global education program more effective than a nonprogram in developing worldmindedness in students? The researcher proposes that schools re-examine their curricula. Are the schools focusing on the apprOpriate global concerns? Within the final selected questions are the original eight concerns of global education identified as a result of examining the focus of the literature: energy, health, ecology, distribution of wealth, hunger, overpOpulation, security/armament[protection, and prejudice (ethnocentrism). If the schools are not focusing on these issues, where is the focus? A review of the scores indicates that "health," "energy," "hunger," "security/armament/protection" are 74 variables for which all participants were almost consistently "high worldminded" and "ecology" is the only variable for which all participants scored "low worldminded." Are schools emphasizing health, energy, hunger and security/armament/ protection issues and neglecting ecological issues? Summapy The results of the research and the summary of the data were presented in this chapter. The chapter opened with a discussion of the distinc— tion between the statements which were retained for the final scale and those which were deleted. The division of the scale into two sub-scales prior to the final selection of statements and the effect of the later combination were also explained. A reliability coefficient for each statement was reported. Also reported in the opening section were the alpha figures for the pilot instrument, final instrument, and final selected questions. The x2 analysis was performed on a total of forty statements. The second portion of the chapter was concerned with the statistical analysis. Upon examination of the results, it was concluded that there were no significant differences between schools in the degree of worldmindedness exhibited. There were significant differences in three of the forty variables but only in the outstanding numbers of responses in one particular category (see Appendix D). In no instance 75 did these significant differences change the overall direction of the responses. Three other statements (11, 18 and 42) were divided almost equally between high and low worldminded responses. A discussion of these results was presented along with feed- back from testees. The final section of the chapter contains the impli- tations of this study. The researcher asks questions per- taining to the results of the research analysis. CHAPTER 5 SUMMARY AND RECOMMENDATIONS Introduction This final chapter will contain judgments relating to the purposes and findings of this study. In this chapter the processes undergone to complete the research will be summarized. The first portion will cover the organization of the research. The second section will include the major findings of this study. The final section will discuss the limitations of this study and will include suggestions for further research. Organizingithe Research This study was designed to explore the theory that global education contributes to the develOpment of world- mindedness in students. In order to initiate the research, the literature of global education and the literature relating to worldminded- ness were extensively reviewed. The product of this was the generation of seventy-nine statements which were put into the form of a trial instrument for the purpose of validation. 76 77 A team of thirty students of the grade level to be involved in the later research were directed to orally evaluate all statements. A statement was removed from the instrument if one-third or more of the judges were unable to agree on the content of a statement. As a result of this process, twenty-two items were eliminated from the scale. The resulting scale was called a "pilot" instrument. The pilot instrument was administered to one hundred thirty- three students for the purpose of establishing reliability. A measure of internal consistency was established through the examination of the reliability coefficients for each statement, and an alpha figure (Cronbach's alpha) was obtained. A final instrument was then prepared. This scale contained forty-five items, having removed twelve from the reliability instrument in order to improve internal consis- tency. This scale was administered by this researcher to two hundred twenty-five students in three schools. The three target schools were identified by types: School 1 - not funded for global education and not claiming to emphasize this area of interest; School 2 - not funded for global education but claiming to have an interest in the area; and School 3 - funded for global education and having a high interest in that area. The status of each of the three schools was acquired through telephone interviews and demographic data. Two other considerations in choosing schools were: (1) students to participate in testing had to 78 be in grades 10 — 12, and (2) the racial-ethnic composition of the schools had to be similar (around 97% white). The results of the final instrument were again sub- mitted for reliability analysis. At this point five ques- tions were deleted and forty questions were submitted for analysis. The researcher selected a level of significance (p = .05) below which point the null hypothesis would be rejected. Major Finding There are no significant differences in the three schools tested with regard to the development of worldminded- ness as a result of exposure or nonexposure to global edu- cation. At an alpha level of .05, the anticipated differences which would have caused the null hypothesis to be rejected did not materialize. Limitations of This Stugy and Suggestions for Further Research It was not within the purview of this study to ex- plore any issues beyond those which tested the hypothesis. There are therefore several questions which need to be further explored. (1) The students tested were all enrolled in suburban schools. An area for further study would be to investigate whether students in urban or rural settings would respond differently to the scale. 79 (2) The researcher is assuming that the school is able to influence the thinking of the students within. It would be interesting to examine the influences of both the home and the school in the shaping of attitudes of world— mindedness. (3) The students tested were from a socio-economic level commonly referred to as "middle class." Another researcher might wish to test "lower" or "upper" class students. (4) No attempt was made to determine individual students' family income beyond "middle class" classification. Another study might investigate variations in attitudes among students within the same "class" but with a wide diversity in income. (5) No attempt was made to identify students by sex. A possible area for investigation is to explore whether male youths differ from female youths in their worldminded thinking. (6) Students tested were enrolled in schools with a 97% or above white majority. An area for further inquiry would be to examine whether students in schools with larger minority enrollments differ in their attitudes. (7) The students tested were enrolled in public schools. An exploration could be made to determine if stu- dents in parochial or other private schools would score differently. 80 (8) No attempt was made to determine if individual students had travelled or in some other way come in regular contact with other cultures. Another investigation may be made into possible differences resulting from intercultural interaction. (9) The contents of the scale place an emphasis on the questioning of attitudes. Another researcher might seek to ascertain if schools are developing cognitive skills to the exclusion of affective learning when global education is incorporated into the curriculum. (10) The hypothesis that students acquire a higher degree of worldmindedness has been tested. An area for further inquiry would be to test whether students may devel- 0p attitudes opposite to worldmindedness as a result of the curriculum. (11) No baseline data were collected as to the amount of knowledge about global education already acquired by students before its introduction into the curriculum. The levels of the students in each sample could have been differ- ent. Another researcher might seek to establish where the students are before they study global education, perhaps through the test - re-test procedure. B IBLIOGRAPHY BIBLIOGRAPHY Allen, Rodney F., et a1. Deciding How to Live Ln Spaceship Earth. Evanston, Illinois: McDougal,Litte1 & Company, 1973. Anderson, Charlotte Chamberlain. "Conceptualizing Global Education: A Rationale, Curriculum Materials, and Teaching Strategies for Elementary Schools." Ph.D. dissertation, Northwestern University, 1976. Anderson, Lee. Schooling and Citizenship in a Global Age: An Exploration Lf the Meaning and Significance Lf Global Education. Mid-America Program for Global Per- spectives in Education, 1979. Becker, James. "PerSpectives on Global Education." Social Education, Volume 38, Number 7 (November/December, 1974), 678. Becker, James and Maurice A. East. Global Dimensions pp U.S. Education: The Secondary School. New York: Center for War/Peace Studies, 1972. Bell, Daniel, ed. Toward the Year 2000. Boston: Houghton Miflin Company, 1968. Biemler, Rosalind Rosoff. "An Exploratory Study of the Relationship Between Cross-Cultural Interaction and the Social Values of 'Concerned Worldmindedness' Held by Multi-National Student Groups at the American High School in Mexico City." Ph.D. dissertation, Michigan State University. Bierbaum, Lenore Kathleen. "A Study of Children's Awareness of World Affairs." Ph.D. dissertation, The University of Florida, 1968. Boyer, William. "World Order Education: What Is It?" Phi Delta Kappan, VOlume LVI, Number 8 (April, 1975), 524. Brown, Harrison. The Human Future Revisited: The World Predicament and Possible Solutions. New York: W.W. Norton & Company, Inc., 1978. Center for Global Perspectives. Global Perspectives: some questions and answers. New York, 1977. . Intercom 84/85. New York, 1976. Dubos, Rene. Only One Earth - The Care and Maintenance 9;); Small Planet. New York: W.W. Norton & Company, Inc., 1972. Ferguson, L.W. "The Isolation and Measurement of National- ism." Journal pp Social Psychology, 16 (1942). Gleason, Thomas Patrick. "Social Adjustment Patterns and Manifestations of Worldmindedness of Overseas- Experienced American Youth." Ph.D. dissertation, Michigan State University, 1969. 81 82 Glick, Ervie Lowell. "Toward a Comprehensive Definition of Worldmindedness." Ph.D. dissertation, Indiana Univer- sity, 1974. Goodlad, John I. Facing the Future. New York: McGraw Hill Book Company, 1976. Guild, Stephen Eves. "Education for Global Survival: An Examination of a Curriculum Concept." Ph.D. disserta- tion, University of Massachusetts, 1973. Hanvey, Robert G. pp Attainable Global Perspective. New York: Center for Global Perspectives. Harmin, Merrill, Howard Kirschenbaum, Sidney B. Simon. Clarifying Values Through Subject Matter. Minneapolis, Minnesota: Winston Press, Inc., 1973. Jennings, Thomas J., Jr., and Edmund G. Short. "Multidisci- plinary: An Approach to Alternative Curriculum Thought," Educational Leadership, Volume 33, No. 8 (May, 1976). King, Edith W. The World: Context for Teaching pp the Elementapy School. Dubuque, Iowa: Wm. C. Brown Company Publishers, 1971. Kinghorn, John Rye and William P. Shaw. Handbook for Global Education: §_Working Manual. Dayton, Ohio: Charles F. Kettering Foundation, 1977. Kohlberg, Lawrence and Elliott Turiel. "Moral Development and Moral Education," Psychology and Educational Practice, 1971. Laszlo, Ervin, et a1. Goals for Mankind. New York: E.P. Dutton, 1977. Lentz, T.F. "The Psychology of International-mindedness Studied by the Method of Opinion Correlates," Psychological Bulletin, 33 (1936). Lerner, Daniel. The Passing pp_Traditional Society: Modernizipg the Middle East. Glencoe, Illinois: Free Press, 1958. Lev, Joseph and Helen M. Walker. Elementary Statistical Methods, 3rd ed. New York: Holt, Rinehart and Winston, Inc., 1969. Likert, R. "A Technique for the Measurement of Attitudes," Archives pp Psychology, No. 140 (1932). Malthus, Thomas Robert. First Essay pp Population 1798. London: Macmillan and Company Limited, 1926. Maury, G. "World Citizenship." Iowa: Iowa University Institute of Character Research, Studies in Character, I (1927). Maruyama, Magoroh. "Toward a Cultural Futurology." University of Minnesota: Cultural Futurology Sympo- sium, 1970. 83 Matthews, Robert William. "Education and the Vision of World: An Analysis of Robert Ulich's Concept of International Education." Ph.D. dissertation, Loyola University of Chicago, 1972. McNamara, Robert S. One Hundred Countries, Two Billion Peopl . New York: Praeger Publishers, 1973. Mesarovic, Mihajlo and Eduard Pestel. Mankind pp the Turning Point. New York: Readers Digest Press, 1974. Michigan Department of Education. Guidplines for Global Education. Lansing, Michigan, 1978. Miel, Alice with Edwin Kiester, Jr. The Shortchanged Children pf Suburbia. New York: Institute of Human Relations Press, 1967. Neumann, G.B. "A Study of International Attitudes of High School Students," Teachers' Collection Contributipg Education, No. 239 (1927). Perl, Lila. The Global Food Shortage. New York: William Morrow and Company, 1976. Piaget, Jean. Biology and Knowledge. Chicago: The Uni- versity of Chicago Press, 1971. Reischauer, Edwin O. Toward the let Centupy: Educating for 3 Changing World. New York: Alfred A. Knopf, 1973. Sampson, Donald L. "Worldmindedness as a Frame of Reference: An Attitude Scale." Master's thesis, University of Toronto, 1949, I. Sampson, Donald L. and Howard P. Smith. "A Scale to Measure Worldminded Attitudes," Journal pp Social Psychology, Schmidt, Neil. "Fourth, Fifth and Sixth Grade Students' Global Orientations: A Descriptive Study." Ph.D. dissertation, University of California at Los Angeles, 1975. Social Education. Volume 41, Number 1 (January, 1977). Stagner, R. "A Note on Education and International Attitudes," Journal pp Social Psyghology, 16 (1942). Thurstone, L.L. "Comment," American Journal pp Sociology, 52 (1946). Thurstone, L.L. and E.J. Chave. The Measurement pp.Attitude. Chicago: University of Chicago Press, 1929. Toffler, Alvin. Future Shock. New York: Random House, 1970. Torney, Judith V. and Donald N. Morris. Global Dimensions pp U.S. Education: The Elementary School. New York: Center for War/Peace Studies, 1972. 84 Ulich, Robert. Education and the Idea pp Mankind. New York: Harcourt, Brace and World, 1964. UNESCO. "Unesco Chronicle." Paris: Unesco House, Volume XXIV, No. 6 (1978). United States Committee for UNICEF. "IYC Newsletter," New York: U.S. Committee for UNICEF, No. 4 (December, 1978). Ward, Douglas Sharp. "An Approach to Education for World Understanding." Ph.D. dissertation, University of Illinois at Urbana-Champaign, 1953. Wronski, Stanley P. "Developments in Global Education." East Lansing: Michigan State University, 1978. Mimeographed. APPENDICES APPENDIX A 85 APPENDIX A COVER LETTER AND STATEMENTS USED FOR VALIDATION OF INSTRUMENT Dear Student, I would like to invite your participation in a research project I am about to undertake. You will find attached a list Of seventy-nine statements which I would ask you tO review carefully. The Object Of this exercise is to search for questions which are unclear or which should not be included at all. When this exercise is over, the questions that remain will be put into a scale form so that other students like your- selves can give responses which will range from strongly agreeing with an item to strongly disagreeing with an item. As judges you are being asked tO evaluate whether or not the questions make sense to you and whether or not you can agree or disagree with them. If more than one-third Of the members of your group feel that the items should be discarded, this will be done. It is therefore important to re-emphasize that you are judging for clarity and under- standing, and not for consensus in Opinions regarding what the answer to an item should be. I will ask for a show of hands after the reading Of each item. Please raise your hand and give your ideas if you feel that a statement does not meet the above criteria. Thank you very much for your kind OOOperation. Sincerely, Claudette P. Richards 5. 6. 7. 8. 9. 10. ll. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 86 The problems Of world poverty are mostly problems Of foreign countries and will have little effect on my life. It is acceptable for races to intermarry. Each country should strive for 100% employment Of its work force. There is no real need to be concerned about using up the land that has been unused for many years. Malnutrition is still a major cause Of deaths. If the current rate Of population growth continues, there will nO longer be enough resources to sustain life. Feeding hungry children should be a major concern. Smallpox is still a major cause Of deaths. Organ transplants should be encouraged in order to prolong life. The U.S. should remain neutral in the event Of violent political actions in newly emerging countries. World health would be improved if knowledge Of birth control was more widespread. Asian refugees should not be invited to live in our country. The decision as tO whether tO liVe or die should be made by the patient. If I can pay for it, I should be able to use as much energy as I want to. Race prejudice on the whole is beneficial as it keeps many undesirables from the country. Everyone should have enough money to pay for a good education. It is important that people everywhere have enough to eat.. The practice Of birth control is a good one. The birth control question has little social signifi- cance. The best way to solve the race problem is to encourage inter-marriage so that there will eventually be only one race. A compulsory health program is necessary because it brings the greatest good to the greatest number of peOple. When a weak country is attacked, a stronger country should come to its aid. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 87 Birth control is a legitimate health measure. People all over the world should feel as much responsi- bility toward peOple in other countries as in their own. If the United States takes part in any sort Of world organization, we should be sure that we lose none Of our power and influence. Large automobiles should not be built. It would be better to be a citizen Of the world than Of any one country. There are not many people in today's world who are poor. Scientific discoveries should be shared among countries. There should be no fishing limits set for countries. A country should only be concerned about starving peOples in another country if they are allies. War is necessary. Birth control is justifiable only in cases Of poverty or poor health. Any weapon should be used which brings a quick end to war. My religion is better than any other. There is no need to rely on other countries for energy. People should not be denied housing because Of their race. Everyone should speak the same language. America has reached a higher state Of civilization than any other country and as a result has a culture which is superior. Ghettos should not exist. Everyone in the world should have equal rights guaran- teed by an international charter. The wealth Of the extremely rich should be more uni— formly distributed among all the people. An international police force ought to be the only group in the world allowed to have armaments. Farmers should be willing to reduce their profits in order that everyone in the world can afford tO eat. Birth control information should be available to everybody. All national governments ought tO be abolished and replaced by one central world government. The best medical treatment and care should be available to all people. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 88 All countries should prosecute hijackers. Along with patriotism, world citizenship should be taught in all secondary schools. Each person should be given a limit to how much energy he/she can use. An international organization should be formed tO regulate the use Of natural resources. The very rich should not be allowed tax loopholes. It is better to use a microwave oven than a regular one. Religious cults such as the one at Jonestown should be discouraged. There are enough jobs around for all people who really want to work. It is acceptable for underpOpulated countries to give rewards to people when they increase the size Of their families. I feel that donating money to health research is a good thing. The U.S. government should Spend more tO help developing countries. Everyone should have an equal chance for a good educa- tion. We should seek to utilize a form Of energy other than Oil. Unmarried teenagers contribute significantly tO the number Of unwanted births. It is not fair to put a limit on the number Of animals that can be killed for the manufacture Of clothing. The use Of illegal drugs is now a problem that is under control. I would be willing to eat less if it meant that more people were able to eat as a result. It would not be desirable to have a Vietnamese family move in next door. Governments should be allowed to construct energy plants wherever there are geographical areas in need Of them. Venereal diseases are almost extinct worldwide. I believe my race is superior and should be accepted as such. The ease with which poor peOple receive aid encourages them to stay out of work. People should be able to bear arms if they want to. 71. 72. 73. 74. 75. 76. 77. 78. 79. 89 Building new highways is the solution to traffic con- gestion. Although peOple are starving in some countries, there is a surplus of fOOd in others. We should strive for loyalty to our country before we can afford to consider world brotherhood. I would be willing tO give up some luxuries in order to help others less fortunate than I. The solution to the housing problem is to construct more dwellings on vacant land. Rewards should be Offered to peOple who limit the size Of their families. Amnesty International is a good organization. People who immigrate should adOpt the culture Of their new country. The Red Cross has served a useful function worldwide. APPENDIX B 93 APPENDIX C DIRECTIONS AND QUESTIONNAIRE USED FOR COLLECTION OF THE DATA DIRECTIONS The statements you are being asked tO respond to con- stitute a "Worldmindedness Scale." Your directions are simple. Read and answer each question carefully. You have been selected from students in three schools to participate in this research. Note that you are not asked to write your name anywhere on this scale. The pur- pose for administering this instrument is to discover how students at your age and grade feel about the issues pre- sented here. It is expected that you will answer to the best Of your ability. If you are unfamiliar with an item, please leave it blank instead Of guessing. Be absolutely sure that you answer by filling in the circles completely. If you erase, make sure that your in- correct answer is erased thoroughly. Only a #2 pencil may be used. The questions are rated from a score Of 6 for "strongly agree" tO a score of 1 for "strongly disagree." The Object is not tO score highly but to give your honest Opinion. You will have the remainder of the class period to complete this. Please remain quietly seated if you finish earlier. Pencils, instructions and answer sheets will be collected after the administration of the scale. Look below at the numbers you should use when respond- ing to the statements. Are there any questions? 1 2 3 4 5 6 Strongly Mildly Mildly Strongly Disagree Disagree Disagree Agree Agree Agree o ..I .- - ' v - ..\ g, a a o‘ s 1‘ A A . ‘ . ‘ ~-' v ‘r J ‘1 ‘1' J V I ~ ' .- —I v w r 4‘ .H _a .4 J ./ v ‘ - ’V —» .4 4.: .1: ...v ....r I w x. qr v 1. 2. 3. h. 5. 6. 7. 8. 9. 1o. 11. 12. 13. 1h. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. ‘v—v—'vvvvvvvvvvvvvvvvvvvvv-vvv--'vvvv'---vvv"-'-v""-cvvv 'v- --- - ---- 9 1‘ The problems of world poverty are mostly problems of foreign countries and will have little effect on my life. There is no real need to be concerned about using up the land that has been unused fer many years. Malnutrition is still a major cause of deaths. If the current rate of population growth continues, there will no longer be enough resources to sustain life. Smallpox is still a major cause of deaths. The U.S. should remain neutral in the event of violent political actions in newly emerging countries. Asian refugees should not be invited to live in our country. If I can pay for it, I should be able to use as much energy as I want to. Everyone should have enough money to pay for a good education. It is important that peOple everywhere have enough to eat. The practice of birth control is a good one. A compulsory health program is necessary because it brings the greatest good to the greatest number of people. When a weak country is attacked, a stronger country should come to its aid. People all over the world should feel as much responsibility toward people in other countries as in their own. Large automobiles should not be built. There are not many people in today's world who are poor. There should be no fishing limits set for countries. A country should only be concerned about starving peoples in another country if they are allies. Birth control is justifiable only in cases of poverty or poor health. Any weapon should be used which brings a quick end to war. America has reached a higher state of civilization than any other country and as a result has a culture which is superior. There is no need to rely on other countries for energy. The wealth of the extremely rich should be more uniformly dis- tributed among all the people. Farmers should be willing to reduce their profits in order that everyone in the world can afford to eat. Birth control information should be available to everybody. The best medical treatment and care should be available to all peOple. All countries should prosecute hijackers. Along with patriotism, world citizenship should be taught in all secondary schools. Each person should be given a limit to how much energy he/she can use. The very rich should not be allowed tax loopholes. Wfi—i’ , 31. 32. 33. 3+. 35. 36. 37. 38. 39. In . 42. #3. LIJ-I. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 92 It is better to use a microwave even than a regular one. We should seek to utilize a form of energy other than oil. The ease with which poor peeple receive aid encourages them to stay out of work. I would be willing to give up some luxuries in order to help others less fortunate than I. It is not fair to put a limit on the number of animals that can be killed for the manufacture of clothing. Although peOple are starving in some countries, there is a surplus of food in others. It is acceptable for underpOpulated countries to give rewards to people when they increase the size of their families. The use of illegal drugs is now a problem that is under control. People should be able to bear arms if they want to. We should strive for loyalty to our country before we can afford to consider world brotherhood. The solution to the housing problem is to construct more dwellings on vacant land. Rewards should be offered to peeple who limit the size of their families. I feel that donating to health research is a good use of my money 0 It would not be desirable to have a Vietnamese family move in next door. I believe my race is superior and should be accepted as such. There are enough jobs around for all people who really want to work. The U.S. government should spend more to help developing coun- trieao Building new highways is the solution to traffic congestion. I would be willing to eat less if it meant that more people were able to eat as a result. Unmarried teenagers contribute significantly to the number of unwanted births. Venereal diseases are almost extinct worldwide. Amnesty International is a good organization. People who immigrate should adopt the culture of their new country. It is acceptable for individuals to marry persons from other countries. . People should practice whichever form of birth control is right for them. The Red Cross has served a useful function worldwide. Religious cults such as the one at Jonestown should be dis- couraged. ...... \I v V V V \r 'w ‘._/ ‘ ..., ’\ .'\ IA\ ,\ .\ ...x .- ,_‘ I - . . l i I ,-~ A 4‘ 1 ‘\ \-\ {g ‘I ‘\ ‘ "\ {" ‘- V v Dd ‘4 ‘6 H/, V \‘a d v Lflwhm“ o - 4 4.4 » 4 1. I I i V v V ‘1 \c ‘-' v V Ni . l . i V d V v v 5 ’ ‘2 A 1N A :\ A .\_ "\ .\ R I v V \v s/ a \r \v M— J C . A\ A ,e-s \ x \ a I I i 5v v v I V v ...r ‘J ..r i A v\ A -\ A ,0. ...a A ... l . I v V v H/ v‘ ./ v ‘v 4 " 'V ' : ‘ A (A A A -\ ... a\ a A v. \ ' I . f x '. v ‘V v v .r J V, V a V I A A A ‘\ \ a K ‘ R I ‘ a ! v v” v V v \o J ..4 I O “K .A 4" -\ m - A rca ..K . I . ( | ‘J V w .1 hr v s. V v: I y A "\ .q --\ 4m. .4- m‘ A ‘~\ »~ 1 . I v/ v ‘V .— .. v 1 [A x A - \ \ .\ ‘ V ‘1 v a .. H. \— H’ ~. l -s -‘ a A I A [A 1 ' ‘v ‘v V V J .4 w ‘9 ‘1 w I I I A \ A K . ‘ \ a \ 4‘ 1 \‘r' V \v/ 'v ~~~~~~~~~ II I I I I s\ V/‘. \ A r‘. I 1 I ' v V V ‘v .a a .— ..z I I -\ ~ 1 x 1 v ..I -—l 4 Hr .4 4 v 1 l A ,—\ \ j v v ..r ~—/ \— ..v \. ... v ‘J at . ~ I ( k C) \I ) ) () I ) (J k) (D (1‘) () Q) (3 L) (I .I ‘~l -g/ ‘V v (J () () ‘V KI": , . -._... ...-___.. ...- 1 ( 3;) (D () C.) ( ( ( ‘5') -mn‘ “.-.--.., --- .’-—-- k ) (it) ( J (3}) or w--1.~- . u...» ) (1) ( t ) (O .. ...-.‘- um---~—.—~ w»..— -.o-.-—-- -.. ( ( I ( (, 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. Rewards should be offered to people who limit the size of their families. I feel that donating to health research is a good use of my money. . It would not be desirable to have a Vietnamese family move in next door. I believe my race is superior and should be accepted as such. There are enough jobs around for all people who really want to work. . The U.S. government should spend more to help developing coun- tries. - Building new highways is the solution to traffic congestion. I would be willing to eat less if it meant that more peOple were able to eat as a result. Venereal diseases are almost extinct worldwide. Amnesty International is a good organization. People who immigrate should adopt the culture of their new country. It is acceptable for individuals to marry persons from other countries. People should practice whichever form of birth control is right for them. The Red Cross has served a useful function worldwide. APPENDIX D 96 APPENDIX D Key to cross-tabulational data in each cell count actual number of students responding to one of the six possible responses row pct. = percent of students in an individual school responding to one of the six possible responses col pct. = percent of students of total number in all three schools responding to one of the six possible responses tot pct. = ratio of number of responses to one of the six possible responses to the total number of responses 97 n-m. 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I I I . m~\max¢a u ubne zo-..¢o. dz.zoz wa~u APPENDIX E 137 APPENDIX E Responses to Scale Items by School, Percentage of ResPonses by School, Number of Students in Sample, and Direction of Responses with Regard to WOrldmindedness m School 1 = not funded; no global education School 2 = not funded; emphasis on global education School 3 = funded; emphasis on global education + = majority of students pro-worldminded - = majority of students anti-worldminded 138 + on o.o~ ~.~u m.~v m.- «.- m.« n .uuo uua + we ~.- u.o~ o.cv o.a~ ~.o m.n u 0» oloo oncog- auucsoo + up 0.5 n.v~ o.on n.v— v.o~ a.n n nausea». a .uoxoauaa nu auucsoo £003 a can: .m + an v.w~ o.mn o.mn m.n ~.v p.~ n .oHnoon + no «.mn m.on a.on ¢.ou n.~ o N «0 non-u: u-ounoum + 3 m4— n.nn 93 n4 m.~ .4 u 05 3 noon 33:86 0:» conqua an ouanooa aha-.000: nu adamant guano: anonusmaoo < .o + co n.5w m.- n.o ~.~ o m.~ n .uuo oa zusoco o>us + 3 «.2. «.3 «6 m4 9 o u 8.2.525 .302. + as ..«m «.ou ~.m e.~ n.” o a can» acauuoaua .4 ya .o u an 0.“. u.vn w.n~ n.n s.n m.n n .0» aces n we v.~v n.mn n.a n.v n.v ~.w N n no moaned goal as n as h.nn n.nu n.~n p.«~ N.m m.o a on: 0» can. on case:- n .aq uou sea can H «a .m u ca 9.9— o.m~ e.m~ ..." n.o o.n— n .auucsoo ~50 :« o>ua u on n.m~ n.n— n.nn h.a~ w.c~ ~.o n ou coau>cu on so: 1 v9 n.n~ a.o~ n.vu 5.0" 9.0 0.5“ _ vases. acousuou cog-4 .v + no o.vn n.nv o.o~ n.u >.n o n .oguaou + no «.mu «.9. n.- ~.a m.v n.n « no 0-2-0 uofiol a + an o.o~ n.on h.~u 5..“ h.« n.~ a "day. on ecuuuuuacna: .n u on n.hv o.on «.mu o.m n.« h.« n .uuaoa asal u we a.nv n.9u u.o~ —.m n.v n.v « nan cause: :00: on: n ms :6... ”.8 92 né o... o... u as.» as: 23 a: 95-: goons oocuoocoo on on 000: noon 0: ea ouoaa .« 1 an e.gu ¢.vn n.h~ n.hn o.o «.n n .quu at n on ~.n~ «.9. «.- «.mn m.o o.n a :0 voouuo vacuum o>o£ I on m.a« m.o~ a.>~ ~.a~ o.~ n.~ a and: can nouuusaoo nogao no IIUnAOum annual can auuo>oa canes «0 unannoum ask .u noun: ooum< ooua< commando oouuouuo comma-«o saucouua adequx august samcouuu gnaw-“mic: z 33093. a 39.8 linen: nuuct no noun 1239 + no o.nu n.n« w.o n.n «.~ 0 n .>conauo>o + on w.cu o.o« ~.a m.~ c c « cu o~no~40>u + on m.~v o.- o.o a." o.« o.~ a 09 0—3033 sodas. uncuc« douucou zuuan .om a o. p.nn o.¢~ n.n~ ...a o.ou o.m~ n .o~moom as» s we o.o~ «.nu o.m« «.mu ~.v~ ~.- n and would oousnwuuuuo + 2. 9: a4.— an T: «.3 1: n 3883.3 0.3.. on uusosn soda >~olouuxo use «0 sauna: ask .on + no u.n~ m.n« o.v~ «.~N o.e~ a.a n .uo«uom:a + no m.v n.«~ h.a~ o.nn «.o~ o.p a nu nods) ouau + vs «.uu n.e« n.n o.n« c.~u n.n~ a taco a on: cucuouonu can auucsoo nosuo had can» cauuouan uu>qo uo ouaua unauas a panacea on: unquald .hq n as n.hv o.mn n.o o.on o.m n.» n .uaa 0» coo guano a on n.nv «.uu ~.a —.- «.u ~.o u a oucuun soda: can: I up e.gu u.n~ 0.“ v.e— n.m «.0 n on 04:03. scone: as: .on u no n.nn p.ev n.- a.o p.n ~.n n .:u~aoz uooAu a no ¢.on v.nn m.~u «.u «.0 o u no auuo>om u0 gonna u on 0.9. e.gn n.v~ «.a a.n o a nu auco Gun-«uuu-sn nu «Ouncoo sand: .n~ u an u.o« c.0n 9.9" a.o ~.m m.« n .aoauuo and was» a vo v.n~ o.nn «.mu —.cn n.- o.~ « «a oo«uu:=00 uosuo . an ..an e.o~ ..s_ a.. m.m p.~ a as .oaaooa aca>uoun uaond oocuoocoo on saga gaze:- suucaoo ¢ ..~ + an «.«n ...a a.a~ o.n~ n.h~ o.a n .u~«:n + no «.mn «.nu n.n« ~.v~ n.a _.a a on so: ousogu n on v.0 ¢.«~ —.n~ «.0N o.~n a.h~ g nouunoIOusn canon .~— + no n.«~ «.«n a.m~ n.9u o.u n.n n .630 uqozu + no v.m~ n.9n s.h~ n.¢~ «.a m.~ « on noduucaoo nosuo + as n.au ..aa ..nn p.~_ ..a— a." a :4 odaooa nausea uuquanuacomaou goal as «can cages. ouuoa osu uo>o dun camoom .o~ oouo< comma oouo‘ .ooumanwa oouonnaa ooumnuua saucouam >~o_«: sands: >~m=ouuu voosdlfluu03 z noncomoom o ~oo:om Beau uuucs no noun 139 + «a o.no m.n« 0.0 h.« «.« o n .avonauo>o + we u.cu a.o« ~.o m.« o a « cu onnanuo>n + on m.~u o.~« o.m o.« o.« w.« m on oasosa acqua- IuOucq douucou :uuqo .o« I co «.m« o.c~ h.n« a.o~ o.o« o.m~ « .oqooom any I on o.o« «.«n «.m« «.m« «.v« n.«~ « «an uncle oeusnwuuouo + up n.u« o.h~ o.~« v.v« n.o~ ~.vn u unlu0uucd ouOI on canon. coda «accouuxo can no sauce) 0:9 .0" + «a o.n~ m.n« c.v~ «.«« o.wu a.a « .uo«uoman + no m.v «.«n p.a~ a.sn «.on u.« « nu nods: ousu + ch «.«n n.e« m.a o.n« o.~« m.n~ u Iuno a on: cucuouozu can «Hanson nosuo aca can» noduouqn Id>qo no ouauu uosuug a coco-on no: ocuuold .m— I ea m.«v o.m« n.u o.o~ o.m n.» n .ua: 0» use «04:0 I on “.m. «.- ~.a _.«~ g.» a.» a a .mcaun roan: can: I «p e.go u.n~ u.« v.9" «.n «.m n on cuaogu sauna: >=4 .on I «a n.nn «.ov «.nu a.o «.n «.n n .sauao: moon I an o.on v.m« m.~« «.u «.w o « no auuo>0d we gonna I on «.9. u.—« n.v— «.a a.n a n =« xuco canauuuunan nu «ouucoo suuua .mu I on u.o« c.un o.a~ 0.. «.n m.« n .aoquua one «on» I co v.«« o.«« u.m— «.v« m.«« w.~ « «a noduucsoo nosao I «h «.an o.o« o.«— «.o m.m «.« m an nuanced ocq>uaun anon: cocuoocoo on «:3 3:0... 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