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8202488

O l s o n ,W

ayne

D avid

THE DEVELOPMENT OF GLOBAL EDUCATION IN MICHIGAN

Ph.D.

Michigan State University

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Copyright 1981
by
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All Rights Reserved

1981

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THE DEVELOPMENT OF GLOBAL
EDUCATION IN MICHIGAN

By
Wayne David Olson

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Secondary Education
and Curriculum
1981

ABSTRACT

THE DEVELOPMENT OF GLOBAL EDUCATION IN MICHIGAN
By
Wayne David Olson

This dissertation is an effort to document the de­
velopment of the state global education program in Michi­
gan, to examine and analyze the curricular base of the
program, and to draw from these

the

elements and experi­

ences which will be of value to others examining the Michi­
gan program for a perspective
tion or related programs.

on

their own global educa­

The concern is that in such a

program as the one in Michigan, many important experiences,
documents, and developing ideas are either quickly lost or
are retained as fragmented bits which are of little value
unless they can be viewed from the perspective of the to­
tal context in which they have existed.

To capture that

meaningful context, it is necessary to act quickly after
the event and pull together such a written documentation
as this with the help of the recent participants' memories
and analyses.
In this effort, the following methods have been em­
ployed:

(1) a review of the literature dealing with

Wayne David Olson
international education and the related societal issues;
(2) interviews with individuals who have played major
roles in Michigan;

(3) collection and examination of the

documents produced thus far in the Michigan program;

(4)

attendance at related meetings, conferences, and workshops
(5) identification of the curriculum model base in the
Michigan Guidelines for Global Education and comparison to
other curricular models and concepts;

(6) delineation of

the chronological development of global education in Mich­
igan;

(7) examination of the Title IV-C projects to date;

(8) a proposed process model graphically depicting Michi­
gan's relationship to global education nationally;

(9) com

pilation and analysis of the information gained from these
sources; and (10) identification of the precedents and re­
commendations which may be of use to other educators de­
veloping global programs.
Major findings from this study include:
1.

The scope of the Michigan program covers most

curriculum areas and foreshadows much of the current ef­
fort to show how foreign languages relate to the global
perspective.

This includes Michigan's early identifica­

tion of bilingual and multicultural education as part of
the global package.
2.

The Michigan Global Education Guidelines Commit­

tee included representatives from the different groups
that exist in the great diversity of Michigan society.

Wayne David Olson
This provided deep and lasting philosophical roots for the
program.
3.

Michigan is probably the first state to have a

state-wide set of global guidelines adopted by the state
board of education.
4.

An established curriculum model influenced the

form of the Guidelines and provided a common ground for
subsequent communication among different programs around
the state.

However, the Guidelines failed to completely

articulate the pattern of the model.
5.

The imaginative use of Title IV-C funds within

the Michigan Experimental and Demonstration Centers pro­
gram to motivate innovative local proposals for global
education projects has been an important first in the na­
tional global education movement.

There is a question if

the related concentration on evaluation , mainly impacting
on students, may have resulted in a limitation in lasting
curricular development.
6.

The continuing nature of the Michigan commitment

to global education is an indication that this movement,
as developed in Michigan, can become an integral part of
the state-wide educational philosophy and actual classroom
experience.

Here, the role of the state colleges and uni­

versities as well as the Michigan Department of Education
is important.

Wayne David Olson
7.

The effective use of outside experts to assist,

but not overshadow, major Michigan educators as they them­
selves became proponents and experts in global education
is important as Michigan looks to the future development
of its global education program.
8.

The curriculum infusion process developed in this

dissertation suggests the basis for a balance between
class and district infusion efforts.

DEDICATION

To Mom, Leonard, and Tazuko

ACKNOWLEDGEMENTS

I wish to thank the many people who were so patient
and so helpful during the several years it took to write
this dissertation.

I am especially grateful:

To the members of my guidance committee:
Dr. Stanley Wronski, chair of the committee,
whose expertise and national leadership role
in global education made him my most valu­
able resource.
To him I owe much for my
professional growth during this past half
decade. My debt to him for his counsel,
his help, and his friendship can never be
repaid.
Dr. Ruth Hill Useem whose advice on inter­
viewing and proper written form were essen­
tial.
To her I owe much for the quality
of this final product.
Dr. William Joyce whose insights into the
elementary aspects of global education
were obtainable no place else.
To him I
owe much for the knowledge and the in­
sights I gained from our many long con­
versations.
Dr. Sam Corl whose insights into curricu­
lum were invaluable.
To him I owe much for
the moment of professional joy that was
SEPP and the vision of quality education
that I hope is apparent in this dissertation.
To the many resource people who were willing to fit
me into their busy schedules and who were so open and
honest during the interviews.

To them I owe much for the

professional insights that hold this dissertation togeth­
er:

James Becker, Georg Borgstrom, Jeffrey Case, John
iii

Chapman, Thomas Collins, Richard Gage, Marilyn HartleyHunter, David Hultgren, William Joyce, Robert Myers, Roger
Niemeyer, Barbara Ort-Smith, John Porter, John Summerlee,
Peter Vinten-Johansen, and Stanley Wronski.
To Barbara Reeves, who never once expressed frustra­
tion at the many difficulties involved in typing a disser­
tation delivered (often late) via the mail, the bus, and
the telephone.
To Virginia Wiseman, whose calm and complete answers
to every crisis question helped more than she'll ever know.
To Robin Hughes, who provided professional editorial
advice.
To those who went to special effort to help me obtain
important materials and documents:

Rosarita M. Hume,

Michigan Department of Education— Public Information; and
Linda Wojtaerv Mid-America Project.
To Dr. Sandra Moore, who volunteered so much time to
learn about global education, to proofread, to question,
and to give excellent advice.
To all of our good friends at Keystone AEA, who con­
tributed so much in so many ways.
To the Beavers 4, who provided a haven in which to
work and a friendship with which to keep my balance and my
sanity.
To the members of my family:
My mother whose total and unquestioning sup­
port is something that I have shamelessly
taken for granted ever since I can remember.

iv

Frances, my sister, who reminds me that an
•'older brother” should do well.
Leonard, my son, who helped me remember the
joy of family life and who made certain I
didn't spend all of my leisure time at the
typewriter.
Tazuko, my wife, whose enthusiasm and en­
couragement made this dissertation and
this degree possible.
Our marriage has
been a time of exciting mutual personal
and professional growth.

v

TABLE OF CONTENTS

List of F i g u r e s .....................................
CHAPTER Is

INTRODUCTION

viii

..........................

1

What Is Global Education?
....................
An Overview of This D i s s e r t a t i o n .............
Purpose ...................................
Rationale .................................
...............................
Assumption
Procedure .................................
Summary
........................................
CHAPTER II:

THE DEVELOPMENT OF GLOBAL EDUCATION

.

Introduction ...................................
Rationale for Global Education ...............
Global Themes in the Michigan Guidelines
for Global Education ...............
Substantive Social Issues a n d G l o b a l
E d u c a t i o n ..........................
A Review of the Literature Dealing with
the Substantive Social Issues
on the World S c e n e .................
The Development of Global Education from
International Education
...........
S u m m a r y .......................................
CHAPTER Ills

THE DEVELOPMENT OF GLOBAL
EDUCATION IN MICHIGAN ...............

Introduction ...................................
P r o c e d u r e s .....................................
The Role of John W. P o r t e r ....................
Porter's Speech to the Michigan Foreign
Language Association ...............
The Michigan Global Education Guidelines
C o m m i t t e e ..........................
The Many Dimensions of Global Education
in M i c h i g a n ........................
Title IV-C State Funded P r o j e c t s .............

vi

1
4
4
4
5
5
6
7
7
8
10
15
16
27
45

46
46
47
48
56
65
72
74

The Role of the Michigan Social Studies
C o n s u l t a n t ..........................
The Role of Colleges/Universities in
Michigan Global Education
.........
Undergraduate and Graduate Courses
...
The Experience of Michigan State
U n i v e r s i t y ..........................
Joint College/University Efforts in
M i c h i g a n .................
Michigan Associations ...................
National Global Education Promoters
.........
S u m m a r y .......................................
CHAPTER IV:

ANALYSIS OF THE GLOBAL EDUCATION
CURRICULUM IN MICHIGAN ...............

Introduction ..................................
The Curriculum Infusion Process
.............
The Curriculum Model ..........................
Michigan Guidelines for Global Education . . .
The Experimental and Demonstration
Centers Program ...................
The Four Funded P r o j e c t s .....................
The State Consultants
........................
The University Programs
.....................
S u m m a r y .......................................
CHAPTER V:

IMPLICATIONS OF THE MICHIGAN PROGRAM
FOR OTHER GLOBAL EDUCATION PROGRAMS . .

Introduction ..................................
The Scope of the Michigan Global Education
P r o g r a m ...........................
The Emphasis on a Curriculum Model
. . .
The Michigan Commitment to Global
E d u c a t i o n ..........................
Provisions for Local Ownership .........
The Revitalization of Foreign Languages
.
S u m m a r y .......................................
CHAPTER VI:

SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
.....................

86
87
88
89
96
97
102
104

106
106
106
Ill
119
126
127
134
136
138

139
13 9
140
142
145
148
149
151

152

Introduction ..................................
S u m m a r y .......................................
C o n c l u s i o n s ..................................
Recommendations
..............................

152
152
154
157

A P P E N D I C E S .........................................

161

BIBLIOGRAPHY

203

.......................................
vii

LIST OF FIGURES

1.

Summary of Basic Global Concepts as Presented
in the Michigan Global Education Guidelines
<p. 4 ) ...........................................

13

Michigan's Program in Relation to the Larger
Global Education Movement ........................

41

Global Education in Michigan:
the Major
Promoters and Their Approaches
.................

73

4.

Curriculum Infusion Process ......................

107

5.

A Systems Analysis Model of the Social Studies
C u r r i c u l u m ......................................... 116

6.

Diagram of the Elements of a Curriculum and
Their R e l a t i o n s h i p .................................118

7.

A Comparison of the Provisions of the First
Two Parts of the Michigan Guidelines to the
First Two Parts of the Wesley/Wronski Systems
Analysis Model
..................................

121

A Comparison of the Provisions of Parts III
and IV of the Michigan Guidelines and the
Last Three Parts of the Wesley/Wronski Systems
Analysis Model
..................................

123

Adaptation of the Wesley/Wronski Systems
Analysis Model of the Social Studies Curricu­
lum to Produce a Worksheet to Be Used During
the Curriculum Development Process
.............

158

2.
3.

8.

9.

viii

CHAPTER I
INTRODUCTION
What Is Global Education?
While no introduction to a study of global education
could be considered complete without a formal definition of
the term global education, a universally accepted definition
does not yet exist because global education as a field is
still evolving from and adding to the earlier, more tradi­
tional concerns of international relations and internation­
al education.

Additionally, the theme of global education

is being addressed by public and private schools at all
levels of curriculum throughout the country in largely in­
dependent efforts.
However, the evolution of the term global education in
the state of Michigan can be charted by considering speci­
fic definitions that have been influential in the develop­
ment of "global" curricula.

In 1973, John Porter, then the

Michigan Superintendent of Public Instruction, wrote about
global education in a report for the Kettering Foundation:
The term "global education" is used to refer
to a broader interaction than is implied by the
terms "international" or "intergovernmental."
Global education, in the perspective of a curricu­
lum for both college preparatory and non-collegebound students, is concerned with scientific, eco­
logical, and economic issues which affect everyone.
These include questions of war and peace.

2
interdependency of natural resources, climate con­
trol, the use of the sea bed, the population issue,
and other concerns where national positions are
not necessarily controlled by inherited, prescientific, political positions.1
Robert Hanvey, in his landmark paper An Attainable Glo­
bal Perspective, did not give a specific definition of glob­
al

education, but he did discuss education toward the

"global perspective."

He saw a global perspective as in­

volving five dimensions:

(1) perspective consciousness,

(2) "state of the planet" awareness,
awareness,

(3) cross-cultural

(4) knowledge of global dynamics, and (5) aware­

ness of human choices.

He added:

The educational goal broadly seen may be to
socialize significant collectivities of people
so that the important elements of a global per­
spective are represented in the group.... Every in­
dividual does not have to be brought to the same
level of intellectual and moral development in
order for a population to be moving in the direc­
tion of a more global perspective.2
Lee Anderson, in Schooling and Citizenship in a Global
Age:

An Exploration of the Meaning and Significance of

Global Education, declared:
Global education consists of efforts to bring
about changes in the content, in the methods, and
in the social context of education in order to

-*-John Porter, "Global Education in the Curriculum," The
Reform of Secondary Education, The National Commission on
the Reform of Secondary Education, B. Frank Brown, Chairman
(New York: McGraw-Hill, 1973), p. 64.
2Robert G. Hanvey, An Attainable Global Perspective
(New York: Center for War/Peace Studies and Center of
Teaching International Relations, undated), p. 2.

3
better prepare students for citizenship in a glo­
bal age.3
Finally, James Becker has stated that efforts in global
education are basically designed "to find some sensible
educational response to the realities of change and inter­
dependence .”^
Presenting perhaps the best attempt at a definition of
"global perspectives in education" at that time, the Michi­
gan Department of Education in 1978 adopted a functional
definition of global education which it published in its
Guidelines for Global Education;
Global education is the lifelong growth in
understanding, through study and participation, of
the world community and the interdependency of its
people and systems— social, cultural, racial, eco­
nomic, 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 appli­
cation of the global perspective in striving for
just and peaceful solutions to world problems.3
This definition is the cornerstone of programs in glo­
bal education in the state of Michigan.

3Lee Anderson,' Schooling and Citizenship in a Global
Age: An Exploration of the Meaning and Significance" of:
Global Education (Bloomington;
Mid-America Program for
Global Perspectives in Education, 1979), p. 15.
*James Becker, "Interview (telephone)” (Bloomington,
Indiana— East Lansing, Michigan, August 8, 1979) .
^Michigan Department of Education, Guidelines for Glo­
bal Education (Lansing, Michigan Department of Education,
undated), p. 3.

4

An Overview of This Dissertation
Purpose
The purpose of this study is fourfold:

(1) to document

the history of the development of a state global education
program in Michigan, (2) to examine possible precedentsetting elements in that development,

(3) to provide some

curricular analysis of the program to date, and (4) to
draw from this document those elements which may be of
value to other states and institutions which desire to use
the Michigan experience in designing their own global edu­
cation programs.
Rationale
To the best of this writer's knowledge, no previous
attempts have been made to document and examine in detail
a global education program of the scope of the one in Mich­
igan.

Too many important experiences, documents, and de­

veloping ideas can be either quickly lost or retained as
fragmented bits which have little value unless they can be
viewed in the total context in which they have existed.
This can be considered a problem in that the work of some
of the most able and dedicated educators in the nation have
been involved in the Michigan global education program.

As

many of the fruits of their labors as possible should be
preserved and utilized.

In this way, not only can one

avoid "re-inventing the wheel" but other educators can be
afforded the opportunity to build upon the foundation de­
veloped by those who have gone before.

To capture that

5
meaningful context, however, it becomes necessary to act
quickly and pull together this documentation with the help
of the participants' memories and analyses of experiences
that are still vivid.
Assumptions
In the examination of global education in Michigan, the
investigator brings certain assumptions to the examination.
Among these assumptions are the following:
1.

Global education in Michigan is a curriculumwide concept in all subject areas, K-12.

2.

There is a basic commitment in the Michigan
Department of Education to infusing global
education into the larger curriculum beyond
the social studies.

Procedure
The procedure used will involve four steps:
1.

Review the literature dealing with the global
education context, both nationally and world­
wide , within which the Michigan global educa­
tion program has been developed.

2.

Collect relevant historical documents and rele­
vant interviews with key individuals connected
with the development of global education in
Michigan (for consideration within a chronolo­
gical frame).

6
3.

Undertake a detailed analysis of the Michigan
program in comparison with established social
studies and general curriculum.

(Although the

major model will be the Wesley/Wronski model,
other curricular studies will also be utilized
in this analysis.)
4.

Analyze the Michigan program to determine pre­
cedents which could be profitably studied by
other institutions and states planning to de­
velop a global education program of similar
scope.
Summary

This introductory chapter has explored the definition
of global education— especially the functional definition
developed in Michigan.

The purpose of the dissertation has

been identified as documenting the development of global
education in Michigan, examining precedent-setting fea­
tures, providing some curricular analysis, and drawing from
this those elements which may be useful to others starting
new programs.

The rationale for this dissertation concerns

the need to pull together this documentation while the par­
ticipants' memories and analyses of the experiences are
still vivid.

The procedure to be followed involves review­

ing the global education literature, collecting relevant
historical data, analyzing the curricular dimensions of the
Michigan program, and determining those precedents which
could be profitably studied by others.

CHAPTER II
THE DEVELOPMENT OF GLOBAL EDUCATION
Introduction
This chapter is concerned with the development of a
"world view" which has now evolved into the current efforts
to achieve a realistic understanding of world relationships
through what is called the global perspective.

The efforts

to bring this perspective to education are traced in the
transition from education for international understanding
to global education.

Accordingly, this chapter is divided

into four sections:
1.

A rationale for global education,

2.

An examination of the Michigan Guidelines for
Global Education to identify the global themes
selected for this foundation document and to
establish a relevant framework for the review
of the literature which comprises the bulk of
the chapter,

3.

A review of the literature which deals with
the substantive social issues relating to the
world scene, and

4.

A review of the literature dealing with the
development of global education from interna­
tional education.
7

8
Rationale for Global Education
The rationale for global perspectives was foreshadowed
in 1948 when Fred Hoyle, the distinguished British astro­
physicist and later science fiction

writer, looked into the

future and foresaw the moment of change*
Once a photograph of the Earth, taken from
the outside is available— once the sheer isola­
tion of the Earth becomes plain— -a new idea as
powerful as any in history will be let loose.1
Today, our experiences in space exploration and in gaining a
new perspective of our situation have made Hoyle a prophet.
He did foresee the necessary experiential element that would
take us from a practice of viewing nations and their inter­
relations as discrete entities to the practice of viewing
the world holistically.
Then David King, writing about the 1968 conference to
produce An Examination of Objectives, Needs and Priorities
in International Education in U. S. Secondary and Elementary
Schools, made it clear that the new perspective of our­
selves

and

our Earth provided by the Apollo photographs

stimulated the development of the global approach to inter­
national education with its stress on our position as a
global people (and not as world citizens2).

Fred Hoyle is quoted by Robert Campbell, "The interAction of Two Great Rivers Helps Sustain the Earth*s Vital
Biosphere," Smithsonian, September 1977, p, 39,
2In a recent issue of Global Perspectives, the ques­
tion is raised;
"Is a global perspective like global citi­
zenship?" The response:

9
King catches this sense of transition when he writes of the
shock in 1969 when the astronauts brought hack to us pic*«
tures of the Earth taken from the moon;
...Perhaps we hadn't really expected that the
globe would look so small or so frail or so alone
--a pretty blue speck floating helplessly in the
immense sea of space.
For the people who contri­
buted their time and talents to this study [An
Examination], the hope is that this new image can
help pull us out of our myopic perspective and

(footnote #2, continued)
Not at all. Citizenship involves a legal sta­
tus in a political community.
The development of
a global perspective does not require participat­
ing in or being in favor of any sort of world poli­
tical community.
Instead, the term simply suggests
that we need a broader, more profound view of our­
selves, our planet, and the workings of the sys­
tems that connect us.
"Questions People Ask," Global Perspectives;
for a World in Change, February, 1980, p, 2,

Education

Another side to this concern is stated by H. Thomas
Collins:
Recent months have witnessed the advent of
still another term; i.e., "global citizenship"
education.
The renewed call being heard from
many sources for improving young persons* atti­
tudes regarding their government, as well as
other aspects of citizenship, have resulted in
many meetings, conferences and articles calling
for a national redoubling of effort in this area.
Those promoting global concerns have taken every
available opportunity to assume that the broader
"global" aspects of citizenship are not neglected
in this process. At this time the dust has not
settled sufficiently to enable much in the way
of a prediction, but it does appear fairly cer­
tain that however citizenship is defined in the
future, it will have a global component.
H. Thomas Collins, Global Education and the States;
Some Observations, Some Programs & Some Suggestions (A Re­
port to the Council of Chief State School Officers), (New
Yorks
under contract with U. S. Office of Education, un­
dated), pp. i-ii.

10
help teach us to look at the world as a single
system.3
Over the past few years, many such pictures have been used
to dramatize the global perspective in the efforts to
create greater awareness supporting appropriate attitudes
and actions in major areas of concern such as the environ­
ment, world hunger and peace.
Global Themes in the
Michigan Guidelines for Global Education
After such dramatization of the global perspective, the
important issue is what global concepts are involved in
global education and how these concepts are translated into
educational objectives for the classroom and the total
school, district or even state curriculum.
Four key concepts comprise the basis for the education­
al objectives of the Michigan Department of Education's
Guidelines for Global Education:
dependence/interrelatedness,
resources,

(1) understanding inter­

(2) conserving finite world

(3) avoiding violence, and (4) promoting inter-

cultural communication and international understanding.
These are considered in more detail in the following para­
graphs .
Interdependence/interrelatedness^ is the major unifying
concept.

Dramatic evidence of its validity can be seen in

^David King, International Education for Spaceship
Earth (Washington^ D . C .: Foreign Policy Association,
1971), pp. 5-6.
^Interrelatedness may be replacing interdependence as
the key term because it is felt interrelatedness has fewer

11
the continuing energy crisis, first recognized by the pub­
lic as a consequence of the Arab oil embargo in 1973, and
the equally dramatic statement of principles in the 1976
Declaration of Interdependence.^
us to reconsider the recent

Circumstances have forced

inward-looking concentration

that had resulted from our painful experiences in Vietnam
and to acknowledge that it is not possible for a nation to
be self-contained or unconcerned about the rest of the
world.

This acknowledgement leads to the realization that

a decision made anywhere in the world one day can have a
dramatic impact on the average American the next day.
decisions may be the best example.)

(OPEC

Education based on

this reality can prepare us as a people and as a world for
creative and realistic understanding and action.
Another concept that is closely related to interdepen­
dence is the realization that we have finite world re­
sources and that careful international planning is essen­
tial if we are to be able to adjust to the circumstances we
will face as a result of this reality.
(footnote #4, continued)
negative connotations for the third world, where interde­
pendence is not always interpreted in its literal sense.
Many resent the implication that the term reinforces the
notion of dependency of the less developed nations on the
industrialized nations.
^The Declaration of Interdependence is a statement
which is being circulated widely in 'academic and political
communities.
The author, Henry Steele Commager, is invit­
ing signatures.
The reaction against this declaration is
creating some controversy.
(See Appendix A for the full
text of the declaration.)

12
A third major concept is the avoidance of violence as a
response to international tension and difficulties.

This

concept goes beyond a mere avoidance of violence to include
a philosophical and practical commitment to peace and posi­
tive conflict resolution and, finally, a global commitment
to the basic principle of human rights.
A fourth concept which is becoming increasingly impor­
tant in Michigan, and which relates to all that has gone
before it, is the development of attitudes, understandings,
and skills necessary for effective intercultural communica­
tion.

This is the point at which development of the indi­

vidual global perspective yields dividends globally as well
as locally in a nation which prides itself on its history
as a so-called "international melting pot."®
Given these four basic concepts, the "Rationale" sec­
tion of Part 1 of the Michigan Guidelines identifies spe­
cific educational outcomes to be achieved in terms of what
the global or world-minded person should know and how this
person is expected to act on such knowledge.
comes are summarized in Figure 1.

These out­

Each outcome's relation

to the four basic concepts is also summarized.

^The term "melting pot" is a concept which has itself
come under criticism in recent years.

13
Figure 1.

Summary of basic global concepts as presented in the
Michigan Global Education Guidelines (p. 4)

KEY: Basic global concepts Identified in the left column:
1.
2.
3.
4.

Understanding Interdependence/Interrelatedness
Conserving finite world resources
Avoiding violence
Promoting intercultural communication and International under­
standing (with human rights as a major component)

Guidelines statements:

Global

The world-minded person concerned with vital Issues knouesuch things as:
A. The earth is a fragile, finite planet whose resources are
limited.
B. People throughout the world have numerous and diverse life
styles.
C. Respecting others who are different enriches rather than
diminishes each of us.
D. Common human needs and dreams underlie cultural, national,
racial, religious, ethnic, and linguistic differences.
E. It is useful and enlightening to view life comparatively.
F. What happens anywhere in the world determines how all of
us live.
G. The world is presently divided into about 150 countries
and numerous cultural, racial, religious, ethnic, and
linguistic groups where extreme nationalistic, ethnoentric, and insular behavior may be a barrier to peace.
H. The armament race, if continued unabated, could lead to
the destruction of mankind.

Concepts,

The global person will be one who acts in a manner such as
the following:
A. Intelligently to promote a humane domestic and foreign
policy.
B. Compassionately to contribute to the solution of common
problems.
C. Realistically to eradicate hunger, poverty, pollution,
and problems similar in nature so that there can be a
significant improvement in the quality of life for atl
people.
D. Vigorously to promote justice as presently outlined in
such documents as the Universal Declaration of Human
Rights and theDeclarations of theRights ofthe Child.
E. Conscientiously to become involved in the peaceful reso­
lution of conflict and theultimate outlawing
of war.
F. Responsibly to curb wasteful consumption of the world's
resources.

2
4
4
4
4
1

3,4
1,3

4
1,4

1*2,4

4
3,4
1,2

14

At this point

it is important to acknowledge that glo­

bal education touches upon certain controversial social
issues which reflect the conflictual nature of the "real"
world.

Some of these issues are:

1.

The use of the term interdependence

2.

The importance of the role of the United Na­
tions

3.

The existence of a conflict between the glo­
bal perspective and traditional American inter­
ests (especially in the U.S. history program)

4.

The extent to which instructional materials and
strategies should deal with military versus
non-military solutions to global problems

However, it is also important to note that John Dewey
asserted that education should be a series of reality-based
educative experiences which enable the individual to grow
in decision-making and future coping skills.?

The impor­

tance of global education, even given its at times contro­
versial subject matter, then, is apparent in the examina­
tion of its definitions and concepts:

it is a future cop­

ing perspective from which skills are developed to prepare
us for survival in a conflict-torn world society where
today's speculations may be tomorrow's realities.

^John Dewey
Collier Books,

(New York:

15
Substantive Social Issues
and Global Education
To better understand the development of global education
it is first necessary to review the development of the glo­
bal perspective in the substantive social issues relating to
the world scene.

Of course, it is important at the outset

to recognize that these two dimensions— social issues and
education— seldom develop in isolation of one another.

In

the sixth edition of their book, Edgar B. Wesley and Stanley
P. Wronski deal with the need for basing a social studies
curriculum on social realities:
...the first step in deriving a social studies
curriculum is an analysis of society.
In such an
analysis an inventory is made of the social reali­
ties of contemporary society.
These social reali­
ties provide us with a cue to objectives and cur­
ricular content in the social studies.
The need
for knowing about these realities is so great that
they are in fact social imperatives.8
This would appear to agree with the increased concern about
preparing students to be active citizens who demand a voice
in many governmental decisions and actions.

Lee Anderson,

in the 38th National Council for the Social Studies Year­
book, carried this position on to specifically include
what was to become global education:
.,.No one is asking the schools to abandon
totally their traditional mission of developing
within young people an awareness of the history
of their own particular group or an appreciation
of the cultural creation of the West, but clearly

8Edgar B. Wesley and Stanley P. Wronski, Teaching Se
condary Social Studies in a World Society, sixth edition
( Lexington: DZ C . Heath and C o ., 19*73) , p. 33.

16

the schools now have a responsibility for culti­
vating within subsequent generations of human be­
ings considerably more of what Robert Hanvey apt­
ly terms a species-wide view of human affairs.
This has both diffuse and specific implications
for what and how the schools teach. Generally it
means a consideration of the historically parti­
cular within the context of the larger, more gen­
eral human phenomena of which any particular his­
torical event is but a part.
It means the presen­
tation of human affairs in terms of a language and
conceptual structure that is species-wide in its
potential applicability.
More specifically, it means explicit instruc­
tion about that social reality here termed global
or planetary society.^
Although the global education curriculum goes beyond
the social studies class, educators need to examine the so­
cial realities before considering the curricular develop­
ments of global education.

At the same time, many of the

social realities involve different subject areas in the
curriculum:

the reality of dwindling resources is re­

flected in the science curriculum, international under­
standing in foreign languages, intercultural communication
in the arts, etc.

This awareness of the realities becomes

an important first step to a global education program that
relates to the total curriculum.
A Review of the Literature Dealing
with the Substantive Social
Issues on the World Scene
The substantive social issues related to global educa­
tion can historically be seen as centering around the
9
Lee Anderson, "Education and Social Science in the Con
text of an Emerging Global Society," in James M. Becker and
Howard D. Mehlinger (Eds.), International Dimensions in the
Social Studies (Washington, Dl C . : National Council for
the Social Studies, 1968), p. 86.

17
concept of international understanding and the more pragma­
tic concept of avoiding violence.

At the risk of being

cynical, it is tempting to see history as the accounts of
major wars and subsequent efforts to promote lasting peace
in the period after a war.

Seen from this perspective,

violence and the efforts to avoid violence become major
elements influencing how we view international relations,
international understanding, and ultimately the educational
approach to international studies.

Exploring this theme,

we will consider World War I as a transition point in both
this section and the following section on education.
In reviewing the development of international relations
studies, Fred A. Sondermann in 1968 saw a clear transition
in World War I.

Prior to the war, there was:

...in the emphasis on international law a re­
flection of the general optimism of the nineteenth
century, when people were persuaded that human pro­
gress, in peace, was the rule of life.-*-®
The intellectual basis of international relations study
shifted after the war, but the approaches were similar with
the decision that the key to international studies was
careful study of (a) current events,

(b) international or­

ganizations, and (c) international economics to prevent the
recurrence of a second world war disaster by preparing us
to "...channel the explosive stuff of international poli­
tics."11
iOpred A. Sondermann, "Changes in the Study of Interna­
tional Relations,” International Dimensions in the Social
Studies, p. 104.
X1Ibid., pp. 105-106.

18

Some of the questions that Sondermann

tin 1968) raised

about international studies between the world wars are
worth consideration as we examine our present-day approaches
to this area of international studies;
In describing these intellectual trends of
the interwar period , it is easy to adopt a conde­
scending tone.
How could our intellectual fore­
bearers have been so naive as to think that law
and organization could channel the explosive stuff
of international politics?
How could they have
thought that the mere study of current events
would suffice to create a conceptual framework
sufficient for the full understanding of such
dynamic processes? How could they have elevated
economic considerations above political ones?.,.
Those of us who today adopt different frameworks
for our inquiries might do well to reflect how
our current approaches will look to another gen­
eration 30 years hence.12
Given this brief quotation,

it may be we have

an insight

from which to consider Sondermann*s comments on the period
after World War II.

He points out that Hans J. Morgenthau

of the University of Chicago in the book Politics among Na­
tions

(first published in 1947) provided the major point of

departure for any study of international relations:
Discarding many of the assumptions of most
previous w r i t e r s ^ s u c h as the assumption of auto­
matic harmony between varying interests, the ef­
ficacy of law and organization, or the peaceful
influence of public opinion— Professor Morgenthau
vigorously advanced the proposition that power
was the central focus for the study of interna­
tional relations, as it was for its practice,13
12ibid.
i3Ibid., p. 107.
At the same time, it should be noted that Ralph
Hunkins, writing in 1970, contradicts Sondermann and sees
Morgenthau and others of like mind as having only a minor
impact:

20

Morgenthau stated in his books
International politics, like all politics, is
a struggle for power. Whatever the ultimate aims
of international politics, power is always the
immediate aim.
Statesmen and peoples may ulti­
mately seek freedom, security, prosperity, or
power itself. They may define their goals in
terms of a religious, philosophic, economic, or
social ideal. They may hope that this ideal will
materialize through its own inner force, through
divine intervention, or through the natural de­
velopment of human affairs.
But whenever they
strive to realize their goal by means of interna­
tional politics, they do so by striving for power.14
When we recall the circumstances surrounding World War
II and the "cold war" period that followed, we may find it
understandable that these new realists would define power
as "man's control over the minds and actions of other men"
and proceed from that definition to develop a philosophy of
international education.15
At the same time, on perhaps a more idealistic plane,
another school of thought continued the belief that the key
to lasting world peace was understanding achieved through

(footnote #13, continued)
A third interpretation of the phrases in UNESCO's
Constitution appeared among political scientists but
had only slight effect upon educationists.
It was the
"realist" or "power politics" position supported by
Reinhold Neibuhr, George Kennan, and Hans Morgenthau.
They claimed that the authors of UNESCO's Constitution
were mistaken.
Ralph Hunkins, "The Influence of the Military-Industri­
al Complex upon Education for International Understanding,"
Social Education, January 1970, p. 40.
14Hans J. Morgenthau, Politics among Nations* the Strug­
gle for Power and Peace (New York: Alfred A. Knopf, 1946),
^Sonderman, p. 104.

21

trust in a basic desire of people

to reach agreements

through communications in an international forum.

At the

extreme this became a "one-world" approach that envisioned
preparing the next generation to go beyond nationalism and
proclaim loyalty to a world organization or government.

At

various times, the United Nations and even NATO were sug­
gested as being the foundation for such an organization.
It can be contended that the reaction against this concept
has been a part of a conservative challenge and rejection
of the United Nations.

It is seen as an organization which

threatens American national interests and which is suspect
because it permits too much opportunity for communist and
third-world nations to express their views and to take part
in decision-making that ultimately affects the United
States.
In 1970, Leonard Kenworthy, who has had a long and im­
portant tenure as a liaison between the United Nations and
American education, put the contested relationship into one
perspective when he wrote:
Loyalty to the international community should not
supplant loyalty to the nation.
It should supple­
ment it. Loyalty to the international community
should not contradict loyalty to the nation.
It
should complement it. All of us have multiple
loyalties.
The theme here that the concept of avoiding violence
(and the accompanying influence of war experiences)

is

l*>Leonard Kenworthy, The International Dimension of Edu­
cation (Washington, D.C.: Association for Supervision and
Curriculum Development, NEA, 1970), p. 27.

22

basic to how we all view other global concepts may seem to
be overstated. Does the pendulum of international policies
swing dramatically from pragmatic power politics to naive
idealism and back?

If such swings do still occur, can they

really affect how we view and act upon such seemingly ob­
vious (as presented today) concerns as world resources,
population growth, human rights, international understand­
ing?

Are the extreme changes that marked past international

views in the United States still possible in a time when we
have so dramatically been made aware of international inter­
dependencies which simply will not go away?
In the 38th Yearbook of the National Council for the
Social Studies (International Dimensions in the Social
Studies, 1968), John G. Stoessinger presents the basic
challenge that is as relevant today as it was over a de­
cade a g o :
All the evidence of the past suggests that
the struggles for power and order will continue
in the future with even greater intensity.
But
the coming generation may play a decisive role in
this age-long struggle:
it will have a veto power
over the existence of man himself as the dominant
form of life on this planet.
If power prevails
over order, there may develop a fateful race be­
tween man's temptation to incinerate the earth
and his striving to reach and populate another
planet.
If order prevails over power, man can
now, for the first time in history, build a mean­
ingful life without want or fear for all on Space­
ship Earth.

John G. Stoessinger, "Realities of International Poli­
tics," International Dimensions in the Social Studies,
p. 25.

23

At this point, the role of the United Nations becomes
important to any consideration of the development of global
perspectives generally.

It is perhaps best defined ass

,,,something between a forum for the joint
discussion of mankind's goals and a functional
coordinator and implementor of the goals,18
It is only in the United Nations that an atmosphere exists
in which representatives from around the world can come to­
gether, honestly discuss and formulate meaningful goals on
such global issues as human rights, the world economy, de­
velopment, resources and the world environment, and inter­
national law.19

Obviously, it is impossible to consider all

the programs of the United Nations, but three will be given
attention in this chapter:

UNESCO and its impact on educa­

tion , human rights, and economic rights.

In the area of human rights, the U.N.'s 1948 Universal
Declaration of Human Rights was a landmark proclamation
that has been followed by additional U.N.-inspired human
rights instruments.

Certainly, a concern for human rights

has been a major concern in the global education movement.
Despite this concern, human rights have often been put
18Ervin Laszlo, et al., Goals for Mankind: A Report to
the Club of Rome on the New Horizons of Global Community
(New York: E . P . Dutton, 1977), p. 203.
19This point is best made by Chadwick Alger in his in­
terviews with U.N. diplomats.
Chadwick Alger, "International Organizations and World
Order: Social Science as a Source of New Perspectives,"
International Dimensions in the Social Studies, pp. 58-62.

24
aside or given only a public relations type of lip service
when pragmatic considerations have dictated the action to
be taken.

It can be contended that the determination by

the Carter administration to make human rights a corner­
stone of its foreign policy gave a new vitality to the very
concept for Americans and others around the world.
The influence of the U.N. has also touched upon another
social reality:
latedness.

the issue of interdependence or interre­

Dwindling resources, trade conditions, close

international economic ties, the interlocking links between
economic and political policy decisions and other aspects
of interdependence demand immediate and continual attention.
The Club of Rome sees this as no less than a matter of
world survival:
In our world of interdependence, the goals on
which nations and people act assume crucial impor­
tance.
If these are unrealistic, narrow and short­
sighted, world problems will lead to catastrophes,
and amid mounting tensions the arms of ultimate de­
struction could finally come into use.
If, on the
other hand, governments, peoples, corporations, and
organizations adopt realistic and farsighted goals,
new horizons of need fulfillment and peace can open
for the world community as nations extricate them­
selves from the precarious ties of interdependence
and cooperatively strive for collective self-reli­
ance. 20
One characteristic of this issue of "interdependence"
is the "third world" challenge to a world economic order in
which they have perceived their role to be that of the de­
pendent and the exploited.

In RIO:

national Order, Jan Tinbergen states:
20i,aszlo, pp. 206-7.

Reshaping the Inter­

25
Inevitably and rightly, the Third World is
demanding change in an international system which,
it contends, systematically discriminates against
its interests and is characterized by institutional
distortions which, according to some estimates, cost
the poor nations in the order of $50-100 billion
(in U. S. dollars) a year.
It is insisting on fun­
damental structural change; not remedial tinkering
at international institutions but a new world order
which will redress past patterns of hopeless de­
pendency and provide real opportunities to more
equitably share in global growth.21
The response to this challenge was the United Nations
Declaration of the Establishment of a New International Eco­
nomic Order at the Sixth Special Session of the General As­
sembly in 1974.

Subsequent special sessions have dealt with

more specific details; but, in the view of Anderson, much
more remains to be done:
While the demand for greater Third World
participation in the management of the global
economy and changes in the structure of world
markets grows, the questions of the means to
bring about these changes remains unsettled,
OPEC clearly presents a model of one possible
strategy.22
Closely related to these economic concerns is the issue
of finite world resources and the increasing demands upon
them.

In The Food and People Dilemma, Georg Borgstrom

graphically explained interdependencies that are increasing­
ly difficult to ignore.

Borgstrom sees population growth,

food production, and non—renewable resources on a collision
course.

Despite a decline in per family birth rates, the

Jan Tinbergen, coordinator; Antony J. Dolman, editor;
Jan van Ettinger, director, RIO— Reshaping the International
Order; a Report to the Club of Rome (Englewood Cliffs,
N. J . : Prentice Hall, 1976) , p. 15.
22

Anderson, Schooling. p. 175.

26
decline in infant mortality and rising life expectancy more
than offset such a technical decline in births, and the
increasing number of prospective young mothers promises
dramatic population increases and greater demands on the
world's food and

resources.

23

At the same time, he be­

lieves :
...food production has become increasingly
dependent on a . ..massive use of energy, thus
diminishing the net g a i n . 24
Borgstrom advocates promoting a perspective in which each
person will be aware of the minimum amount of resources
needed for individual survival and the cost to the larger
ecological and social systems in going beyond that minimum.
He believes that such awareness is necessary if the demands
of the larger society are to be brought under control be­
fore the Earth's fragile balances are destroyed.25
...This, the 20th Century, may well be the
last one in which we still have the option be­
tween progress and disaster, of bringing chaos
or order to Man's h o m e . 26
As Borgstrom's concern is knowing where we stand in
terms of global ecology, the concern of Immanuel
23Qeorg Borgstrom, The Food and People Dilemma
Scituate, Mass.: Duxbury Press, 1973), p. 16.
2*lbid. ,

p .

(North

87.

25t o utilize Borgstrom*s perspective^the Michigan State
University Global Studies Center is lending copies of Four
Mighty Forces, a video tape presenting Borgstrom*s views to
high school and faculty audiences.
26Qeorg Borgstrom, "The Numbers Force Us into a World
like None in History," Smithsonian, Vol. 7, July 1976 (re­
print, p. 8) .

27
Wallerstein is knowing where our present stage of global
awareness fits in the broad perspective of history, tracing
a consistent line of development back to the Middle Ages.
The need for a perspective that enables us to understand our
position in developing history is best explained by Waller­
stein:
Man's ability to participate intelligently
in the evolution of his own system is dependent
on his ability to perceive the whole.27
This is an appropriate note on which to conclude this
brief review of the societal realities involved in global
perspectives.

As the need for the individual perspectives

is important, the need for the final global perspective that
unifies these different concerns into an organized whole is
doubly important.

This is especially true if we are to

effectively participate in future evolutionary stages of in­
ternational education when the key terms in global education
today are likely to be interesting footnotes in a review of
the literature.
The Development of
Global Education from
International Education
How do the societal realities of the preceding section
relate to what global educators call the "world-centered
school"?

Becker's answer may be the most appropriate way

to begin this review of the development of global education:

27immanuel Wallerstein, The Modern World-System (New
York: Academic Press, 1976), p. 10.

28
...While no one has a complete grip on the
social realities of our time, sharing our impres­
sions of those realities can help us perceive them
more accurately and help in shaping them more to
our liking.28 r
It seems likely that in this sharing, Becker has identified
a common theme that may run through the development of inter­
nationally-oriented education in this century.
The specific term "global education" may be relatively
new, but the concept goes back over half a century and re­
lates clearly to the avoidance of violence through "inter­
national understanding."

This is a term which appeared in

documents of the old International Institute of Intellectual
Cooperation under the League of Nations as well as in preWorld War I

m a t e r i a l s .

29

jt was after World War II,

howeverf that the phrase "education for international under­
standing" brought us closer to the modern concept of global
education.

Gerald L. Steibel relates the concept of "in­

ternational understanding" to the post-World War II era:
The concept itself is of fairly recent em­
phasis if not origin.
It had its roots in the
upsurge of feeling which came with the end of
the Second World War. Americans who had never
cared what city lay across the river had gone
all over the world and had discovered people.
And, characteristically, they "liked" those whom
they had discovered and expected to be liked in
return.
Education for international understanding
was a taproot of UNESCO.
It went to work in the
secure knowledge that there was effective agree­
ment on peace and an effective instrument for
28jamea a . Becker, "The World and the School: A Case
for World-Centered Education," Schooling for a Global A g e ,
James Becker, ed. (New York: McGraw-Hill, 1^79), p. 39.
29Hunkins, pp. 3 9-40.

29
keeping that peace in the United Nations Security
Council.
Education would feed peace on the personal leveln in support of peacekeeping on the
political.
Unfortunately, Steibel concludes that the concept failed to
achieve its goals:
...a peace built upon understanding has given
way to peace built on power— sinister, ugly power,
and, at times, even that peace has dissolved into
w a r ...
While there is nothing either morally or prac­
tically wrong with the original concept of educa­
tion for international understanding, it is now
confronted, like the Security Council, with elemen­
tary passions and divisions with which it was never
intended to deal and in the face of which it is
powerless to do an adequate job. Education, it
now seems in the light of experience, can feed
peace and progress where there is a will to do
these things.
But it cannot tackle the substance
of misunderstanding when misunderstanding has be­
come a deliberate and calculated strategy,31
Steibel, Director of Research and Evaluation of the Free
Europe Committee in 1959, then went on to propose a program
of cold war era comparisons of political systems and tech­
niques which "...should set as its major goal the education
of the young American in the basics of world relationships."
This would:
...constitute an educational approach to in­
ternational studies designed to produce citizens
with at least a basic capacity to deal with the
baffling issues of our day.

3°Gerald L. Steibel, "International Understanding and
Understanding the International," Social Education, January
1959, pp. 12-13.
31Ibid., p. 6.
32Ibid., p. 16

30
Almost in response to this proposal, R. Freeman Butts
in 1963 wrote about the need for an extensive program of
teacher preparation:
Understanding of world affairs should be an
integral and important part of the general educa­
tion and professional preparation of every pros­
pective teacher, no matter what his specialized
field of professional study may be...
...All present and prospective teachers need
a better understanding of the ideological, politi­
cal, economic, and religious beliefs that both
unite and divide the peoples of the world.
They
need to know more about the basic elements of for­
eign policy of our own government and of other
governments.
The need to know more about the
agencies of international cooperation and control
that now exist and might exist in the fields of
of economic, political, and cultural affairs.
They
need to develop a greater sense of individual re­
sponsibility and concern for understanding the
critical issues of international relations.
Spe­
cial efforts should be made not only to work with
the present and newly appointed faculty members
of schools or departments of education in order
to raise the level of international understand­
ing of the entire institution of teacher educa^
tion.53
To what extent the proposals of such people as Steibel
and Butts were actually put into practice and, if they were,
the nature of the education for international understanding
that was presented is impossible to ascertain. It would ap­
pear that such proposals were to some degree heeded if we
consider the comments of Commager nearly seven years later
when he wrote about what had gone wrong in the efforts to
teach education for international understanding:
The modern approach, cultivated more assidu­
ously in the United States than elsewhere, is to
expose the young to foreign cultures early and
53r. Freeman Butts, American Education in International
Developments (New York:
Harper and Row, 1963) ," pp. 6 - 1 .

31
persistently.
It relies not so much on the study
of literature, philosophy, and history as on the
study of sociology, economics, and politics; its
aim is not so much qualitative understanding as
quantitative coverage; its preferred technique
is that of "problem solving." This sovereign
philosophy of education operates vertically on
the whole body of our children through formal
schooling from elementary school through college,
and horizontally on the whole of our population
through mass media such as television, newspapers,
and magazines.
Never in history, it can be confidently as­
serted, have so many been exposed to so much with
results so meager.
For if we judge by results—
and by what other standards are we to judge?-this pervasively American method of teaching about
the rest of the world has been a stunning failure.
After half a century of exposure to world cultures
and politics and of problem solving, we are cul­
turally more alienated and politically more iso­
lated than at any time in the past, and we seem
totally unable to solve any of our major problems,
foreign or domestic.
Who can deny that the
American people are today more nationalistic,
chauvinistic, militaristic, parochial, and in­
tolerant in their attitude toward other nations
and cultures than at any time in the past cen­
tury?34
Although Commager was writing at a low moment in the
Vietnam War (1970), when it seemed the U.S. was experiencing
a lingering illness that would never end, he is clearly re­
futing the emphasis on sociological, economic, and politi­
cal type area studies that had developed as an approach to
teaching international understanding.

Hunkins also under­

lies a similar concern when he examines the comments of Hans
Morgenthau regarding area studies and concludes:
In short, Morgenthau is saying that area
studies are more a type of vocational training

34Henry Steele Commager, "Education and the Interna­
tional Community," Phi Delta Kappan, January 1970, p. 233.

32
influenced by practical needs than an intellec­
tual endeavor aimed at the development of theo­
ries which might be used in understanding some
contemporary problem such as the attainment of
peace.35
The point is well made that we apparently had lost the
idealism and perhaps the accompanying humanism that had been
a major concern of the post World War II movement to promote
education for international understanding.

However, it is

equally important to remember that often such idealism is
rediscovered in the effort after a war to utilize education
in an effort to develop an approach that will educate
another generation to turn away from violence as a solution
to international problems and tensions.

James Davis looked

forward to something such as global education in the same
year

(1970) that Commager and Hunkins were writing about

the failure of the efforts in international education:
Recent American history shows that wars have
been followed by international idealism.
Educa­
tors might well ponder now some fresh approaches
which could generate public support if and when
the Viewnam war ends.
If the past is any guide,
the seeds of these effective new developments are
here right now; the challenge is to see them.36
It seems safe looking back to see global education as
the form that this traditional "international idealism"
3^Hunkins, p. 42.
36james P. Davis, "The U.S. Government and Internation­
al Education: A Doomed Program?: Phi Delta Kappan, Janary 1970, p. 235.

33
took.

The question then becomes one of the future of glo­

bal education.

Is it likely to fall victim to a changing

political climate and adverse international developments?
This raises a question about the very nature of global edu­
cation and how those who are shapers in the movement see it.
Two people who speak directly to this question are Asa
Briggs, Chancellor of the Open University and Provost of
Worcester College, Oxford, and Rose Lee Hayden, former Director of the International Education Project of the Ameri­
can Council on Education.
Briggs points out how he feels global education goes
beyond previous efforts:
Preparing today's students for an interdepen­
dent world involves increased emphasis on tradi­
tional international education, including the study
of nations and regions, world affairs and diplomacy.
However, more is now required— new knowledge, new
skills, and new sensitivities.,.
What is now called "global perspectives" is
a recently developed concept.
When one speaks of
a global perspective, what is meant is the collec­
tion of knowledge, attitudes, and skills acquired
throughout life which can help the individual to
make better decisions, both as individuals and as
citizens, in regard to the challenges and oppor­
tunities of an interdependent world,
Hayden is more forceful in her statement about the indivi­
dual's relationship to government policies:
...My response is simply this— an education
that does not prepare children to live in a highly

Asa Briggs as quoted in "The Conference Begins:
Briggs, Kwapong, Perkins," H E Reports on INTERNATIONAL EDU­
CATION : THE GLOBAL CONTEXT. THE U.S. ROLE CNew York:
Zn^~
stitute of International Education), Vol. 4, Oct, 1979^ p, 2.

34
interdependent world is no education at all.
Chil­
dren who lack other-culture knowledge and experience are effectively stunted, condemned to frustra­
tion and political alienation because ignorance
deprives them of influence over people and events.
Pupils need to know about the world, or they will
be at its mercy.
Furthermore, these school chil­
dren have to police their own government's beha­
vior in the world because... foreign policy must
not be considered a matter solely for diplomats,
trade experts and other specialists.
Hayden points to a major societal development which is ba­
sic to many definitions of global education:

the responsi­

bility which individuals should assume in terms of the de­
cisions and actions of their governments in the world.

This

feeling became a powerful factor in the mid-seventies— es­
pecially in relation to the Vietnam War,

As this sense of

responsibility may well be vital to the actions which should
flow from an understanding of global perspectives, maintain­
ing sufficient public enthusiasm to accept the responsibil­
ity for action could be the final test of the success or
failure of this approach to international education.
Do these societal concerns and perspectives translate
into agreed-upon topics which educators will consider in
curriculum development?

Some insight may be gained from the

results of a field survey which Robert Hanvey, as consultant
to Global Perspectives in Education, has recently conducted.
One early comment on this survey indicates that an agree­
ment is being reached:
**®Rose Lee Hayden, "Comments," Proceedings of the Pinehurst Conference in Global Perspectives in Education for
Chief State School Officers (Pinehurst. N.C.. ADril 4-6.
1977), p. 14.---------------

35
There are difficulties in defining global per­
spectives education.
However, there does seem to
be an emerging agreement about a configuration of
topics, issues, concepts, and goals associated with
the term (e.g., multicultural education, food needs,
conflict, population growth, and the arms race).39
In the same survey, it is reported that Hanvey examined
the area of curriculum opportunities in global perspectives
education.

These are some comments related to his survey:

Those international/global programs in the
schools that outside professionals identify as
particularly successful are frequently operated
by lone teachers (or a small group) who manage
despite local indifference.
• • •

Opportunities for infusing a global perspec­
tives dimension in precollegiate education do
exist, but these opportunities may be more lim­
ited than expected in such areas as economics,
world history, foreign languages, and some
other fields.
Robert Hanvey identified global perspectives
in education as a movement drawing on several
other areas, such as multicultural education,
peace education, and focusing on concepts of in­
terdependence and systems.
This movement is still
a small one, but "underneath something very deep
and profound is happening" as important aspects
of the movement connect with the trait of altruism
and the capacity to invent reality.
Hanvey's immediate recommendation is that
Americans should begin to think:
...about the way we educate ourselves
as people— and not just to think of global
education in terms of the schools or even
...universities...we have to think about
the broad functions that these institutions
play in our society.40

39"Developing a Global Perspective:
Learning to Live
with Interdependence," ITE Reports on INTERNATIONAL EDUCA
TION: THE GLOBAL CONTEXT, THE U.S. ROLE.
40Ibid., pp. 13-14.

36
This survey merits careful consideration as it has sev­
eral important elements relevant to this dissertation.
Three elements especially require comment:
1.

The observation that frequently lone teachers or

small groups of teachers operate particularly successful
programs reflects a reality that may exist throughout the
normal curriculum.

The background, vision, enthusiasm,

commitment, and rapport of a single teacher or teaching team
often seem to be the key to programs that are clearly the
outstanding moments in a school.

Occasionally, this enthu­

siasm can influence the entire school building or even sys­
tem, but often it is limited to the individual classroom and
does not impact on the school environment.
2.

The statement that infusion opportunities are unex­

pectedly limited in areas such as economics, world history,
foreign languages, and other fields is disturbing.
As these are areas which must be committed to the global
perspective if it is to be meaningfully addressed in the
curriculum, it becomes important to know why this limita­
tion exists.

Is it the nature of the subject or the un­

willingness of the teacher to be involved?
3.

Hanvey*s finding that something "very deep and pro­

found is happening" in the developing relationship between
global education and multicultural education may be an im­
portant indication of potential ties with mandated and bet­
ter financed curriculum projects.

In the newsletter Global

Perspectives. Carlos Cortes, Professor of History at the

37
University of California, Riverside, attempts to promote
such a partnership.
Multicultural and global education are natur­
al, if often unaware, partners.
While they dif­
fer in emphasis, these two educational reform
movements are linked by common concerns.
Both seek:
to improve interpersonal and intergroup
relations;
to increase awareness of the impact of
global and natural forces, trends, and
institutions on different groupings of
people, including national and ethnic
groups;
to reduce stereotyping and increase inter­
group understanding;
to help students comprehend the signifi­
cance of human diversity, while at the
same time recognizing underlying, globegirdling commonalities; and
to improve intercultural communication.
As will be obvious in the next chapter of this dissertation,
an important relationship between multicultural and global
education is a basic characteristic in the Michigan state
program.
Running somewhat counter to such areas as multicultural
and global education is the increasing emphasis on basic
skills.

This represents a challenge to global education in

that increased time given over to reading, writing, and
arithmetic in the curriculum leaves less time for social
studies generally in the elementary school.
time, the impact of a basic skills

At the same

consciousness on the

social studies (for example) seems often to be reflected in
recent elementary textbooks (published in 1978-80) which.
43-Carlos E. Cortes, "Global Perspectives and Multicul­
tural Education," Gi ' ' ~
* 1 res (Global Perspectives
in Education, Inc.,
p. 3

38
with a few notable exceptions, are consciously setting
aside the inquiry approach (which is important to preparing
students to deal with global perspectives) in favor of em­
phasis on such perceived basics as map skills, the sense of
national identity and patriotism, and a more cognitive re­
call of data.
This becomes especially important in the impact that
such an emphasis on basic skills has on elementary educa­
tion because the elementary experience may be a key time
for developing perceptions and basic attitudes.

The Wing-

spread Report explains the situation very well:
...A recent summary of major research in in­
ternational socialization drew the following con­
clusions about American children:
1. International learning begins early
in life.
2. International learning is cumulative
...what children learn at one age
builds upon and is influenced by what
they have previously learned.
3. The time of middle childhood (grades
three through eight) is an important
period in international learning.
4. The beliefs, attitudes, values, and
knowledge individuals develop about
the world differ— each individual stu­
dent brings his or her own particular
configuration of orientations towards
the world.
5. The mass media, especially television
and newspapers, play an important role
in children's international learning.^2

^ Toward the Achievement of Global Literacy in American
Schools (Racine, Wisconsin: Wingspread Workshop on Problems
of Definition and Assessment of Global Education, July 1976),
p. i i . The five quoted items are from:
Richard Remy, James Nathan, James Becker, and Judith
Torney, International Learning and International Education
in ct Global ~Age (Bulletin 47, National Council for the So­
cial Studies, 1975), p. 40.

39
Torney, in reviewing the literature, points out an im­
portant consideration about learning readiness in global
education:
The period of middle childhood (before the on­
set of puberty) has thus been identified by many
studies as a time of relatively low rejection of
groups and relatively high attitudinal flexibility.
We might even go so far as to call this a critical
period in attitudinal development.
...Once the end of this period is reached, be­
havior organized in a given pattern is extraordi­
narily difficult to reorganize....The stress of the
world-centered elementary school upon human differ­
ences and variations is an attempt to reach chil­
dren during this critical p e r i o d . 43
In addition, Torney cites research by Riastra and Johnson
to point to the need for exposure to other languages at
this critical time:
Perhaps children need to have exposure to a
language other than their mother tongue in order
to be globally or interculturally competent.
Ri­
astra and Johnson report that the study of an­
other language appears to increase positive atti­
tudes toward speakers of that language and the cul­
ture it s e r v e s . 44
Our apprehension increases as one examines the findings
of Nathan in 1972, as reported in Overly and Kimpston, that
over sixty-two percent of ten year olds reported that their
idea of other countries came from the mass media and not
from the formal education programs of the

schools.

45

Judith V. Torney, "Psychological and Institutional
Obstacles to the Global Perspective in Education," School­
ing for a Global A g e , James M. Becker, Ed. (New York:
McGraw-Hill, 1979), p. 68.
44Ibid., p. 73.
45Norman Overly and Richard Kimpston, Eds. Global
Studies: Problems and Promises for Elementary Teachers
Washington, D.C. : Association f:or Supervision and Curriculum Development, 1976), p. 18.

40
The impression one receives here leads to doubts that a few
exemplary programs can offset the influence of random ex­
periences in television viewing.

The need for a long term

and well-organized global education program would seem to
be increasingly evident.
Overly and Kimpson present the following disturbing
observations in their introduction to a 1976 publication:
First of all, we find very little material pre­
pared for global studies at the elementary level;
and when materials are available they are almost
exclusively for use in social studies programs.
The usual approach to social education in elemen­
tary schools is egocentric and parochial, dealing
with the immediate and familial environment.
Se­
cond, and related to the first, we find little sup­
port in the psychological literature that suggests
that elementary students are usually able to deal
with the complicated concepts of global relation­
ships and abstract problem identification and re­
solution which encompass education about global
problems in secondary schools.
Third, we are
troubled by the continuing effort to effect change
in American education by preparing materials to be
used by teachers without preparation of the teach­
ers to use the materials or understand the content
and intent of the materials.^6
These concerns are addressed in the efforts in Michigan to
develop meaningful approaches and materials as an objective
of the teacher preparation projects.
The final section of this review is concerned with the
many different influences that helped shape the developing
Michigan program.

(Figure 2 on the next page is an effort

to graphically depict the many different aspects of global
education affecting development of the Michigan global edu­
cation program.)

Of course, it is difficult, if not impos­

sible, to identify all of the national developments which
46Ibid., pp. 7-8.

41

FIGURE a. MICHIGAN'S PROGRAM IN RELATION TO THE LARGER GLOBAL EDUCATION
MOVEMENT
PERSPECTIVES

tDOCA**3*

3

0

\
1

a
£

*

iCpnlS I«qot

/

Notet The center octagon Is developed in more detail in chapter 4.

42
influenced the growth of the global education movement in
Michigan.

Accordingly, the concentration here will be on

major productions in the literature which may have influ­
enced thinking in Michigan.
International Dimensions in the Social Studies (edited
by James M. Becker and Howard D. Mehlinger in 1968) w a s a m a jor

Yearbook of the National Council for the Social Stud­

ies.

In the preface, the editors pointed out the need to

realize that the world was changing and education would
have to change accordingly:
The term "international," which arose from the
necessity of explaining relationships among nations,
was a perfectly useful concept when the interac­
tions of peoples around the world were primarily
through the representatives of their governments
...But today interactions of national governments
are far from being even the major portion of con­
tracts among nations.
New kinds of relationships,
apart from and in many ways indifferent to the
traditional contacts of governments, have enjoyed
such a sudden and spectacular proliferation that it
becomes necessary to think of a change in kind
rather thari simply in number of trans—national
contacts. 47
Although global education was not yet accepted as the
term, the editors clearly pointed out the need for a new
term to describe a concept or perspective which was more
realistically in touch with the times:
As a concept or descriptive term, "interna^
tional" is losing its utility; either the word
must be discarded in favor of newer, more accu­
rate terms, or its meaning must be systematically

47James M. Becker and Howard D. Mehlinger, Eds., "Pre­
face," International Dimensions in the Socail Studies (38th
Y earbook (Washington, D.C.: National Council for the So­
cial Studies, 1968), p. 2.

43
and radically altered to fit.bhe new realities
that are in existence today.
This statement of the need for a new approach and term is
underlined by the realization that one of the editors
(James Becker) will go on to receive credit for parenting
global education as both a term and a developing concept.

The articles in the yearbook provide an overview of the
field in terms of ways of viewing the new situation in in­
ternational relations, ways of selecting and evaluating new
areas of study in international affairs, ways of using in­
novative approaches in the social studies, and reports on
some of the programs, resources, and opportunities avail­
able for strengthening the international dimension of the
social studies. 4 9

It is a key study with wide distribution

at a major moment in the transition period of international
education.
Toward the Achievement of Global Literacy in American
Schools is the report which came from the Wingspread Work­
shop on Problems of Definition and Assessment of Global
Education in Racine, Wisconsin, on January 25-26, 1976.

It

was covened under the auspices of the Council of Chief of
State School Officers Committee on International Education
with the assistance of the Johnson Foundation.
concerned with

48Ibid.
49ibid., p. 255.

It was

44

"problems of definition and assessment of global educa­
tion." 50

It was also concerned with:

...defining in as concrete terms as possible
the stake which individual states have in the rest
of the world and therefore of the need of statelevel leadership in increasing citizen understanding of global issues and world regions.
It was in meeting this second goal that the study is espe­
cially important to this paper.
UNESCO (the United Nations Educational, Scientific, and
Cultural Organization) requires special consideration in
this review of the development of international education.
As a common meeting ground for the world's educators and
scholars, it has been the stable and supporting central core
around which the concept of global perspectives could de­
velop.

To put this into a perspective in Michigan, two of

UNESCO’s major functions need to be mentioned:
1.

It has brought together educators from around
the world to share and appreciate their dif­
ferent backgrounds and insights on the world's
condition.

The UNESCO Conference held on the

Michigan State University campus in 1976 is
discussed in greater detail in the next chap­
ter.
2.

It has been a major developer and distributor
of teaching materials for use in the

^ Toward the Achievement of Global Literacy in American
Schools, p. n .
51Ibid.

45

elementary and secondary classrooms.

Often

stressing our common humanity while using
the most updated statistical information,
these materials have been key resources in
the global literature.
Other influences will be considered in the next chapter
as they fit into the unfolding account of the development
of global education in Michigan.
Summary
This review of the literature of global education has
been intended to present the scope and nature of global
education as the present stage in the evolution of inter­
national education and international attitudes.

At the

same time, this review has been an effort to explore and
understand the larger environment up to approximately the
mid-1970s in which Michigan's global education program has
developed.

CHAPTER III
THE DEVELOPMENT OF
GLOBAL EDUCATION IN MICHIGAN
Introduction
This is a study of the development of global education
as a formal concern in Michigan education during the period
from about the mid-1970s on. It will not go into detail about
the supportive foundation that developed prior to this time.
This foundation was the result of the combined efforts of
organizations involved in international trade, interest
groups promoting world-mindedness, college level interna­
tional studies, and other activities by internationally
concerned people in Michigan.

Certainly, these influences

will be given attention as they continued to play a role in
the development of global education after 1975, but their
contribution is worthy of more attention than it can re­
ceive here.
As this chapter will consider the developments in glo­
bal education in Michigan in chronological order, the first
focus will be almost exclusively on the one person who ini­
tiated the formal global education movement in the state—
John W. Porter, Superintendent of Public Instruction for
Michigan from 1969 to 1979.

In recent years, the scope of

the program has broadened as educators at all levels and in
46

47

all positions have become involved in the effort to develop
global education programs.

Accordingly, the focus will ex­

pand to the development of the Michigan Department of Educa­
tion Guidelines for Global Education, approval of the Guide­
lines by the Michigan State Board of Education, Title IV-C
funded projects sponsored by the State's Department of Edu­
cation, classes and programs offered by colleges and univer­
sities

(especially Michigan State University), and the roles

of organizations specifically organized to promote global
perspectives— all of this in an effort to influence the edu­
cational experiences of K-12 students by profoundly influ­
encing the attitudes and teaching strategies of their teach­
ers .
A graphic illustration of the development of global
education in Michigan was provided by the diagram in Figure
2.

A simplified variation on the diagram is presented in

Figure 3 (page 7 3).
Procedures
The following procedures were used in this chapter:
1.

Collection of information through interviews
with people who have been involved in the de­
velopment of global education in Michigan.

2.

Examination of published and unpublished ma­
terials about the Michigan Guidelines for Global
Education,

the Guidelines, the funded pro­

jects, university programs, etc.

48

3.

Delineation of the chronological development
of global education in Michigan from these
sources.

4.

Develooment of the graphic illustration:
"Global Education in Michigan:

the Major

Promoters and Their Approaches" (Figure 3).
The Role of John W. Porter
Porter's interest in global education was shaped in his
early background as a history major and his doctoral studies
at Michigan State University.

An understanding of these

early experiences prior to his superintendency is important
to an understanding of the particular personal definition of
global education that he promoted in Michigan.

Two elements

in his MSU experience which he later recalled were the study
of Spanish as his Ph.D. language and his dissertation on
"The Development of an Inventory to Determine the Problems
of Foreign Students."!
After Porter became Superintendent of Public Instruc­
tion, several experiences caused his thoughts to crystal­
lize:

his travels abroad, his increasing activity in the

Chief State School Officers, and his conversations which
increased his awareness of the linguistic limitations of
Americans.

In the Chief State School Officers

organiza­

tion, Porter had an important experience serving on the
Ijohn W. Porter, "The Development of an Inventory to
Determine the Problems of Foreign Students" (Ph.D. disser­
tation, Michigan State University, 1962).

49
Committee on International Education that in 1975 prepared
the report on Civic Literacy for Global Interdependence.
In 1977, he became the president of the organization.^

But

it was the issue of other languages that he remembers most
vividly.

In his 197 5 speech to the Michigan Foreign Lan­

guage Association, he said that the issue of both foreign
languages and bilingual education were brought together for
him:
...when a group of angry Latino mothers ap­
peared before the state board, demanding that
school districts provide bilingual—bicultural
studies.
The spokesperson for the group, following
the initial plea, said, "Dr. Porter, what you
must understand is that the United States is in
a Spanish speaking hemisphere, and that the
largest minority in the states today are the
non-English speaking, not the blacks."^
Other conversations brought the realization that America
has become the only industralized country that is basically
monolingual, and:
^in addition to these experiences, Porter pointed to
the following in his 197 5 speech to the Michigan Foreign
Language Association:
Spanish was my Ph.D. language...
During the sixties I participated in a number of
efforts to promote international understanding.
In
1972, I chaired a task force that spent two weeks in
Aurich, Switzerland, discussing with officials from 25
other countries how "global education" might become an
integral part of the school curriculum.
In 1974, I was
instrumental in getting the Chief State School Officers
to establish a standing committee on international edu­
cation. ..
John W. Porter, "Global Education," (a speech prepared
and delivered by Porter to the Michigan Foreign Language
Association on October 3, 1975, at the Union Building of
Michigan State University), pp. 1-2.
■^Ibid. , p. 8.

50

...In fact, I concluded about eight years ago
that in the best of all worlds within this decade
we ought to be requiring all children to take at
least one foreign language tied in with global
perspectives just to get the families thinking be­
yond English...starting in the elementary grades.^
From Porter*s perspective, this became the basis for global
education in Michigan:
...My whole argument, the whole rationale for
global perspectives, was that social studies and
foreign languages (from my long time historical
perspective) were not compatible.
You had to have
some delivery system that would make them comfor­
table .5
It was at about this point in the development of Por­
ter's philosophy that he was invited to participate in an
April, 1973, international conference sponsored by the
Charles F. Kettering Foundation and the Gottlieb Duttweiler
Institute in Zurich, Switzerland:
...to explore the structure and objectives
of global studies at the precollegiate level of
education with emphasis on the United States.®
The conference was designed to advance the aims of the Na­
tional Commission on the Reform of Secondary Education.
Here, Porter began his important association with James M.
Becker who was in 197 3 the Director of the Mid-America
^John W. Porter, Interview (Ypsilanti:
Michigan University, July 18, 1980).

Eastern

5Ibid.
®William P. Shaw, Global Education:
Helping Secondary
Students Understanding International Issues (the report of
an international seminar sponsored by the Charles F. Ketter
ing Foundation and Gottlieb Duttweiler Institute of Zurich,
Switzerland, 1972), p. 2.

51

Program on Global Perspectives in Education at Indiana Uni­
versity.

Also attending the conference were H. Thomas Col­

lins r Director of the Schools Program of the Center for War/
Peace Studies and later advisor to the Chief State School
Officers, and Lee Anderson, professor at Northwestern Uni­
versity, whose pioneering efforts in global elementary ma­
terials and extensive writings

gave philosophical an­

choring to the developing global education movement, are men­
tioned frequentlv in this study.

Perhaps the person whose

impact on Porter was mo3t immediate was Fred M. Hechinger,
then editorial writer and formerly the education editor for
the New York Times.

It was in a conversation with Hechinger

concerning the rapid decline in foreign languages that Por­
ter's analysis of foreign languages and its relation to
global education took the form that would appear in the
chapter he would write for the National Commission's book
and which would subsequently be a basis for global education
in Michigan.
One of the products of the Zurich conference was a book
entitled The Reform of Secondary Education:
Public and the profession.
ter 6:

a Report to the

Porter was asked to write Chap­

"Global Education as Part of the Curriculum."

Al­

though parts of this chapter are mentioned elsewhere in this
study, the section on "Decline in Foreign Language Study"
needs to be quoted at some length here:
Another factor compelling global studies in
the secondary schools is the sharply declining
enrollment in foreign languages. Many students

52

have found in a foreign language a way to escape
the narrow vision of an upbringing in the confines
of a single culture, but shrinking enrollments in
foreign languages make their impact questionable.
Partly because all their students do take foreign
languages— usually English— the schools of other
countries now offer what most observers regard as
an education in global affairs superior to that in
America.
Because they study English in a practi­
cal, contemporary way, adolescents in other coun­
tries tend to know what is happening in the United
States; but adolescent Americans know little of
what is haocening abroad...
The New York Times, through its responsibilities as an international newspaper, has probably
been more concerned about the foreign language
problem than any other publication directed to a
general audience.
Over the last three years, the
Times has made numerous surveys of the teaching
of foreign languages and has viewed the findings
with alarm.
Fred M. Hechinger of the Times edi­
torial board recently wrote about this issue:
"Foreign languages have never been
classroom favorites.
Students took them
as they would cod liver oil— and could do
little about it.
But today, as part of
the general youth revolution, requirements
have eased and language is a casualty...
What are the reasons for the present trend?
Aside from the student rebellion with its
attack on required courses, some observers
believe there has been a general turning
away from 'hard' subjects in favor of in­
volvement with social issues which were
considered by many of the rebels as more
relevant..."
Of course, others have more incentive to learn
English than Americans have to learn foreign
languages.
English is the language of the multi­
national corporations, nurtured originally by
the American capital market, and of international
air travel...The factors that created this de­
pendence on America are now gone, but neither
students nor teachers know it; there is a wide­
spread belief in America that for all practical
purposes, English is enough.
...The collapse of foreign language teaching
strengthens the case for a systematic program of
global education.
Unfortunately, this means yet
another subject in an already crowded curriculum.
Several disciplines encompass aspects of the
study of global affairs, but in the final analy­
sis, the requirement must be that international

53
education pervade the entire curriculum, begin­
ning in grade one.?
The impact that this would have on teachers— especially
foreign language teachers— in Michigan was immediately ob­
vious to Barbara Ort-Smith, then Foreign Language Consul­
tant, and now Associate Superintendent for School Program
Development in the Michigan Department of Education.

She

remembers that Porter asked her for advice on his early
manuscript of Chapter 6 and:
I edited all the nasty things out of it about
foreign languages... in essence, (it) said foreign
languages hadn't done the job...Even though some
of that, to a degree, is true, it certainly didn't
look very good coming out in the national commis­
sion report.®
Needless to say, Porter reinserted the edited sections in
his final manuscript, and foreign language teachers in Mich­
igan were disturbed when they read it.

In fact, they asked

Ort-Smith to have Porter address them at the Michigan For­
eign Language Association conference in the fall of 1975.
Before considering that speech, it is necessary to
realize that this did not all start with the Zurich con­
ference.

Porter emphasizes:

...the global perspectives approach didn't
just pop out of the air nor was it something
that I dreamt up while I was in Zurich... long
before we surfaced the global perspectives.

?John W. Porter, "Global Education in the Curriculum,"
The Reform of Secondary Education, B. Frank Brown, Chair
(New YorlT:McGraw-Hill, 1973) , pp. 66-68.
^Barbara Ort-Smith, interview (Lansing:
Department of Education, August 2, 1979).

Michigan

54

(there was) some energizing in these areas that
go back almost a decade.9
In this regard, he points to the fact that Michigan was the
first state to create an advisory body on Latino affairs and
an advisory body on Indian affairs funded with full-time
staff.

In fact:

...It's hard to go back because people don't
tend to write history as they go; but bilingual
education, multicultural perspectives, the Latino
office, the Indian office were all part of one
gigantic move to provide a responsiveness to the
needs of the heterogeneity of our school popula­
tion...! think all of that is part of the ferment­
ing that led to global perspectives.10
Especially important, in his view, is the work that was
going on in elementary and secondary foreign languages ear­
lier that led to the 1974 publication of Minimal Performance
Objectives for Foreign Language Education in Michigan.

In

the introduction to this publication, the point is made that
the foreign language curriculum is important because:
... In a world beset with misunderstandings and
hostilities between people of different cultures
it would seem imperative that young people the
world over begin to appreciate and understand
their neighbors.
One way of developing such un­
derstanding is to expose children to the language
and culture of other peoples early in the school
experience.
Hopefully, such exposure will even­
tually lead to a lessening of tensions between
people of different cultures.11
Some of the objectives in the affective domain would seem
to underline Porter's observations presented earlier.
^Porter, Interview.
10Ibid.
^Minimal Performance Objectives for Foreign Language
Education in Michigan (Lansing: Michigan Department of Edu­
cation, 1974), p. 2.

55
This is the best example:
By the end of Stage A level of proficiency, foreign
language students should:
1.0 RECEIVING
1.1

Awareness
Recognize that there may be more than one
acceptable style of living.
Be aware of the feelings of others whose
cultural orientation has been different
from their own.

1.2

Willingness to receive
Accept differences of race and culture
among the people speaking another lan­
guage .
Listen to others respectfully even though
their point of view is different.12

Clearly, a foundation for global perspectives existed
in the above objectives?"^ In light of Porter's specific
concern about the global dimension foreign languages should
assume and these specific provisions in the Michigan Objec­
tives for foreign languages, it is appropriate that he
would publically initiate the Michigan global education
movement before an audience of Michigan foreign language
teachers.

^ Minimal Performance Objectives, p. 6.
^ T h e stature of the Objectives is underlined by the
influence they had on major textbook publishers.
In her
interview, Barbara Ort-Smith observed:
...In fact, the major textbook revisions were
based on our objectives. We provided them for
McGraw-Hill, Harcourt Brace, and Britannica.
Those
people when they did their revisions, all had copies
of these and cross-referenced the objectives in their
textbook to our objectives...

56

Porter's Speech to the Michigan
Foreign Language Association
On October 31, 1975, Porter spoke to the members of the
Michigan Foreign Language Association during their noon
luncheon on the Michigan State University campus.

In his

speech, he stated:
Historically, a great deal of a student's per­
ception and understanding of other countries has
come through the requirement that for postsecondary
study a foreign language was pre-requisite.
I believe that over the past many years, you
and your colleagues have done an excellent job in
this regard, but your audience was limited and
your approach, of necessity, restricted.
Today,
for reasons beyond your control, there has been a
decline in foreign language study.
This we must turn around, utilizing the for­
eign language as the medium of understanding ra­
ther than just a prerequisite to college...
Keeping that in mind, I would like to put forth
a challenge to this organization.
The addition of
a course of global studies in our schools will not
happen automatically.
It will be necessary to
determine goals, to spell out objectives and to
define in measurable terms what it is that stu­
dents should be able to understand in order to
more intelligently and effectively function in
the 21st century.
While statistics are important, the measure
of success in a global course of study or curri­
culum would not be the quantity of information
learned by the end of a term or terms, rather,
it would be whether the students continue to be
actively concerned with the problems and issues
of global interdependence five or ten years later
in their personal and professional lives.
Only if we internalize these goals will we
remain one of the w o r l d 's greatest nations for a
nation of tomorrow cannot be mono-lingual.
I
contend we should heed the warning of our bi­
lingual neighbors to the south and forge to the
top of our agenda global education utilizing
foreign languages with as much commitment as we
displayed in putting a man on the moon which has
become the symbol of our earthly interdependence.
However, someone must assume this task.
I
believe that at the state level we can offer the
impetus that will be needed, but in order for us

57

to succeedr your cooperation, your counsel and your
initiative will be i m p e r a t i v e 4
This was the formal speech.

After it, Ort-Smith remem­

bers that Porter went on to assign responsibility for de­
velopment of a state program:
...at this meeting...he said that he was as­
signing me to head a program with a partner under
the funding mechanism of the old Title III-E and
D to start a global education program in the state.
So the first thing that I did was to bring a
task force together made up of foreign language
people and social studies people predominantly.15
The Michigan Global Education
Guidelines Committee
The Global Education Guidelines Committee had a unique
growth pattern that does much to illustrate both the ini­
tial interest in global education and the nature of that
interest.

Roger Niemeyer, at that time the Executive Direc­

tor of the Michigan Council for the Social Studies, recalls
the experience from the perspective of an original committee
member:
...John Porter got the Michigan Department of
Education to identify global education as one of
the priority areas of funding in the State of
Michigan, and kind of set the stage for what hap­
pened. A relatively small committee (perhaps 12
or 14 people) was originally identified to write
the guidelines.
But the topic was so popular and
there were so many economic areas interested-people who felt they would gain financially by
the rise of global education— that the committee
had to be expanded.
It eventually turned out to
be a group of (32) individuals.
The size of the
group and a smaller writing team actually developed
l4Porter, "Global Education," pp. 11-14.

l^ort-Smith.

58
the guidelines...and the larger group reacted to
the smaller group.
The interpretation given global education
was much broader than many people initially felt
that it would be.
It dealt with foreign language,
art, music, history, geography, and a future com­
ponent.
So, it had a very eclectic idea, and
that explains how it was such a large group.
It must be appreciated that each participant may see
this period differently; and so Niemeyer's view must be re­
garded as one person's perception of the committee.

Indeed,

John Chapman, who later became the Social Studies Consultant
for Michigan, felt that it was important to have many repre­
sentatives from minority and other groups present so that
the deliberations could better consider the broad spectrum
of the population.

Chapman also remembers debates over

elective vs. required courses, sequential vs. nonsequential
types of study, traditional vs. innovative curriculum, oneworld peace advocates vs. those who wanted to avoid utopian
aims, state mandating vs. local autonomy, etc.

He felt that

the greatest disagreement was over the issue of sequential
studies:
...Foreign language people would say it has
to be sequential study and that we are primarily
concerned about language proficiency. ^
James Becker, Director of the Mid-America Program for
Global Perspectives in Education at Indiana University,
*6Roger Niemeyer,Interview (East Lansing:
State University, July 29, 1980).
l^John Chapman, Interview (Lansing:
partment of Education, July 17, 1979).

Michigan

Michigan De­

59

watched the process from the special vantage of an outside
consultant who played an important role:
...the involvement of such a variety of groups
and individuals in this...I think that's terribly
important because I think that Porter and the
group that worked with him and advised him were
very sensitive to the politics of this thing.
I
know they'll get criticism from people who say
that they didn't pay enough attention to this
group or that group, but I know that at that first
meeting they had about a hundred people there...
representing science, foreign language and the
arts as well as social studies.
... [There were]
people representing organizations like the school
principals and superintendents and they tried to
get the minority groups represented...They did get
representation from a great variety of groups,
and they deliberately tried to promote that. They
didn't avoid anyone.
Some states sort of avoid
these things because they think it'll be contro­
versial and it'll be better if you can just pool
your friends together.
They also had members of the state board of
education come to some of these meetings so they
could hear not only the people who were promoting
it but also some of the complaints from people who
had reservations about it or who thought that it
would detract from other things that were more im­
portant.
I think that in the long run that really
pays off.
It makes things a little messier at
times.
In addition to the leadership roles of the successive
Michigan social studies consultants— Eugene Cain and John
Chapman, the committee had co-chairpersons in Nadal Dostal
from Detroit representing foreign languages

(and who re­

tired soon after the work of the committee began) and Stan­
ley Wronski of Michigan State University who remains active
in global education to the present.

Other members of the

writing committee were John Chapman (who became Michigan

l®Becker,

"Interview."

60

Social Studies Consultant during this time), Lillian Genser
(Center for Teaching about Peace and War of Wayne State
University), Sister Elizabeth Girardot (President of the
Michigan Council for the Social Studies), Adams Koroma (Ann
Arbor), James McClafferty (Cultural Enrichment Center of the
Grand Rapids Public Schools), Donald Riddering (President of
the Michigan Foreign Language Association), and Mary Wileden (Michigan Department of Education).
The work of the Committee went to the Michigan State
Board of Education Committee of the Whole for general dis­
cussion on June 6, 1977, and was returned to the regular
meeting of the State Board of Education for approval on
December 7, 1977.

During the six month interval from June

to December, the Guidelines were distributed through the
Board's Primary and Secondary School Administrative Proce­
dure to the educational community for review and sugges­
tions.

In this process, the Guidelines "...were modified

slightly as a result of the reactions of the educational
groups.„19
The Guidelines were approved by the State Board of Ed­
ucation on a 7-1 vote and Michigan became the first state
to have a set of global education guidelines.

The Guide­

lines, however, were not approved without challenges being
raised by some of the Board members.

Supporting members

saw the Guidelines as representing a vital educational
19Michigan Department of Education, "Minutes" (Lansing:
Michigan Department of Education, December 6-7, 1977), p. 20.

61

concern about world understanding at a time when there was
cause to worry about the state of international relations.
On the other hand, critical members saw the Guidelines as
weak in content and provisions for enactment, but they did
not challenge the basic concept of global education and the
global perspective.

Their comments— as recorded in the

December 6-7, 1977, State Board of Education Minutes— pro­
vide a clear picture of the pro and con positions taken by
the members of the Board.
These were some positions taken in support of the
Guidelines by individual members of the Board:
1.

The Guidelines would promote an understanding
of war and peace and provide valuable infor­
mation for classroom teachers was the view of
one member.

2.

A second member who had attended several con­
ferences on global education saw it more as
an affective global encounter therapy than
just cognitive knowledge.

3.

A third member drew upon personal experiences
working with university students to express a
belief that American students had a limited
global knowledge and background and suggested
that the Board should go further to recommend
a unit in international affairs or problems.

4.

The fourth member saw the Guidelines as a
good beginning to countering the

62

isolationistic drift and provincialism that
often

exists.

The two members critical of the Guidelines pointed to
specific shortcomings they felt they saw in the document:
1.

One stated that there should be more guaran­
tees that the global guidelines were going
to be part of school programs.

To accomplish

this, it would be necessary to be more aggres­
sive in promoting global education— especially
in terms of curriculum and the programs in
teacher training institutions.

It was even

suggested that completion of a global educa­
tion course should be required before a
teacher could be considered for a certifi­
cate.

It would be impossible to vote for

the motion unless it contained an implemen­
tation scheme.
2.

Another was disturbed that the reviewing or­
ganizations were so uncritical in accepting
the Guidelines which had more philosophy and
generalities than content and contained con­
clusions that were based more on theory than
fact.

The whole program was weak in compari­

son to previous task forces which worked on
content area performance objectives and con­
tained members who were more than subject area
specialists.

In contrast the Board was not

63
provided with background information about
the global education committee members.

If

the motion passed, the bibliography accompany­
ing the Guidelines should contain a statement
that the identified resource materials did not
have the complete endorsement of the Board.2®
It seems necessary to give more attention to these cri­
ticisms as they represent the judgments of major figures in
Michigan education who gave careful attention to the final
documents produced by the Global Education Guidelines Com­
mittee.

Accordingly, the following comments consider the

Board criticisms in more detail:
1.

Local school districts should be strongly en­
couraged to adopt the Guidelines— especially
in the area of curriculum.

This becomes an important issue to be considered more
carefully in Chapter 4 where the global education program
is analyzed in terms of curriculum development.

Chapman

recalled related discussions at meetings of the Guidelines
Committee:
Some people would come in and say the state
should make them or require them or mandate them
to do that, and the general posture of all the
programs in Michigan is that local autonomy is
pivotal.21
2.

A second aspect of the requested implementa­
tion scheme should require that a course in

20Ibid.
21chapman.

64

global education be completed to be con­
sidered for a teaching certificate.
Although there are serious reservations about such a
mandating m e a s u r e , ^ this does relate to the efforts to de­
velop undergraduate and graduate global education classes
and programs.

These efforts— especially at Michigan State

University— will be examined later in this chapter.
3.

The Guidelines are "long on philosophy and
generalities and short on content."

This is perhaps a response to a characteristic of the
global education movement generally with the major emphasis
on a global perspective that is, to a considerable extent,
an affective state of mind to be brought about by an exami­
nation and resulting heightened awareness of the world
around us.

This and the large scope or basis of a global

perspective would appear to make it difficult to start with
the type of content details that might characterize state
programs with a much more limited scope.

The procedure in­

volved here calls for teachers to first grasp the global
perspective and then go on to adapt existing materials and
develop strategies appropriate to the learning levels of
their students.

As this is a crucial part of many of the

22In an interview, Stanley Wronski remembered the ten­
tative opposition of MSU faculty members who mistakenly as­
sumed that global education had been mandated in Michigan.
Stanley Wronski, Interview (East Lansing: Michigan
State University, August 14, 1980).

65
funded projects and other global programs in the State, it
will receive detailed attention in these final chapters.
4.

More information is needed on the Global Edu­
cation Committee to be certain it represents
more than just the thinking of subject area
specialists.

In addition to the information on the writing committee
presented earlier in this chapter, a listing of the total
committee and their backgrounds can be found in Appendix B.
Especially for an area such as global education, it is im­
portant that a wide range of interests and viewpoints be
represented.

Chapman recalled the changing composition at

the Guidelines Task Force meetings;
They had several meetings with teachers, ad­
ministrators, curriculum people, some representa­
tives from labor, and the Chamber of Commerce to
discuss global education guidelines or what we
should be about in this area and how schools
should go about doing something about it.
So the
Task Force then were not the same members that
met each time.
There was a nucleus that met each
time and a nucleus that ended up being the writ­
ing committee.
So you have a continuity, but
you did not have the same people each time.
You
also had representation of different places.
And
that was their task— their c h a r g e . 23
Michigan Guidelines

for Global Education

The official Guidelines for Global Education and the
companion Global Education Bibliography were published in
1978 and provided a foundation for global education in Mich­
igan from that time forward.
23chapman.

6b

Although more information from the Guidelines is pre­
sented elsewhere in this dissertation, there are certain as­
pects that should be considered now to better understand
what follows.

This is a brief outline of the Guidelines:

Part I
DEFINITION
Global education is the lifelong growth in
understanding, through study and participation,
of the world community and the interdependency
of its peoples and systems— social, cultural, ra­
cial, economic, linguistic, technological, and
ecological.
Global education requires an under­
standing 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 imple­
mentation and application of the global perspec­
tive in striving for just and peaceful solutions
to world problems.
RATIONALE

(which emphasizes the personal behavior
of the world-minded person)
...The world-minded person concerned with
vital issues knows such things as (listing of
8 things).
The global person will be one who acts in
a manner such as the following [listing of 6
actions ].24
Part II
GOALS*

(The asterisk refers to the bottom of the
same page:
"*These goals are meant to
encourage and stimulate participation
with emphasis on active experience.
An
interdisciplinary approach is highly en­
couraged .")
Global education in a school system will equip
the student with an understanding and an awareness
of global interdependence by providing encourage­
ment and opportunity to:
A. Acquire a basic knowledge of various aspects
of the world:...
B. Develop a personal value and behavior system
based on a global perspective...
C. Understand problems and potential problems
that have global implications.
24Guidellnes, p. 14.

67

D.
E.
F.
G.

Explore solutions for global problems.
Develop a practical way of life based on
global perspectives.
Plan for alternative futures.
Participate responsibly in an interde­
pendent world.

In order to accomplish these goals, a school
system should provide both cognitive and affective
experiences such as:
A. A sequential study of world geography.
B. A sequential study of at least one foreign
language.
C. A sequential study involving the basic con­
cepts of history, economics, politics, an­
thropology, science, and the arts.
H.

A study of the uses and abuses of energy.

J.

Encounters with artistic expressions of other
cultural groups.
Involvement in scientific studies from a
global perspective.
Awareness of instances of the denial of human
rights.
Exposure to different religions.

K.
L.
M.
P.
Q.
R.
S.
T.

Resolution strategies for resolving personal,
intergroup, and international conflicts.
Cultural activities of different racial and
ethnic groups.
Participation in people-to-people exchange
programs.
Person-to-person contacts with official and
unofficial representatives of other countries.
Participation in community programs with a
global orientation.25

An examination of the goals section shows that the
guidelines are a statement of broad goals rather than the
narrower and more exact performance objectives for the for­
eign language program and other subject area objectives
prepared for use in the state assessment program.

It

seems questionable if goals designed to assist in the

25Ibid., p. 15.

G8

development of the world-minded person of Part I could
be narrowed to easily measurable performance objectives of
a cognitive nature.

This is more a listing of a range of

suggested experiences from which the school and individual
teacher will have to select and, using available materials
and suggested teaching strategies, adapt to fit the circum­
stances of the individual class.

As will become even more

evident later in this chapter, this makes the awareness,
commitment, preparation, and skills of the individual
teacher the key element in global education.
To continue the outline of the Guidelines;
Part III
IMPLEMENTATION
District Administrators, School Staff, and Students
A. There should be evidence of administrative
support for a global education program from
the local board of education in the form of a
formal policy statement.
(underlining added)
B. There should be a clearly formulated plan of
action for implementing a global education
program.
Such a plan will include (listing
of 7 provisions).
C. There should be a clearly formulated plan for
monitoring and evaluating global education.
Community
...a cross-section of multi-ethnic, multi­
racial, and socio-economic groups within the com­
munity should be invited to serve on advisory
council.
Higher Education
...the following criteria will describe the
types of inservice education program efforts which
may be utilized to assist teachers and other per­
sonnel ... 26

26ibid., p. 18.

69

In Part III, suggestions are presented for bringing to­
gether the school district, the community, and higher educa­
tion institutions to develop a global education curriculum
utilizing the provisions of Parts I and II.

It should be

noted, however, that the use of the word should had been
challenged in the State Board discussion as not doing
enough to strongly encourage local districts to adopt the
Guidelines as a basic element of the curriculum.

At the

same time, the section on higher education assumes little
or no initiative in getting teacher training institutions
involved (and the funding arrangements that later develop
in Michigan do little to provide additional initiative).
There are also references in this section, as in other
parts of the Guidelines, to involving the areas of foreign
language, multi-cultural and multi-ethnic education which
were already the focus of other Michigan programs.

These

are frequent aspects of a global perspective as it is de­
fined today.

It may well be, however, that Michigan has

already contributed and will continue to contribute to the
specifics of this part of the global education definition.
The final part of the Guidelines is concerned with pro­
gram development:
Part IV
CRITERIA FOR PROGRAM DEVELOPMENT
Introduction
School systems will, of course, wish to con­
tinue to develop their own global education ef­
forts.
It is expected that this section may be
useful to a wide range of school systems with

70
interests in starting or expanding activities in
this vital area.
Whether the global education activity affects the
total school system or a part of it, it is highly
recommended that performance levels be set for the
guidance of those responsible for the program.
A
particular advantage of this strategy is the ac­
cumulation of evidence to document progress in con­
trast to run-of-the-mill opinions indicating the
attitudes— "This is what we already do and have
been doing."
Evidence plays a critical role in the alloca­
tion of scarce educational resources, therefore,
it is much needed at all decision-making levels.
The following categories are suggested as
criteria for global education programs:...
A. Administration
B.
Involvement of Staff, Students, and Community
C. Dissemination
D. Curriculum (This section lists the goals and
characteristics of a global curriculum.)
E. Self-assessment of Global Education Criteria
[This puts the 14 criteria of D into a check­
list for elementary school through adult edu­
cation .]
F. Some Suggested Steos for Getting a Program
Started
1. Get administrative support
2. Identify a staff
3. Carry out needs assessment
4. Review guidelines
5. Professional preparation
6. Locate existing resources
7. Develop a model program
Another suggested approach for getting started
is that of designing specific classroom activities
which could be used in one or more subject areas.
(For illustration, some suggested classroom units
are presented in social studies, language arts,
mathematics, science, music, art, physical educa­
tion, reading, and foreign language s t u d y . ) 27
The Guidelines for Global Education conclude with a
statement that needs to be considered in its entirety to
get a perspective on the later developments in Michigan:

27jbid.

71

The emphasis in the development of global edu­
cation programs is to foster an interdisciplinary
approach among the teachers involved at each
building level.
There should also be provisions
for vertical articulation from building to build­
ing.
Careful selection of staff, support from ad­
ministration, training assistance for staff, as
needed, are among the most critical elements of
a successful start to and continuation of a
school p r o g r a m . 28
The Global Education Bibliography that accompanies the
Guidelines for Global Education lists materials going back
to 1973 and is not all-inclusive.

Two comments from the

Bibliography indicate both the intention of the document
and a sense of the direction global education is intended
to take in Michigan:
...Emphasis was placed on finding information
which would best aid educators in becoming cogni­
zant of existing global education ideas and pro­
grams, as well as finding effective resources and
materials with which they could implement their
own programs.
The bibliography... simply is a sampling of those
materials which place an emphasis upon global in­
terdependence and global awareness.
In develop­
ing a true global perspective it may be necessary
to create new materials for all d i s c i p l i n e s . 29
In addition to the listing of books and materials, the
Bibliography lists agencies and groups in Michigan and the
nation which:

2®lbid., p. 24.
29Michigan Department of Education, Global Education
Bibliography (Lansing: Michigan Department of Education,
undated), p. 1.

72
...are sources from which one can obtain lit­
erature, media materials, teaching ideas and/or
information concerning current programs.30
A brief review of those lists makes it easy to understand
the reaction of the Michigan State Board of Education mem­
ber who wanted to make it official that not all of the re­
sources identified in the Bibliography had complete endorse­
ment by the Board.

Certainly, some of these organizations

could be conceived to have, for example, controversial poli­
tical backgrounds in the antiwar politics of the 1960s.
The organizations listed in the Guidelines as State
Resources are listed in Appendix C.
The Many Dimensions of
Global Education in MichTgan
After the attention, promotion, and philosophical an­
choring provided by the development of the state guidelines,
many different things happened in Michigan global education
by the time Michigan became the first state to endorse global
education so completely.

The diagram on the next page sim­

plifies the diagram in Figure 2 to graphically depict the
relationship that this author envisions as having developed
with major promoters after the state guidelines were a
reality.

As is explained in the illustration, the assump­

tion is that the Guidelines were studied by the different
promoters and served some guiding function in what fol­
lowed.

It is also assumed that many of the individual

30ibid., pp. 14-15.

73

figure 3; GLOBAL EDUCATION IN MICHIGAN! THE MAJOR PROMOTERS
AND THEIR APPROACHES
MICHIGAN DEPARTMENT OF EDUCATION

_

GUIDELINES PUR
GLOBAL EDUCATION
4TITLE IV-C FUNDED
PROJECTS

K-12

SCHOOLS

RELATED LOCAL
PROJECTS IN
MICHIGAN
TEACHERS
MEETINGS/
WORKSHOPS/
PUBLICA­
TIONS

f IMPACT ON
STUDENTS IN
iTHE CLASSROOM

,CONVENTIONS/
N ew s l e t t e r s

INSERVICES//
CONSULTATIONS/
MATERIALS.

PROFESSIONAL
ASSOCIATIONS
(NCSS, MCSS,
MFLA, etc.)

NAT
REGIONAL
GLOBAL
EDUCATION
ORGANIZATIONS

UNIVERSITY
GLOBAL
CENTERS

UNDERGRADUATE
COURSES

All of these promoters seem to have two things In common:
1. an awareness of and some attention to the provisions of the Michigan Guide­
lines tor Global Education (and the societal realities for the State re­
flected in these Guidelines;
2. use of approaches Intended to reach the individual teacher and impact on
the experiences titat the teacher provides for the studeuts In the classroom.

74

efforts to promote global education are aimed rather direct­
ly at influencing the individual teacher rather than pro­
ceeding in step-by-step fashion through the established
curricular channels of the different school districts.
In some instances, it is impossible to identify every
situation where a particular type of global education pro­
motion is occurring.

The procedure will be to describe at

least one example with which this author is familiar and
which seems to be in touch with the larger state picture.
Title IV—C State Funded Projects^
Even before the Global Education Guidelines were ap­
proved and published, a form of the Guidelines was produced
for potential directors of projects which, if selected,
would be funded by ESEA (Elementary and Secondary Education
Act) Title IV-C through the Experimental and Demonstration
Centers Program of the Michigan Department of Education.

A

series of workshops were then held around the state in
31The information in this section comes mainly from
these sources:
Marilyn Hartley-Hunter, Interview (Lansing: Michigan
Department of Education, July 30, 1980).
Michigan State University Global Studies Center, "The
Future of Global Education in Michigan," General session
with presentations by John Chapman, Stanley Wronski and John
Osborn^ Supervisor of Experimental and Demonstration Centers
Program for the Michigan Department of Education (East Lan­
sing, Global Interdependence Conference, April 26, 1980).
Michigan Experimental and Demonstration Centers Progrant
"Michigan Educational Programs that Work" (Lansing: Michi­
gan Department of Education, no date).

75
1976-77 to prepare these potential directors for the proposal
writing process.

The emphasis in the federal guidelines for

Title IV—C at that time was on innovative and exemplary pro­
grams that could eventually be shared with other schools.
In the proposal writing process, some of the priority
areas that are a state-wide concern are identified to be ad­
dressed in the particular project.

The most important re-

sponsibilitity of the proposer is to show that there is a
real need at the local level which will be solved through
the implementation of the project over a two or three year
period.

Once these steps have been taken and the proposed

program presented in detail, the proposal goes to the state
selection process.
Over fifty global education proposals were submitted to
the Michigan Department of Education.

These were read and

evaluated to select those which met the major criteria for
approval

(described in the preceding paragraph).

Then, the

proposals were ranked in terms of these criteria and the
allotted budget

(about $843,000 at that time) was stretched

as far down the ranked proposals as possible.

In this way,

four projects were selected for the 1977-78 school year.

The

sites of these projects were Farmington, Grand Rapids, Li­
vonia, and Menominee.
In this section is a review of the process that is fol­
lowed in the Experimental and Demonstration Centers Program.
Once a project is selected, it goes on to become a three,
four, or five year program that follows this pattern:

76

Development Stage (3 years):
1st year - Starting the program
2nd year - Starting to collect student impact
data for state evaluation after
year 3
3rd year - Completing the development stage
with field-tested process model
which has been documented and
proven at the local level
Some programs stop at this point while others are nominated
by the Michigan Experimental and Demonstration Center Pro­
gram to go to the Project Classification Committee for pos­
sible selection as one of the projects that go on to the:
Experimental

(Replication) Stage (1 year)

4th year - The project continues at the ori­
ginal site (on local funding only)
while the process model is used at
another site and data are collected
to provide that the project/process
can be successfully replicated out­
side the original site ($5,000 max­
imum funding).
Some programs stop at this point while others are nominated
and sent to the Committee for possible selection to the:
Demonstration Stage (1 year)
5th year - In the Michigan Adoption Program,
the director (and possibly staff)
of the project provide training
around the state at as many sites
as time and finances ($5,000 maxi­
mum funding per adopter site) per­
mit.
The Experimental and Demon­
stration Center Program lists the
project in booklets made available
state wide and serves as a liaison
for interested sites.
At the end of this fifth year, the funded program ter­
minates.

However, in the summer of 1980, the first

77

programs adopted in Michigan were just completing their De­
velopmental Stage, and the Department of Education was con­
sidering the possibilities of a program that would permit
additional involvement with outstanding programs beyond
this cut-off point.

Although the global education projects

are not to this stage yet. Porter considers such funding to
be important:
...We put Title IV-C money into financing glo­
bal perspectives activities, but it's going to
have to be built into the state aid act state­
wide and all children are going to have to ex­
perience global perspectives, I think, every
year.32
Here, this study should consider in more detail the
individual funded projects to gain additional insights into
the developing nature of global education in Michigan.

In

briefly reviewing the four original funded projects, we
should be aware of the view expressed by Marilyn HartlevHunter, Education Consultant in the Michigan Experimental
and Demonstration Centers Program, that these are not as
much a curriculum building as a process which tends to em­
phasize the development of "how-to" techniques for infusing
global education into the education process— most specifi33
cally the classroom.
Although there is no single model
presented for project developers, there seems to be an en­
dorsement of the change agent concept as developed by those
working for agricultural improvement in developing nations.
32

Porter, interview.
^Hartley-Hunter.

78

Because the change agent concept is important in the
program, it is necessary to take time here to speculate on
what implications this may have for the approaches used in
the individual programs.

As the change agent is one who

works for change on the lower individual level, we could
expect the IV-C

global education project to concentrate on

change at the teacher or classroom level.

As the change

agent often expects such individual initiatives to become
successful examples that influence others to change and
eventually expand to change a region or area, we could ex­
pect the project to aim for a ripple effect on the teacher
level and be little concerned about changing the larger for­
mal curriculum.

As the change agent works to implement

change and eventually no longer be needed once the change
is well set in motion, we can understand that the projects
have a specified life span during which they are expected
to start a ripple effect promoting change in Michigan
schools before ceasing to exist as change agents.

This

makes it easy to understand why the projects are evaluated
finally on the basis of data showing their impact on stu­
dents ,
The review of the four funded projects will consider
the nature of the individual project, its major features,
and its status in the 1980-81 school year.
1.

Farmington
The project's goal is "To develop a model aimed at
infusion of global education into the oublic school

79

curriculum."

34

It is designed to hring this about through

a process of yearly summer workshops in which teachers are
introduced to global education, the state Guidelines, and
available teaching resources.

Participants are reimbursed

for their expenses and are expected to develop at least one
global unit (including creation of new materials and adap­
tation of existing resources) which they will teach in their
classes during the following school year.

In addition,

follow-up meetings are provided during the year

(with some

reimbursement for time) and the director of the project,
John Summerlee, visits individual classrooms and works with
teachers.
The sixty-five teachers in the task force over the
years are representative of the district's three high
schools, four middle schools, and fourteen elementary
schools.

So every building is involved.

With the middle

school concept being adopted this year, Summerlee was
pleased to see that many of the thirty-four teachers
scheduled for the 1980 summer workshop were teachers in
grades 6-8 who are in the process of putting together a
new school concept.
The consequences of this program, from Summerlee's per­
spective, are good vertical articulation K-12, some strong
34

John Summerlee, Telephone Interview (Farmington to
Lansing, Michigan: August 4, 1980) and miscellaneous hand­
outs from the Farmington presentation at the Conference on
Global Interdependence (East Lansing:
Global Interdepen­
dence Conference, April 25, 1980).
See Appendix G for
information on Project MERGE.

80

formal units, and involvement of all grade levels and most
subject areas.

Thirty task force teachers have gone

through the units and placed them in a K—12 subject area
scope and sequence matrix that should be valuable for any
teacher in global education.
In 1980-81 the project went into the 4th year experi­
mental stage at Brighton School District.
bers of the Brighton staff

About twenty mem­

(over ten percent) signed up to

attend the 1980 summer workshop.
2.

Menominee
This project is the only one on the intermediate school

district level, and this fact has broadened its scope at the
same time that it has limited its ability to demonstrate
major impact on a specific building.
summer seminars for area teachers

The project involves

(with three college term

credits provided as part of the remuneration for those who
successfully complete the seminar requirements).

Again,

teacher units are prepared for use in the classroom, and
the project center serves as the major global materials
center.

(In the first year, all schools were surveyed and

a master listing of their related materials was distributed
and a delivery system set up for sharing in the Intermedi­
ate School District.)

The second aspect of the program in­

cludes follow-up workshops during the school year and a
Global Festival that has grown into a large community par­
ticipation affair.

81

An Important aspect of this program has heen bringing
in outside resource people and identifying local resource
people who can bring a greater sense of global ties into
the classrooms of this rather remote area.
David Hultgren, Project Director, says the project
goal is tot
...help teachers better teach about countries
and cultures of the world (cultural awareness),
global issues..and our local links with the rest
of the world.
He feels the approach has enabled them to achieve this goal
and take teachers successfully through the stages from
awareness to decision-making

to final commitment and class­

room infusion.
In the summer of 198 0, the experimental stage of the
project began with a summer workshop in Ionia for the Ionia
Intermediate School District.

Since that time, however, the

emphasis has shifted from replication to dissemination with
Dave Hultgren doing presentations explaining the program.
3.

Livonia
This project is designed to develop an alternative se­

condary school for grades 10-12 based on a global education
infusion into all areas of the curriculum and school-wide
attention to one global theme at a time.

The School for

Global Education is an alternative school within a school
Dave Hultgren, Interview (East Lansing, July 21,
1980).
Additional information came from miscellaneous hand­
outs and information on project units about the Menominee
project.
(See Appendix M.)

82

which students may select on a semester basis.

It uses a
36
block of two-four rooms in the high school building.
The project teachers present an organized curriculum
with six basic subject areas:

English, social studies,

mathematics, science, Spanish, and physical education.

The

enrollment has averaged about seventy-five students per
year, but declining enrollments affected this adversely in
the later years.

Declining enrollments also caused the

alternative school to be viewed as a threat by some teach­
ers in the district.
The project has an inner strength and growth with a
dedicated staff of teachers who have a strong commitment to
global education.

The many outside-of—the-normal classroom

experiences and field trips have been a major feature of
the school.

The students head up the committees that are

a part of the school's operation.
In addition to the opportunity to hear and interact
with excellent speakers and take meaningful field trips,
such experiences as thirty hours of fasting to better under­
stand a major unit on world hunger and involvement in dif­
ferent community service projects of an international na­
ture are important shaping experiences for the students.
In 1980-81 this project will not go on to the replica­
tion stage.

Although the data collected clearly show it

Jonathan Swift, "An Alternative School of Global Ed­
ucation," a presentation (East Lansing:
Global Interdepen­
dence Conference, April 24, 1980). (See Appendix L.)

83
has had an impact on students, one year was not considered
sufficient time for a meangful replication at another site.
Instead, the project will terminate its funding with year 4
as a dissemination year.

Jonathan Swift, the project direc­

tor, has prepared materials

(such as slides) and has set a

schedule of presentations in different sites around the
state so that educators can examine the project and consid37
er ways in which they could adapt aspects of it.
4.

Grand Rapids
This project has a history dating back in some ways to

the involvement and interest in international affairs that
has existed in the Grand Rapids area and in specific local
organizations before the concept of global education became
well-known.

For example, Title III funding supported the

Center for World Studies which was operated by the Grand
Rapids Public Schools.
The project revolves around the creation of the Global
Education Outreach office designed to help teachers develop
global materials for use in their classrooms.

This is done

through developmental workshops in which teachers turn their
ideas into finished products with the assistance of the
three member Outreach staff.

Some of these finished pro­

ducts have been commercially printed and sold for a minimal
fee to other interested educators around Michigan and else­
where ,
^Hartley-Hunter,

84

Robert Myers, the project director, has stressed the
emphasis is on classroom teachers and their view of the glo38
bal situation.
Translating from this base into finished
products insures that the result will be a thoroughly in­
fused use of the materials in the classroom.

In addition,

these products can be made inexpensively available to K-12
teachers throughout the state and the nation.

(Adaptations

of the Great Decisions for practical classroom use were well
received by secondary teachers in Iowa, for example.)
In 1980-81, the project terminates and does not go into
the 4th year experimental stage.

It was felt that the pro­

ject had not developed a process that could be replicated
easily at another site, and no master plan for curriculum
had been developed. 39
It appears at this time that the Global Education Out­
reach will continue with a reduced staff and funding sup­
port from the district.

The project staff may choose to

disseminate information without the state funding that for
other projects comes in the 4th or 5th year.
A fifth funded global education project in 1981 enter­
ed

the second year of the development stage.

Larry Hack-

ett is the project director of a program at Potter School
in Flint.

This is a K-6 pilot school in which the

38
Robert Myers and Carla VanWormer, "Teachers and Stu­
dents Sharing a Global Perspective," a presentation (East
Lansing:
Global Interdependence Conference, April 2^> 1980).
39

Hartley-Hunter.

85

intention Is to bring about a union of multicultural educa­
tion and global education that can be infused into the
school program through a series of inservices and workshops.
The project will start to collect student impact data
during the 1980-81 school year.

Through the inservice as­

sistance of the Michigan State University Global Studies
Center and others, it has benefitted from the experiences
of the four originally funded global education projects.
A final note should be added about the Title IV-C
funding of projects through the Michigan Department of Ed­
ucation.

In 1978 the funding of Title IV-C global projects

in Michigan involved more federal money than similar global
education funding in all of the other states combined.

Be­

ginning with 1981-82, this promising avenue for promoting
global education may start drying up.

After a financial

scare in the spring of 19BO about Title IV-C funds, Michi­
gan has adequate funds for the 1980-81 school year, but the
federal emphasis in funding has shifted from innovative pro­
grams to programs that improve educational practices (in­
cluding instruction), and the prospect is that this require­
ment will be tightened as funds become limited in the fu­
ture.

This would seem to make the success of the original

funded projects even more important.

One logical outcome

of their success would seem to be proving that global edu­
cation can be a basic element in the curriculum rather than
just an untried innovation.

86

The Role of the
Michigan Social Studies Consultant
John Chapman, Michigan Social Studies Consultant, sees
his role as that of a facilitator among the agencies of the
Michigan Department of Education, the universities and col­
leges, the K-12 schools

(including the funded projects),

publishers, and the national community of global educators.
In his travels and his continuing conversations on all of
these levels, he becomes also a type of communication link.
At the same time, he has been active in promoting and
organizing many types of programs.

One example of his in­

volvement is the 1979 "Trends and Issues in Global, Multi­
cultural, Bilingual and Foreign Language Education" series
of presentations which he jointly led with Renato Gonzales,
Supervisor of the Michigan Bilingual Program, and Wronski.
A second program was the "Shiga, Japan, Educational and Cul­
tural Exchange Seminar" which enabled eighteen educators
(including eight classroom teachers) to visit Shiga, Japan,
from October 8 to November 18, 1979, in an effort to pro­
mote understanding and broaden the global perspectives of
the participants.

(Shiga, Japan, officially became Michi­

gan's sister state in 1967.)

In addition, Marylee Wiley

(director of the MSU African Studies Center Outreach Pro­
gram) has led a teacher tour of Tanzania.

This second program

relates to the concern of Michigan Superintendent Runkel
(covered in detail later) that Michigan's global education

37

perspective would benefit from the increased foreign travel
and experiences of Michigan teachers.
The Role of Colleges/Universities in
Michigan Global Education
”
Another major group promoting global education is
found in several Michigan colleges and universities.

In

his chapter in The Reform of Secondary Education, Porter
ended by addressing his final paragraph to the nation's
colleges and universities:
The nation's teacher preparation programs
should speak very clearly to global education.
New materials will be needed for use in exist­
ing course structures and to serve as foundation
stones for the new courses that must be created.
The Commission calls on the educational leader­
ship to assure that tomorrow's students will grasp
the global issues that relate to the security and
well-being of the United States. 0
This has been said many times in the literature, but it
deserves special attention in terms of global education.

In

interviewing and just talking to many people involved about
global education, this writer was struck by the constant
underlying assumption that no matter what the ups and downs
and no matter how temporal the individual programs, the con­
cepts and perspective that constitute global education should
have a secure foundation in the college or university.

In

fact, several have expressed the belief that such a per­
spective has its most lasting impact on education only when

40

Porter, "Global Education as Part of the Curricu
lum," p. 70.

88

it is something with which the educator has "grown up? pro­
fessionally.

There seems to be good evidence that our

greatest and most important period of such growth has to be
the years spent in the intellectual atmosphere of the col­
lege when the primary pressure is one which demands intel­
lectual growth.

This philosophical grounding could serve

the new teacher well later when the demands of the daily
teaching routine make it difficult to find unpressured time
in which to consider and incorporate new concepts into the
class.
This section cannot cover all of the programs in high­
er education in Michigan.

It will examine a few that illus­

trate some of the different directions global education can
take.

Also the program at Michigan State University will

be examined in greater detail to illustrate some features
that may be typical and
the

atypical of MSU's leadership in

state.

Undergraduate and Graduate Courses
Although not all programs in the state are catalogued
here, the following programs provide some samples of what
is happening.
Eastern Michigan University President John Porter,
who

left the Michigan Superintendency to assume the East­

ern presidency in 1979, spoke about some of the global pro­
grams he is promoting at the university in an interview in
July, 1980

(see Appendix K ) .

His views take on special

89

significance because it was his promotion of global educa­
tion wtiile he was Superintendent of Public Instruction that
has resulted in much of the progress recorded in this chap­
ter.

It is especially significant that through special

classes he is now interested in reaching the business and
other sectors of the adult community in addition to regis­
tered students to provide practical experiences that promote
a community global awareness from which to build,
Michigan State University offers courses in global ed­
ucation through the College of Education and the joint ef­
fort of the Departments of Anthropology and History.

A de­

tailed discussion of these classes is contained in the next
section which attempts a holistic examination of Michigan
State University's experience in global education.
The Experience of Michigan State University
Michigan State University has benefitted both from its
nearness to the Michigan Department of Education in Lansing
and the close contact that many of its staff have maintained
with educators and educational developments throughout the
nation.

These factors have placed MSU in an ideal position

to assume a leadership role in global education.

In the

education college, Janet Alleman-Brooks, William Joyce, Tim
Little, Roger Nieroeyer, and Stanley Wronski have all assumed

90
active roles in both the state and national social studies
councils.

Often cooperating in activities with some of the

above people, the African Studies Center, under the direc­
tion of

David

Wiley, is nationally recognized and re­

spected.
Not as directly connected to global education are na­
tionally, and even internationally, recognized leaders in
fields closely related to the major concepts of global edu­
cation.

Perhaps the outstanding example is Georg Borgstrom,

in food sciences, who is recognized as the ranking expert in
population and resources.

The list could go on for pages.

The point is that these people were available and willing
to become part of the global education projects at Michigan
State University when a faculty committee on global educa­
tion was established in 1975.
Michigan State received international recognition in
1976 when Wronski hosted the UNESCO Conference on Education
which took place on the MSU campus.

It was the only such

UNESCO sponsored conference held on an American university
campus that year and featured outstanding educators from
fourteen different nations.

Handbook on the Teaching of So­

cial Studies, edited by Howard D. Mehlinger, is a follow-up
product of that conference.

To be published in 1981, it is

expected to be an important contribution to the literature
on the teaching of the social studies.
emphasis on global education.

It contains a strong

91

Any consideration of global education at MSU has to
recognize the central role of Stanley Wronski, whose inter­
est in the evolution of international studies/understanding
and related university classes goes back three decades to
team teaching a 1951 summer class on Education for Interna­
tional Understanding at the University of West Virginia.

In

fact, it was partly because of conversations with Tom Col­
lins and James Becker that Wronski and Edgar B. Wesley,
whose pioneering work in teaching international affairs
goes back even more decades, decided to entitle the sixth
edition of their

popular

book Teaching Secondary Social
71
Studies in a World Society.
With his national and inter­
national involvement, Wronski was an obvious choice to re­
present the university community as global education de­
veloped in Michigan.
Against this background, courses were organized to reach
undergraduate teacher trainees in social studies and gradu­
ate teachers in all grade levels and subject areas.

The

graduate course in global education came into being first
in the spring of 197 7 when Wronski offered Education 882:
Seminar in International Education (later retitled Global
Education).

It was a class in which teachers examined and

discussed some of the major literature in global education
and developed global units to be used in their classes.
41

Stanley Wronski, "The Development of Global Educa­
tion," interview (East Lansing;
Michigan State University,
June 25, 1979),

92

During the last years, this class has kept many Involved
teachers and graduate students abreast of the global educa­
tion movement.

Spin-offs from this class for Wronski have

included a course entitled Internship in American Education
(which had foreign educators doing graduate study at MSU
teaching in Lansing area elementary classrooms) and team
teaching global education classes with counterparts at Grand
Valley State Colleges and the University of Michigan.
Other programs in education at Michigan State have for
many years emphasized very practical global linkages.

The

Institute for International Studies in Education, directed
by Cole Brembeck, has involved many members of the MSU staff
in practical contacts with nonformal education in settings
all over the world.

Graduate Education Overseas, directed

by Sheldon Cherney, has sent MSU teachers to many different
countries to bring graduate courses to American and other
teachers working in the international schools.
These programs have produced many benefits.

Two ob­

vious ones are the continuing international exposure for MSU
staff and the international flavor that those overseas grad­
uate students bring when they come to the campus for addi­
tional study.

For this group of students, one class that

brings together education and the practical reality of their
school setting is Ruth Useem's class in the Third Culture
Child

(an area of education first defined through her pio­

neering efforts).

Although these programs are not official­

ly labeled global education, the atmosphere that is

93

conducive to teaching global perspectives at MSU might not
exist without such a broad academic base.
This only scratches the surface in terms of the impor­
tant global atmosphere that exists at this one sample uni­
versity.

But a review of all the graduate and undergradu­

ate programs of a global nature at MSU could easily become
a dissertation in itself.
One undergraduate program that specifically addresses
itself to global education is jointly offered by the his­
tory and anthropology departments at MSU.

The course ti­

tles are:
History/Anthropology 426 - Humanistic Perspectives
on Global Diversity and
Interdependence
History/Anthropology 427 - Contemporary Issues in
Global Interdependence
and Chanoe (Prerequisite:
426)
History/Anthropology ^28 - Project in Global Studies
(Prereauisitei
426 or
427)
Although these classes can be taken for either undergradu­
ate or graduate credit, most of the students are under­
graduates.

In this new program all history education ma­

jors will have to have a basic concentration in American
history and also a basic concentration in EuropeannonWestern global studies.
In a discussion of these three classes, Peter VintenJohansen, who represents the history department half of the
team teaching HST/ANT 426 - Humanistic Perspectives on Glo­
bal Diversity and Interdependence, felt that there are two

94

benefits to be realized in such a program:

one is the bet­

ter preparation of teachers and the second comes from the
heightened professional awareness of global perspectives as
a major academic concern among the members of the two de­
partmental staffs.42
It is along the lines of this professional awareness
that Vinten-Johansen touches upon the important contribu­
tion which the university brings to any such program.

He

sees much of the material on global education as being pre­
sent day (and often business) oriented, and he is concerned
that social studies teachers need to have a strong under­
standing of the past which enables them to see the present
global situation in a more

historical

perspective.

This

is the basis for deepest and most lasting form of under­
standing.

Working from this base, he feels the program

should increasingly place an emphasis on resources that
teachers can adapt and use in their own classrooms.
As is true of many global education programs, grants
become most important.

The history and anthropology depart­

ments have applied for a continuation grant from the Na­
tional Endowment for the Humanities to keep the existing
program going and to develop two or three additional summer
workshops with financial help incentives.

42

Peter Vinten-Johansen, Interview (East Lansing:
Michigan State University, July 31, 1980). This interview
is the source for most of the information presented in this
section.

95
Perhaps one of the most exciting features of the pro­
gram is the personal commitment Vinten-Johansen is willing
to make to the practical implementation of the goals of
HST/ANP 428 - Project in Global Studies which he will be
teaching.

In the class, students would be expected to de­

velop teaching units using perspectives developed in one of
the two preceding classes.

Vinten-Johansen plans to visit

the classrooms of those of his students who are currently
teaching to observe their units being taught.

For under­

graduates, he will work with local high schools to provide
situations where the students can test run their units
under his supervision.

The development of these units is

to be done under the supervision of MSU faculty members
whose speciality is involved.
Yet another dimension of the Michigan State University
program is the MSU Global Studies Center funded during the
1979-80 academic year under the provisions of the Citizen
Education for Cultural Understanding Program of the U.S.
Office of Education.

It is described as:

...an all—University effort under the direc­
tion of the College of Education at Michigan
State University.
The principal objective of
the Center is to provide a state-wide coordina­
tion network for efforts relating to in-service
teacher education.
Some of the major functions of the Center during 197980 were hosting the spring 1980 conference at MSU's Kellogg
Center on Global Interdependence (April 24-26), providing
43 Global Studies Center, a pamphlet
Michigan State University, 1979),

(East Lansingi

96

university extension workshops for interested schools and
districts, and providing expert personnel to assist with
some of the funded project inservice programs.

There was

also an emphasis on videotaped products such as units on
African storytelling, Latin American culture and issues,
and the world food and population situation (the last fea­
turing the previously mentioned Georg Borgstrom).

An impor­

tant larger dimension is the effort to establish a univer­
sity/college network that would enable educators from dif­
ferent institutions to come together to discuss global mat­
ters of mutual interest and unite forces to better promote
global education in Michigan.

(This network will be dis­

cussed later in this chapter.)
The Global Studies Center was not funded during 1980-81
by the same source.

While other funding is being sought,

a reduced staff will keep the Center functioning in at
least a communications capacity.

It is receiving some

funding from the College of Education.
Joint College/University Efforts in Michigan
A positive indication of the future of global educa­
tion in Michigan is the activity of the Michigan Coalition
of Global Educators which met at the MSU April, 1981, global
conference.

At that meeting^ the representatives of the dif­

ferent colleges/universities decided to meet with Phillip
Runkel, the new Superintendent of Public Instruction for
Michigan, to discuss the future of global education in

97

Michigan and to offer their commitment and assistance.

(As

the correspondence of Wronski, on behalf of the group, to
Runkel provides some important insights into the future of
the Michigan program, that correspondence is contained in
Appendix F. )
Michigan Associations
The last major group of Michigan based promoters to be
considered are the educational subject area associations.
The associations to be considered here are the Michigan For­
eign Language Association and the Michigan Council for the
Social Studies.

They have both played important roles in

the development of Michigan's global education program and
provide a special insight into the development of the pro­
gram.
The Michigan Foreign Language Association provided the
stage for the initial philosophical foundation statements
on Michigan's program by Porter,

His emphasis on the impor­

tance of foreign languages in the global education program
made it clear that foreign language experience could pro­
vide the student with unique insights into thought, lan­
guage, and culture that even social studies could not rival.
In this sense, the MFLA was the first major association to
become involved in global education in Michigan, and it had
an opportunity to assume a leadership role in what followed.
Certainly, the key role of Ort-Smith, Michigan's Foreign
Language Consultant, in Porter's program increased this op­
portunity.

96

Coming from the October,

197 5, MFLA meeting with Por­

ter, foreign language teachers thought that
...the social studies people ought to re­
cognize their input and include them in global
education.^4
Their view seemed to be that social studies had a more per­
manent position in the curriculum and would not be threat­
ened as much by financial cutbacks or the increasing empha­
sis on basic skills, so social studies could provide a more
universal and solid foundation from which to build global
education.
Although it is easy to agree with the logic in this
position, it has led to a reduced role for the foreign lan­
guages that is frustrating to Ort-Smith and Lorraine Strasheim, 19 78 President of the American Council on the Teaching
of Foreign Lnaguages.

They both point out that foreign lan­

guage teachers who travel are the educators most able to get
a true sense of other cultures and that these teachers are
the best prepared people in the school to provide education­
al experiences that get to the heart of the global perspec­
tive.

Without the input of foreign language departments,

global education cannot be more than another two-dimensional
international understanding program.

And they see evidence

that the limited involvement of foreign languages is dooming
global education to be a two-dimensional perspective.

This

will be considered in more detail in Chapter IV, but the
44 Ort-Smith,

This interview is the source for much of
the information presented in this section.

99

statement by Strasheim that analyzes the role of foreign
language teachers should be quoted here:
Although foreign-language educators were
involved in drafting Michigan's guidelines and
objectives for global education, the "fit" of
foreign languages into this construct is an un­
easy and nebulous one.
Part of this lack of
"fit" seems due to a lack of leadership, part
to a failure to secure commitment to the concept
from the various professional organizations of
foreign-language teachers, and part to a mis­
foreign
perception of what meaningful roles f
languages in global education can be.

SI

There has been an effort to increase the involvement of
foreign language teachers in the program,

Ort-Smith, the

former and only Michigan Foreign Language Consultant, ar­
ranged for Strasheim to meet with the MFLA members in what
became a rather warm sharing session.

John Chapman and

Stanley Wronski joined with Penato Gonzalez, Supervisor of
the Michigan Bilingual Program, in leading a series of
eleven staff development sessions entitled "Trends and Is­
sues in Global, Multicultural, Bilingual and Foreign Lan­
guage Education" from July through October, 1979.

This was

yet another effort to involve foreign language teachers in
the developing Michigan global education program. 46
The reality is that the MFLA members have not assumed
the leadership role that Porter, Ort-Smith, and others had
^ L o r r a i n e A. Strasheim, "Foreign Languages in Global
Education in Michigan," short paper (undated), p. 1.
46It is especially interesting to note that in the ini­
tial meeting on July 11, 1979, bilingual teachers from other
national and cultural backgrounds challenged the concept of
global education and questioned if it were really an oppor­
tune device created to permit continuing exploitation of the
developing world. (See also Appendix H.)

100

hoped would develop*

The success of the efforts to in­

crease their involvement cannot be determined at this time.
This writer felt that in his interviews, he noted a sense of
pessimism when the future of foreign languages in global
education was discussed.
It should be noted that foreign language teachers have
been involved in the funded projects.

In Livonia, which has

most specifically spelled out the involvement of foreign
language, Spanish is a part of the alternative school pro­
gram with its emphasis on spoken language.

In Menominee,

David Haultgren felt that one of the outstanding projects
was "A Voyage to France”— a French class project that re­
sulted in about half of the class* traveling to France.
In the Farmington project, John Summerlee says there has
been some foreign language involvement in developing units.
In addition, the President's Commission on Foreign Lan­
guages and International Studies released a report in Novem­
ber, 1979.

A brief summary of a few of the recommendations

may be warranted heret

encouraging an international educa­

tion requirement in the individual state certification of
all teachers, promoting international school exchanges at
all levels, major attention to curriculum development in
international studies, research on how international education can be better incorporated into K-12 education, etc.
The list of recommendations at all levels of education is
47

"Major Recommendations of Foreign-Language Panel,"
The Chronicle of Higher Education CNovember 13, 1979).

A *7

101

too extensive to review here; however, it should be men­
tioned that this commission report could provide a motiva­
tion for exploring more foreign language connections in the
different global education programs.
The Michigan Council for the Social Studies was an en­
thusiastic supporter of global education during the early
period when the Guidelines Committee was meeting

(with MCSS

members playing an important role on the committee itself).
In an interdisciplinary effort, there were exchanges of pre­
sentations between the MCSS and the MFLA in at least two of
their annual conventions.

A global education committeeper-

son was added on the MCSS board, and the organization pro­
duced a major book for the state and the national global
perspectives literature:
ness:

Education for Global Conscious­

Social Studies for Responsible Citizenship, edited

by Grace Kachaturoff and Guy Blackburn (1978).

In part of

the book as well as in the convention presentations, there
was a frequent emphasis on how global education can be an
integral part of the social studies program of the indivi­
dual teacher.^®
In 1981, the involvement of the MCSS is somewhat re­
duced.

The Council's global education exchanges with the

4®Grace Kachaturoff and Guy Blackburn (editors), Edu­
cation for Global Consciousness: Social Studies' for Re­
sponsible Citizenship (Danville, Illinois; Michigan Coun­
cil for the Social Studies, 1978).
Some specific chapter
titles from the booklet illustrate the point:
"A Chinese
Mini-Course for Maxi-Benefits,” "Global Education in the
High School,” and "A Global Microcosm in Detroit."

102

MFLA have diminished.

The position of MCSS global education

committeeperson has been discontinued.

The MCSS book (Edu­

cation for Global Consciousness) never sold sufficiently to
repay the investment of the Council.

Finally, as social

studies teachers in the state teach longer, many shift much
of their attention to the theme of patriotism and such sub­
jects as American history and local history.

Often, they

find global education an uncomfortable topic in communities
where greater awareness of interdependencies may lead to
curses about the Japanese automobile industry and OPEC.

Al­

though this is stated rather dramatically, there is a feel­
ing among some that this identifies what seems to be the
prevailing trend. 49
At the same time, the global realities can no longer
be ignored and the awareness produced by the movement to
date

may not allow such a setback to be lasting.

Certain­

ly, many social studies teachers have made the global per­
spective an important part of their program, and the pres­
sure of international developments in an interdependent
world is promoting a different view of the social studies
as it is reflected in the major textbooks and other educa­
tional materials upon which teachers are dependent.
National Global Education Promoters
Although many national promoters of global education
have been mentioned so far in this study, probably the
49 Niemeyer,

103

organization that has figured roost prominently in the de­
velopment of global education in Michigan has been the MidAmerica Program for Global Perspectives in Education which
is affiliated with Indiana University.

James Becker, the

director of the Center, became well acquainted with John
Porter during the Kettering Foundation seminar in Zurich
when Porter was putting his views on global education into
written form.

Later, when the Mid—America Program had been

established, Becker remembers contacting Porter:
...I had corresponded with John Porter off
and on; so when this [Mid-America ProgramJ was
funded, I wrote to him initially to ask if he
would be willing to serve on some kind of ad­
visory committee.
He accepted.
Then, Gerald
Marker and I went up to talk to him. We told
him we were going to be meeting with people in
the [five] states to find out what plans they
had and whether there was anything that we could
do that would help them with their plans.
His
initial response was, "Well, can you give me a
list of competencies that are needed?" We said,
"No. There are lists of goals and objectives,
but they're not quoted in the terms that you're
talking about." He said, "Well, if you have
those (lists of competencies), I'm willing to
go with you right now."
We felt, on the basis of that meeting, that
he probably wasn't going to do much for awhile.
Stiil, it wasn't long afterward that he started
50
• •
9

When the Michigan global education project started,
Porter turned for outside advice and assistance to Becker
and his colleagues of the Mid-America Program as major ad­
visors.

Becker is careful to point out, however, that his

role was that of advisor answering specific requests and

^Becker,

"Interview."

(See also Appendix E.)

104
that the bulk, of the work— especially planning and writing
— was done, as he felt it should be, by the Guidelines com­
mittee and others in Michigan,
Many aspects of the global education movement in Mich­
igan in 1981 are still characterized by continuous contact
with the Mid—America Program, It continues to be a friendly
and creative relationship.
On a lesser scale, the relationship of Michigan educa­
tors with the Mid-America Program is repeated in associa­
tions with other national promoters of global education
such as the Center for Global Perspectives in New York, the
Center for Teaching International Relations in Colorado,
the Kettering Foundation, and many others.
Summary
This chapter has been a chronological review of the
formal development of global education in Michigan from the
1973 article by John Porter, then Michigan Superintendent of
Public Instruction, through the writing of the Michigan
Guidelines for Global Education and to the 1980-81 status of
the Title IV-C state-funded projects in global education. It
has also considered the roles of the Michigan state consul­
tants, the colleges and universities, and the different
state education associations in the development of global
education in Michigan.

Finally, the chapter has reviewed

the influence national global education promoters have had
on the Michigan program.

105
Of necessity, this chapter cannot be all inclusive.
It is characterized by some omissions and by points of
view for which an opposing view might be presented.

As

time lapses, memories fade and become selective, and some
important sources cannot be reached.

CHAPTER IV
ANALYSIS OF THE GLOBAL
EDUCATION CURRICULUM IN MICHIGAN
Introduction
The intention in this chapter is to analyze the global
education program in Michigan in terms of its curricular
provisions to identify the program’s strengths and limita­
tions.

In this examination of the program, the following

procedures will be used:
1.

Examination of models and views from the
professional literature;

2.

Collection of information through interviews
with persons who have played major roles in
the development of global education in Michi­
gan, examination of published and unpublished
materials about the Michigan Department of
Education Guidelines for Global Education,
projects, university programs, etc.; and

3.

Analysis and comparison of information from
these sources.
The Curriculum Infusion Process

Related to the question raised in the introduction is
the assumption that careful and thorough curricular plan­
ning is the key to any success that is realized in any
lo e

107

F i g u r e 4i C U R R I C U L U M I N F U S I O N P R O C E S S
This p r o c M i Involves two separate elements:
A. the educational process pictures as a series of layers surrounding the
heart of the process: "actual classroom experiences / student growth)"
B. a curricular instrument (with a distinct handle and blade) which repre­
sents those organised efforts to permeate the sequential layers of the
the educational octagon (A.) and to finally have a meaningful Impact on
the actual classroom experience of students.

ACTUAL
\
CLASSROOM \
EXPERIENCE/
STUDENT
i
GROWTH
/

LARGER CURRICULUM
STRUCTURE

AWARENESS
-____
COMMITMENT
TEACHING METHODS
PRACTICAL IMPLEMENTATION

108

e f f o r t to b r i n g m e a n i n g f u l

and l a s t i n g i n f u s i o n into the a c ­

tual e d u c a t i o n a l e x p e r i e n c e s of students.
p r o g r a m to d e v e l o p a g l o b a l p e r s p e c t i v e
i n f u s i o n s t a g e in M i c h i g a n ,

Moreover,

as the

is c u r r e n t l y in an

the m o s t m e a n i n g f u l

structure

for this c h a p t e r w o u l d r e l a t e c u r r i c u l u m m o d e l s to the in­
f u s i o n process.

An

i deal r e l a t i o n m i g h t h a v e i n f u s i o n as

the c e n t r a l p u r p o s e

r u n n i n g t h r o u g h the c u r r i c u l u m model.

A f t e r the m o d e l

is c o m p l e t e l y

have occurred.^

Accordingly,

implemented,

infusion would

the first i l l u s t r a t i o n in this

Infusion as used in this chapter combines and uses in
differing degrees the following definition and descriptive
adjectives from Webster's Third New International Dictionary
(Springfield, Massachusetts!
G! & C. Merriam C o . , 1971),
p. 1161:
infuse... 2a:
to instill or inculcate a principle or
quality in...b:
introduce...infuse implies the
introducing into one thing of a second that gives
life, vigor, or new significance...
In addition, the writer assigns a degree of permanence
and curriculum-wide impact in his comments on the relative
success of the infusion attempts and processes.
As a formal process, the structure defined in career
education is useful although stress on teacher or counselor
must be widened to include all possible curriculum partici­
pants :
The infusion process is a series of steps a
teacher or counselor can follow to identify where
in existing instructional and guidance programs
they can assist students...
The first majop step in the infusion process
is to identify the desired outcomes for the les­
son or guidance activity being developed...
A second major step of the infusion process
involves identifying the activities and resources
a counselor or teacher may utilize to reach the
desired outcomes.
Michigan Career Education, Career Development Goals &
Performance Indicators (Michiqan Department of Education,
1974), p. 11.
In fact, the limited impact implied in this last quo­
tation corresponds to similar limitations in the change
agent concept as discussed later in this chapter.

109

chapter is a graphic of a Curriculum Infusion Process (Figure 4) created by the author specifically for the purposes
of this paper to provide a framework within which to com­
pare the realities of the developing programs and the pro­
visions of the Wesley/Wronski Systems Analysis Model of the
Social Studies Curriculum (Figure 5) as well as the studies
of curriculum by John Dewey, Hilda Taba, and others.

2

This Curriculum Infusion Process is an inductively de­
rived process for infusing global perspectives which re­
flects the perceptions of this author.

These perceptions

are based on an examination of the state-wide situation, in­
terviews with participants in the Michigan program, and per­
sonal experiences in working with the infusion process.

As

illustrated, the process is a detailed enlargement of the
infusion phase of the illustration "Global Education in
Michigan:

the Major Promoters and Their Approaches" which

appears in Chapter III

in Figure 3.

In the Curriculum

Infusion Process, the pattern of concentric circles repre­
sents the sequential layers of education that must be pene­
trated in order to achieve the final goal of infusion:
2

It should be explained that there is an emphasis on
the social studies approach in this chapter.
The perception
of this writer is that global education in Michigan contin­
ues to be interdisciplinary but its developing foundations
are most often in the established social studies curriculum
which has the advantage of great permanence, universality of
application, and potential to accommodate global education.
When interviewed, Barbara Ort-Smith observed that "Social
studies is certainly viewed as a more permanent part of the
curriculum than foreign language."
Ort-Smith, "Interview.1

110

impacting on the actual educational experiences of students
in the classroom.

To achieve this goal,

it isnecessary to

design an approach that will:
1.

win teacher commitment, and

2.

provide the committed teacher with

the infor­

mation, skills, and opportunity to adapt for
effective implementation in the individual
classroom.
The teacher commitment and ability to implement is a
necessary part of curriculum infusion.

However, if infu­

sion is limited to individual teachers, the benefits of a
larger curriculum structure (i.e., curriculum model) will
be lost.

if infusion is into the larger curriculum, the

benefits to be realized would include permanence (that goes
beyond a unit used for one or two years), continuity
(especially for the student who is exposed to the global
perspective in more than one class for one year), breadth
(as the perspective is presented in different subject areas),
and control

(as the perspective is considered and integrated

into the larger curriculum).

One of the functions of this

chapter will be to examine the curricular dimension of the
development of global education in Michigan and the existing
programs to consider how complete a curricular tool has been
developed.

The eventual successes of the model programs

now entering the replication stage may be a realistic test
of the predictive validity of the Curriculum Infusion Pro­
cess .

Ill
Actually the final success of the model programs is de­
pendent on two aspects:
1.

The degree to which they take participating
teachers in progressive order through the
stages of Awareness, Commitment, Teaching
Methods, and Practical Implementation.

2.

The degree to which they have more than a
temporary impact on individual classes.
To do this, the programs must have a larger
curricular structure that enables them to
relate to and interact with:

the larger

changing societal realities;

the evolving

curriculum developments on a national,
state, and local level; and the need for
a ready organization for evaluating and
restructuring the individual program.
The Curriculum Model
For a program to realize these two aspects requires a
curriculum model that will provide for the integration of
all aspects of the educational process and system on any
level from state to local.

Although there may be many im­

pressive models or curricular approaches which could serve
this function, it seems best to consider some important ex­
pert observations on the social studies curriculum and, with
that background, employ the model that deals with the so­
cietal realities from which global education springs.

As

112

it is at the
fluential

same time the model that has been the most in­

in the development of global education in Michi­

gan, the choice is especially appropriate.
Expert observations start, as often happens, with John
Dewey's philosophy which is basic to global education as
evidenced by his statement:
...all education proceeds by the participa­
tion
of the individuals in the social conscious­
ness
of the race. This process...is continually
shaping the individual's powers, saturating his
consciousness, forming his habits, training his
ideas, and arousing his feelings and emotions...
the most formal and technical education in the
world cannot safely depart from this general pro­
cess. ..This educational process has two sides—
one psychological, and one sociological and...
neither can be subordinated to the other, or
neglected, without evil consequences... knowledge
of social conditions of the present state of
civilization is necessary in order to properly
interpret the child's powers... 3
The assumption that the U. S. is fundamentally a fu­
ture-oriented society which needs a solid basis of global
understanding in education takes on an added practical di­
mention when Dewey speaks of experience:
...education in order to accomplish its
ends both for the individual learner and for
society must be based on experience— which is
always the actual life-experience of some in­
dividual. 4
Over four decades later, Bruce Joyce identifies another
dimension that has been added to Dewey's position when he
3John Dewey, My Pedagogic Creed (New York:
sive Education Association, 1929).

Progres­

4John Dewey, Experience and Education (New York:
Collier Books, 1938) , p"I 89.

113
describes the peoples of the world as being on Spaceship
Earth where a sense of international citizenship is con­
sidered to be a "moral necessity" and the key to world sur­
vival.5

In this, the "knowledge of social conditions of

the present state of civilization" becomes equated with an
awareness and understanding of the present global realities.
In terms of

curriculum models, Dewey may have the

greatest impact in the area of constructive thinking and
problem-solving.

His approach has influenced the nature of

many models developed later.

The following variation on

Dewey’s steps for constructive thinking by W. C. Smith con­
tain some obvious parallels to the curriculum models to be
examined in this chapter.5
STEP 1. IDENTIFYING THE PROBLEM.
In this step, the
concerned group defines terms, states the exact prob­
lem, and sets the limits of the problem according to
its interests.
STEP 2. ANALYZING THE PROBLEM.
The group determines
the problem is worth their effort and works to under­
stand the problems as completely as possible. The
key here is agreeing on a common goal, considering
the barriers to achieving that goal and the conse­
quences if nothing is done.
STEP 3. SUGGESTING POSSIBLE SOLUTIONS TO THE PROBLEM
This involves a complete listing of all possible so­
lutions .
STEP 4. SELECTING THE BEST SOLUTION(S) TO THE PROB­
LEM. This involves selecting the best solution(s)
with careful attention to the political, social,

5Bruce Joyce, New Strategies for Social Studies (Chi­
cago: Science Research Associates, Inc., 1972), p. 185.
£

William S. Smith, Group Problem-Solving Through Discussion (Indianapolis: Bobbs-Merrill Co., Inc., 1965), d o .
107-112.

114
economic, etc., realities o£ the environment in
which the solution(s) must be enacted.
STEP 5. PUTTING THE SOLUTION INTO EFFECT.
This is
often the most difficult step because so many vari­
ables must be brought together in a harmonious bal­
ance to make the solution(s) work.
An important concern in Dewey's approach is that much
of the success of this process depends on the attitude and
actions of the group most directly involved with the imple­
mentation of the solution.

This is also true of the Michi­

gan global education programs where all that has gone be­
fore is lost if the local project fails in Step 5.

In

this regard, acceptance may depend on Sense of local au­
tonomy ownership.

This raises the challenge of finding a

constructive balance between freedom for local growth and
the larger state structure that is necessary for perspec­
tive and larger, possibly more lasting, aspects of program
infusion.
D e w e y ' s c o n c e r n w i t h the n e e d

for o r d e r i n g o u r w o r l d

was e l a b o r a t e d b y the late H i l d a T a b a who r a i s e d an i m p o r ­
tant c o n c e r n g e r m a n e to this

study:

...without an effort to stand aside and
gather perspective, the curriculum makers
will commit themselves uncritically to plans
and movements and will take up current modes
only to discard them as unthinkingly as they
adopted them. Much of the machinery of
American education has indeed developed in
the past fifty years by just this method.7

^Hilda Taba, Curriculum Development (New York:
Harcourt Brace & WorlcH 1962) , p"I B~. Taba is, in part, para
phrasing H. Rugg.

115
Taba believed this perspective could be obtained by follow­
ing a step-by-step procedure in which carefully thoughtout curriculum decisions could be made.

Her seven basic

steps for organized curriculum decisions are as follows:
Step
Step
Step
Step
Step
Step
Step

1
2
3
4
5
6
7

Diagnosis of needs
Formulation of objectives
Selection of content
Organization of content
Selection of learning experiences
Organization of learning experiences
Determination of what to evaluate
and of the ways and means of doing it.8

While relating to Taba's order, this investigator has
chosen to concentrate specifically on the Wesley and Wronski
model

(Figure 5) which, as will be demonstrated later in

this chapter, influenced the actual structure of the Michi­
gan Guidelines.

Despite its title— A Systems Analysis Model

of the Social Studies Curriculum— the model is not limited
to the social studies and can practically relate to the en9
tire curriculum.
Especially important is the Wesley/
Wronski assumption that a realistic goal is revision of/or
infusion within the existing curriculum and not just sweep­
ing curriculum change.

This seems to be especially relevant

in terms of the frequent response of administrators and
teachers who ask defensively just what global education is

8Ibid., p. 12.

g

In this regard, the writer would cite use of the
Wesley/Wronski model by Dr. Anne Sturdivant as a basis for
working with major language arts curriculum revisions in
school districts in the Keystone Area Education Agency
(Northeast Iowa) during the 1978-79 and 1979-80 school years.

116
Figure 5.

A SYSTEMS ANALYSIS MODEL OF THE SOCIAL STUDIES
CURRICULUM10
ANALYSIS
OF
„ SOCIETY

Student
Needs

Values

OBJECTIVES

Educational

Societal

CURRICULUM
MATERIALS,

Organization

Selection
Sequence

LEARNING AND TEACHING PROCESS
Media
Methods

EVALUATION

This is an adaptation of the model as it appears
in different stages of development through the book. The
dotted lines have been added to indicate the potential use
of the evaluation data in subsequent curriculum revision.
Wesley/Wronski, pp. 34, 46, 54, and 76.

117
supposed to replace in the existing curriculum with which
they feel comfortable.

They find reassurance in the Michi­

gan program where less threatening infusion aims at manage­
able changes in the existing curriculum and educational per­
spective .
The Wesley/Wronski model illustrates a clear sequential
pattern in curriculum development in an ideal situation.

In

actual practice, however, it is likely that only sections
of the model would receive attention in the development of a
program.
ear.

In this way, the model is not necessarily lin­

In addition, such a curriculum model should not be

perceived as authoritarian:
be non-threatening.

it is probably more likely to

This depends, of course, upon the ad­

ministrator involved and the style s/he brings to the pos­
ition.
Although it seems that the larger perspective
would receive attention in the development of a program,
the concern is that the larger perspective might be lost
in the effort to meet immediate developmental needs.

Al­

though the key terms remain, another model illustrates
rather dramatically what can happen to the sense of direc­
tion in curriculum.

This is how the curriculum consultants

in the Bight Year Study saw the elements of a curriculum
and their relationships in diagram form.
Taba, in her consideration of this model, succinctly
summarizes its functions and its limitations:
...In essence, it suggests for the curriculum
maker four questions: What is to be done? What

113

Figure 6.

Diagram of the elements of a curriculum and
their relationships.11
Objectives

Method and
Organization

Subject
Matter

Evaluation
subject matter is to be used? What methods and
what organization are to be employed? How are
the results to be appraised? The design also in­
dicates that each of these elements is related to
the others and that, therefore, decisions regard­
ing any of them are dependent on decisions made
on others.
However, this design fails to indicate the
basis on which the decisions regarding these
elements are to be made:
the sources from which
objectives are derived, which criteria, in addi­
tion to objectives, govern the selection and or­
ganization of content, and what relationships
exist between these criteria. 12
In short, the model illustrates the relationships that do
exist in the curriculum at the same time that it reveals the
limitations which exist in a curriculum plan that lacks a
sense of direction.
Despite the discussion of its limitations, the diagram
has an important characteristic that makes it especially ap­
propriate to this paper:

it was to be functional for a

llflarry H. Giles, S. P. McCutchen, and A. N. Zechiel;
Adventure in American Education— Volume II: Exploring the
Curriculum (New York: Harper & Brothers, 1942), p. 2T
^T a b a , p. 425.

119

large curriculum staff from a variety of backgrounds working
with thirty different schools, and in each school they were
... to work with that school on its problems
in the light of its philosophy, with due regard
to the extent of progress in its educational
thinking. 13
This may make the diagram valuable in describing a variety
of programs already in existence.

In juxtaposition to the

organized ideal of the Wesley/Wronski Systems Analysis model,
it provides a sense of perspective for this study.
Michigan Guidelines for
Global Education
The importance of the state efforts should be re­
emphasized here.

In 1976, Rose Hayden, advisor to the Chief

State School Officers, wrote about the importance of state
programs at the same time that she summarized the related
shortcoming which she felt existed:
Clearly, success depends as well upon other
important ingredients:
a comprehensive statewide
strategy for change, a realistic assessment of the
educational needs and existing resources for international/intercultural education, some financial
flexibility, a visible degree of bureaucratic and
political clout, and an effective outreach and
dissemination system.
Certain generalizations may be made from
statewide experiences to date.
The States seem
to set lofty, far-reaching goals rather than
specific objectives that can be put into operation...
In most cases, little is done at the beginning
of a statewide program to set a time frame or to
set up specific ways to measure achievement.
This
makes it difficult to assess and evaluate interna­
tional and intercultural programs at the State
level. As a consequence, very little outcome data
^Giles, p. xix.

120

is available to justify international program
budgets to state legislators in times of height­
ened fiscal crisis and accountability.
In all activities, the greater the involve­
ment (in state planning) of those persons actually
teaching and administering programs, the greater
the degree of receptivity and of actual acceptance
of the educational changes and innovations... in
each case, it is clear that the success of any
program reflects the degree to which it becomes an
inherent, centrally based component in the Statelevel bureaucracy
In looking at how well the State of Michigan has fol­
lowed the recipe for success given by Hayden, the logical
place to start an analysis of the curriculum aspects of glo­
bal education is with the official Guidelines.

As Wronski,

a co-author of the Systems Analysis Model, was also the co15
chairperson
on the writing committee for the state Guide­
lines, it seems reasonable that his influence would be re­
flected in the organization of the document.

And, indeed,

an outline of the Guidelines booklet seems to bear this out
when it is compared to the Systems Analysis Model.
In this comparison, the first two steps of the Systems
Analysis Model can be inferred as affecting the nature of
the first two parts of the Guidelines.

Part I is almost an

exact fit with the Analysis of Society with the Definition
clearly relating to Values and the Rationale outlining
14

Rose L. Hayden, "Internationalizing Public Education:
What the States Are Doing," International Education and Cul­
tural Exchange (Fall, 1976), p. 6.
15
The other co-chairperson was Nodal Dostal who re­
signed from the committee before the actual writing of the
Guidelines was begun.

121

Figure 7.

A comparison of the provisions of the first two
parts of the Michigan Guidelines to the first two
parts of the Wesley/Wronski Systems Analysis Model.

Guidelines for Global
Education
PART I
Definition
Rationale— the
world-minded
person knows
The global person
acts in this way
PART II

GOALS

Equip the student
with an under­
standing and an
awareness of global
interdependence by
A school system should
provide such experi­
ences as
Student Needs.

Wesley/Wronski Systems
Analysis Model
ANALYSIS OF SOCIETY
Values
Student needs

OBJECTIVES
Societal

Educational

Part II is a general fit with GOALS to be

translated into OBJECTIVES for individual programs.

(The

goals do fall into the Societal and Educational categories
of the Model.)

We can recognize the potential for such

translation of the Guideline goals into objectives when we
consider such societal goals as:
C.
D.

Understand problems and potential problems
that have global implications.
Plan for alternative futures.**’

or such educational goals as:
B.
H.

A sequential study of at least one foreign
language.
A study of the uses and abuses of energy.

***Michigan Guidelines, p. 4.

122

T.

.Participation in community programs with a
global orientation.

At this point, it seems evident that the Wesley/Wronski
model did affect the development of the state Guidelines.
Was this model distributed to the writing committee and, if
so, was it consulted?

When this issue was raised in an in­

terview, Wronski stated that the model had not been distrib­
uted or consciously consulted although its influence did
seem to be evident. 18 As Wronski had been involved in cre­
ating and revising the model as well as continuously using
the model in his graduate curriculum classes, it is under­
standable that he would— consciously or unconsciously— be
influenced by it in his leadership role on such a major cur­
riculum committee as the global education guidelines commit­
tee.
After the first two parts, the adherence of the Guide­
lines to the Wesley/Wronski model stops as is shown in the
illustration on the next page

(Figure 8).

It is evident in examining this illustration that a
dramatic shift occurred in the Guidelines from Part II to
Part III in comparison to the Wesley/Wronski Systems Analy­
sis Model.

It is a shift not only in content but also in

writing style and sense of organization.

In the largest

sense, it appears to be a philosophical shift in terms of

17Ibid., pp. 6-7.
18
Stanley P. Wronski, "Interview:
Second Look," (August 14, 1980).

Global E d u c a t ion~a

123

A comparison of the provisions of Parts III and
IV of the Michigan Guidelines and the last three
parts of the Wesley/Wronski Systems Analysis
Model.

Figure 8'

Guidelines for Global
Education
PART III

Wesley/Wronski Systems
Analysis Model

IMPLEMENTATION

CURRICULUM MATERIALS

District administrators,
school staff, and stu­
dents
Community
Higher Education
PART IV
CRITERIA FOR
PROGRAM DEVELOPMENT
A.
B.
C.
D.
E.

LEARNING AND TEACHING
PROCESS

Administration
Involvement of staff,
students, and com­
munity
Dissemination
Curriculum
Self-assessment

ultimate goals for the program.

Selection
Organization
Sequence

Trends
Methods
Media

EVALUATION

These shifts are best il­

lustrated by quoting from Part III of the Guidelines:
...a starting point for curricular aspects
of a global education program is contained ia
Parts I and II of these guideliens.
Suggestions
for implementing a global education program, with
an emphasis on school-community interaction, are
as follows:...1®
In this new sense of direction, Part III recommends the fol­
lowing steps be taken:
A.

Have the local board of education show support
with a formal policy statement.

19

Michigan Guidelines, p. 9.

124

B.

Clearly formulate an implementation plan
which includes provisions for global edu­
cation in terms o f :
1.

Review of Guidelines by faculty, staff,
and students

2.

Motivating administration and staff
support

3.

Reviewing interdisciplinary implication
in current curricula

4.

Training staff

5.

Developing resources— both human and
instructional

C.

Have a plan for monitoring and evaluating the
program.

It seems clear that the program is here turned over to
the local district or school with some rather vague Part III
suggestions to use as they see fit.

There is not the clear

sense of developing organization that characterized the
first two parts of the Guidelines.

Even if Parts I and II

were simply to provide "a starting point" for a global edu­
cation curriculum in the school, this intention would cer­
tainly be better realized if the rest of the adopted curric­
ulum model were made available for local consideration in
going on from this juncture.

The fact is the Guidelines do

not even hint that the Wesley/Wronski Systems Analysis Model
exists for consideration as a model for developing and main­
taining the local program.

Later in this analysis of the

125

Michigan experience, the need for awareness of such a model
will be considered in more detail.
What happened to bring about such a complete change of
direction in the middle of the Guidelines?

The speculation

in this dissertation is that two things occurred.

First,

the pressure to structure the document for use by local pro­
jects meeting the requirements of the Experimental and De­
monstration Centers Program was probably increasing as the
time for this application drew closer.

Second, the leader­

ship of the writing committee possibly shifted with the se­
lection of John Chapman to be the new Michigan Department of
Social Studies Consultant replacing the departing Gene Cain.
Cain had not been a member of the writing committee.
man was a member of the committee from the first.

Chap­

As he

would obviously be in a responsible position with regard to
the future development of the Michigan global education pro­
grams, it seems logical that the committee would be in­
clined to honor his concerns in developing Guidelines that
he wanted to meet his future needs as he perceived them at
the time.

These two factors would do much to explain the

changes in structure and writing style as increased atten­
tion was given to adapting the Guidelines to meet the spe­
cial needs of the social studies consultant and the pilot
projects program with the time for application of the Guide­
lines rapidly approaching.

126
The Experimental and
Demonstration Centers Program
This application of the Guidelines caused a change to
accommodate the curricular expectations of the Michigan De­
partment of Education's Experimental and Demonstration Cen­
ters Program.

At the risk of repeating information from

Chapter III, it might be helpful to remember that when glo­
bal education reached the local level as an E & D funded
project, the concept shifted from the development of a glo­
bal education curriculum to development of process type mo­
dels that are concerned with "how to infuse global educa­
tion into the curriculum."

The emphasis here is on educa­

tional practices, and it can be appreciated that the pro­
visions of the state Guidelines would not be so important
to a potential project director or committee when setting
out to determine a local need that is global education re­
lated as developing a program to meet that need for students,
and later (in the accepted program) trying to show that
there has been a significant impact on students.
cern with infusion and impact on students

This con­

may often target

the individual teacher and the classroom rather than any
larger school philosophy or curriculum.

The larger picture

would probably be addressed only if the project director
had a prior concern for involvement with curriculum.
The curriculum dimension of the E & D program could
follow Ralph Tyler's four question guide for curriculum on

127

a limited basis by simply substituting "class" or "project"
for "school" in the first question:
1.

What educational purposes should the school
seek to attain?

2.

What educational experiences can be provided
that are likely to attain these purposes?

3.

How can these educational experiences be ef­
fectively organized?

4.

How can we determine whether these purposes
are being attained?20

Although this might not meet the larger curriculum goals
originally envisioned, the effective project would meet the
carefully spelled-out needs of a specific student audience
in an educational experience that could be replicated in
other districts around the state.
The Four Funded Projects
Even while meeting student needs, the local projects—
including the funded projects— may be limited in terms of
the impact they have on the school or district curriculum.
This writer perceives several factors which may become lim­
itations :
1.

In some instances, the money for the project may
21
be the major objective.
In such cases, the project may
be seen as having only a life expectancy of three to seven
years during which it is to be externally

supported

20

Ralph W. Tyler, Basic Principles of Curriculum and
Instruction (Chicago: University of Chicago Press, T 5 T 5 T .
21

This was a concern mentioned by Roger Niemeyer in
the interview with him.

128

(except: for the last two of the seven years) and not part
of the permanent school program.

Thus regarded as an iso­

lated source of funds, the project is apt to have little
impact on the larger curriculum— especially if it is one
in a series of funded projects developed by a district's
professional grant writer.
2.

The director may have an inward-looking commitment

to his/her own project which makes it difficult to relate
to or even share with the larger curriculum and other ad­
ministrative leaders.
3.

Some members of the administration and staff may

come to see the project as an "in-group" thing and vent
their hostility by isolating it and keeping it isolated
from the basic curriculum.

This may be especially true

when the project director is an "outsider"

(often a teach­

er) who has not established meaningful communications with
22
the administrative staff.
4.

Seen from another perspective, a project may be

limited because decision-making members of the administra­
tive staff have not been adequately involved in its devel­
opment.

They do not have an opportunity to infuse the pro­

ject into their basic objectives and curricular process.
5.

Infusion may exist only on the individual teacher

level and may be not even a department-wide concern.
22

This may be related to the observation by Marilyn
Hartley-Hunter in the interview with her that project di­
rectors with an administrative background often enjoyed
greater success.

129

6.

Teachers may feel that they have honored their "re­

sponsibility" after preparing and teaching a unit.
7.

A project may become the special "territory" of a

certain department and be considered off-limits by the rest
of the school.
Although the listing could be continued, this should
serve to identify some of the factors that could keep a
project from going beyond limited classroom infusion to
curriculum-wide infusion.
Following are some observations on specific global
education projects funded by the Michigan Department of Ed­
ucation.

The observations focus on the degree to which the

projects relate to the broader curriculum principles re­
ferred to in the models discussed above.
1.

Farmington— the stated goal of this project is "to

develop a model aimed at infusion of Global Education into
the public school curriculum." 23 Project MERGE (Merging
Everyone's Resources for Global Education) has provisions
for involving students, teachers, and administrators, and
parents and community members.

In the steps to implement

the model, however, it is difficulty to identify a step
that specifically includes curriculum infusion (see Appen­
dix G) .
In practice, Johm Summerlee, director of the project,
begins inservices with a review of the Michigan Guidelines
for Global Education and they become a starting point in
23

Farmington Public Schools:
dated pamphlet).

Global Education (un­

130
developing objectives for units.

His administrative back­

ground (and he is the only project director not fresh from
a teaching position) seems to appear in his techniques:
putting developed units into a scope and sequence matrix
for consideration by all teachers, visiting classrooms to
observe how much success is realized in actual use, and
analyzing each unit from the larger school perspective.
2.

Grand Rapids— each developed unit opens with a

statement of purpose that mentions a goal or goals from the
Michigan Guidelines for Global Objectives.

Then, behavioral

objectives are stated for the unit and the individual ac­
tivities.

The activities were developed by the teaming of

a curriculum writer and a
ic class in mind.

classroom teacher with a specif­

The resulting units would appear ready

to be effectively plugged into a curriculum with a global
education dimension.

The use of the larger state goals as

an anchor makes it easier to relate to a curriculum utiliz­
ing the state Guidelines.
As the Global Education Project is a part of the Grand
Rapids Public Schools and a history of international con­
cern and involvement exists in the Grand Rapids area, it is
reasonable to expect that specific provisions for global
education will appear in future district curriculum plan­
ning.

As the project is not being funded for a fourth year,

the test will be what the district does in 1981.
not obligated in any way to carry on the project.

It is

131
With an important outside consultant contribution by
Tom Collins, the project concentrated on in-district per­
sonnel for development and may not have had as much working
contact with state and university staff people as did the
other projects.
3.

Livonia— this alternative school approach involves

the development of an organized curriculum within the school.
(Because formal publications and documentation is not ex­
pected from projects until the end of the fourth year, a
written curriculum is not available to aid this analysis.)
If, as reported in Chapter III, the alternative school for
global education is somewhat alienated from the rest of the
system, the chances of influencing district curriculum may
be limited— depending on administrative views.
Out of the close working atmosphere involving teachers
from different subject areas could come the most tightly
developed interdisciplinary curriculum of any of the pro­
jects.

Again, a project such as this one can become— as

can the others— so demanding and exhausting that there is
no time to put into organized statements the curriculum pro­
visions— especially if this is not part of the state E & D
requirements.

The fact that the project is not going to be

replicated in another district might tend to make formaliz­
ing its curriculum less important than other products.
4.

Menominee— the program is described as:

An inservice training and resource utiliza­
tion program designed to encourage the profes­
sional development of teachers and foster the

132
teaching of global perspectives in elementary
and secondary classrooms.24
In this project the community has been more involved
through the Intermediate School District with less concen­
tration on specif ic schools or districts.

Although the other

projects have been concerned with community ties, they have
not tried for or obtained such a broad base of community
involvement as has Menominee with its annual Global Festi­
val and search for local resources to supplement a program
in a remote part of the state.
The unit plans developed in the project have overall
goals for some units and behaviorally stated unit objectives
for some other units.

With the target's being individual

teacher use, it is understandable that the units would not
have consistent reference to some larger curriculum concept.
As the project inservices have utilized the services
of Wronski and the MSU Global Study Center, it is possible
that a consistency with the larger state program has de­
veloped in this way.

Certainly, the MSU Center has a cen­

tral position in the state program with its foundations in
Wronski's work with the state Guidelines and its continual
contacts with both the state program developing through the
Michigan Department of Education and the national develop­
ments in such centers as the Mid-America Program on Global
Perspectives in Education, Bloomington, Indiana.

Global Education

(Menominee:

undated pamphlet).

133

Overall— the funded projects tend to be concerned with
infusion at the individual teacher level and become part of
the educational experience for students in that teacher's
classroom.

It seems unlikely that we are talking about

broader curriculum infusion.

Even in those projects which

are reaching the replication or demonstration stages (years
four and five) there was little indication in the interviews
that the projects will change or expand to include an exem­
plary curriculum dimension unless this becomes a part of
the funding requirement and receives the type of attention
that state and university experts could provide.
The determination that a project has had sufficient
impact on students to go to the replication stage of year
four and a review of the products of the projects to date
would indicate that teacher development has progressed to
the point that successful infusion into the classroom ex­
perience of students has been achieved.

Thus the blade of

the infusion instrument in the Curriculum Infusion Progress
(Figure 4) has been effectively developed; however, the
broader curricular handle of the instrument has not been
developed adequately for the infusion to be more than a
limited, temporary and uncontrolled thing.

To the extent

that a curriculum pattern can be identified, it would pro­
bably be a random pinballing action within the curricular
framework of the Eight Year Study diagram (Figure 6).

134

The State Consultants
If the lasting curricular handle

(Figure 4, part b)

for global education is to be developed in the individual
districts, the role of the state consultants logically be­
comes important.

These are the people who are best posi­

tioned to bring together the state goals and the statement
of local objectives within the district curriculum.

This

assumes that they can bring the proper combination of back­
ground knowledge, curricular expertise, ability to establish
rapport, and commitment to global education to the task.
Most important, their schedule has to permit them the time
to do all that is necessary.
The philosophy and goals of the Michigan Experimental
and Demonstration Centers Program precludes its staff mem­
bers from devoting much effort to impacting on district
curriculums.

The major concern is demonstrating meaningful

impact on students in the classroom and potential for rep­
lication.
The Michigan Social Studies Consultant, John Chapman,
has a background that includes membership in the state Glo­
bal Education Guidelines Writing Committee, graduate work
in curriculum, and commitment to global education.

It is

probably a combination of job description, time constraints,
volume of territory, and personal style that define his
role as a liaison between the schools and the larger

135
academic community.

25

c o n d u c t i n g inserv i c e s ,

M a j o r d e m a n d s o n h is time i n c l u d e
p r e s e n t i n g at c o n f e r e n c e s ,

and plan­

n i n g t r a v e l e x p e r i e n c e s and o t h e r i n t e r n a t i o n a l c o n t a c t s
for teachers.

In addition, Chapman is basically alone in the area of
global education as there is no foreign language consultant
to represent the subject area that Porter originally en­
visioned as the key to implementing global education.

In

her essay on foreign languages and global education in
Michigan, Lorraine Strasheim, 1978 President of the Ameri­
can Council on the Teaching of Foreign Languages, sees the
lack of a state consultant as a major limitation:
The end product of the years without dyna­
mic state leadership of the type previously
provided by Barbara Ort seems to be semi-stag­
nation, for the state guides and the teacher
discussions have centered on standard sequence
four-skills foreign-language offerings and re­
flect little of the influences of alternative
education, the diversification of curricula,
or the increased emphasis on deep culture that
are seen today in states like New York, Minne­
sota, Virginia, and Indiana.
Unless Michigan
is prepared to offer some type of effective
state leadership, foreign languages may never
become a meaningful component in global education.
Both the lack of leadership and some misper­
ception of the possible role or roles of foreignlanguage education in global education may be
responsible for the inability to secure a pro­
fessional commitment and active involvement in
the model programs e s t a b l i s h e d . 26

25

Chapman, "Interview."

26
Lorraine A. Strasheim, Foreign Languages in Global
Education in Michigan (undated pamphlet), p. 2.

136
Because of this combination of circumstances on the
state level, it is easy to understand that the leadership
has not fully been available from the Michigan Department
of Education to promote a widely-based lasting global edu­
cation infusion into the basic curriculum of local dis­
tricts.

Indeed, it is unlikely that a combination of

changes will occur to make such leadership possible.
The University Programs
The graduate and undergraduate courses in global stud­
ies and problems are concerned with influencing the teacher
or teacher trainee rather than influencing a total district
curriculum.

They have the unique advantage, however, of

having the time and resources to concentrate on deeper
philosophical insights and should have a more lasting in­
fluence on the basic attitudes and professional philoso­
phies of teachers.

The teacher, in turn, is better

equipped to work with his/her classes and such curriculum
development as may exist.

However, it is clear that the

instructor of a graduate or an undergraduate course cannot
be expected to have a direct or immediate influence on the
district or state curriculum.
University programs such as the Michigan State Global
Studies Center or African Studies Center have a profession­
al staff which is in touch with developments on the local,
state, national, and even international level and which
should be uniquely qualified to offer assistance with

137
curriculum.

Of necessity, however, they most often re­

spond to requests for specific services which involve in­
servicing staff or giving assistance with the acquiring or
use of relevant materials.

In this way, they are more

likely to reach individual teachers than to promote infu­
sion of global objectives and techniques into the larger
curriculum structure.
The same observation could probably be made about such
regional organizations as the Mid-America Program for Glo­
bal Perspectives in Education (affiliated with Indiana
University).

When an expert team or individual from such

an organization is available, the normal intention is to
concentrate on the exposure of as many people as possible
to the unique expertise represented in an inservice setting
rather than spend the time with a small curriculum commit­
tee.
The beginnings of a foundation for effective curricu­
lum development and organization has been established in
the state global education program.

The means are at hand

to make this a lasting part of the curriculum on the dis­
trict level.

What is needed is a provision that brings the

need and the means together.

This might be accomplished

through new provisions in the state guidelines, new develop­
ments in the Michigan Experimental and Demonstration Cen­
ters Program or some other method not yet considered.

Un­

less some action is taken to promote effective global edu­
cation curriculum development on the local level, this

138
program faces the dual -threats of limited influence and
short tenure.
Summary
This chapter has examined the two formal phases of
the development of global education in Michigan.

The first

phase has revolved around the Michigan Guidelines for Glob­
al Education.

Here, special attention has been given to

the curriculum aspects of the Guidelines and the apparent
influence of the Wesley/Wronski Systems Analysis Model of
the Social Studies Curriculum.

In addition, the Wesley/

Wronski Model is considered in the larger curriculum per­
spective made possible by inclusion of the thinking and
models of such curriculum authorities as Dewey, Taba, and
Tyler.

The second phase has included the Title IV-C

funded projects supervised by the Michigan Department of
Education's Experimental and Demonstration Centers Program
as well as the roles of the state consultants and the uni­
versity program in the state.

CHAPTER V
IMPLICATIONS OF THE MICHIGAN PROGRAM
FOR OTHER GLOBAL EDUCATION PROGRAMS
Introduction
As the Michigan global education program is unique and
precedent-setting in both its scope and some of its indivi­
dual features, there are characteristics of the program
which could be profitably considered by other states and
school districts concerned with making global perspectives
an important part of their curriculum. The intention in
this chapter is to examine the possible precedent-setting fea­
tures of the Michigan program and other strengths worthy of
possible duplication in another program.

At the same time,

it is necessary to examine the shortcomings and limitations
of the developing Michigan program for the lessons they
have to teach.

In short, the experience in Michigan may be

profitably studied by others who are either considering the
addition of a new global dimension to the educational ex­
perience they offer or are evaluating their present global
program. In terms of both strengths and limitations, then,
this chapter will examine in detail what are perceived to
be precedent-setting features of the Michigan program.

139

140

The Scope of -the
Michigan"Global Education Program
In the early envisioning of what global education
should be in Michigan, the scope and depth of the program in
relation to the established curriculum is likely precedentsetting.

As a person who early envisioned and articulated

the potential of global education in Michigan, State Super­
intendent of Public Instruction Porter saw the need to bring
foreign languages and social studies together in such a way
that they provided students with a global perspective neces­
sary for their future roles in the state that (prior to re­
cent developments in California):
...ranks first in the nation in per capita
exports and is exceeded in total exports by
only 17 nations.
Michigan's pioneering efforts in funding the Indian Educa­
tion Office and the Latino Office and providing for bilin­
gual education Porter also sees as "...kinds of backdrops
moving to global perspectives."

2

For him, looking back in

19 80, global education and these other programs are:
...all part of one gigantic move to provide
a responsiveness to the needs of the heteroge­
neity of our school population.3

John Porter, "Introduction:
Global Education," Edu­
cation for Global Consciousness:
Social Studies for Respon­
sible Citizenship, Grace Kachaturoff and Guy Blackburn, Editors (Danville, 111.: Michigan Council for the Social
Studies, 1978), p. 1.
2

Porter, "Interview."

3Ibid.

141

This could be relevant to other schools in that it illus­
trates the scope of the global perspective and how it can
practically pull together programs on the state level or on
the district level.
From this initiating conceptualization, the selection
of a Global Education Guidelines Committee and the subse­
quent work of that committee all contributed to a further
expansion of the involvement of different aspects of the
total curriculum in the new program.

Art, music, mathema­

tics, science, and other disciplines were represented by
those who envisioned involvement of those disciplines in
global education.

It may well be that the knowledge of a

new source of funding for their programs and the prospect
of new jobs was an important initial motivation.

Whether

that was the case or not, the significant result was that
many areas of the curriculum were involved in the foundation
that was laid for global education in the state.

The fact

that involvement of several disciplines has been success­
fully attempted in Michigan may be used as a model by any
schools that elect to develop a global program.
Another aspect of the committee is a possible prece­
dent.

The composition of the committee went beyond educa­

tors to include members of the business community, the mi­
norities, and the intellectual interest groups that exist
in the great diversity of Michigan society.

As has been

described in previous chapters, the enlargement of the ori­
ginal state global education committee to include so many

142

different dimensions created a trade-off situation in that
the large group would not seem to be as quick to respond to
its charge as a smaller hand-picked group although its re­
sults might be more meaningful and lasting.

The results of

the deliberations of the large group can be philosophical
roots that are deep and lasting— coming as they do after
extensive deliberation.

Opportunities were provided for

all to be heard, to be involved, and finally to be committed
to a product that they helped shape.

In the final analysis,

global education/perspectives as a community concern ap­
pears to have a better opportunity for success when it is
based on planning that involves as much of the community as
possible.
A third indication of the wide scope of involvement as­
sociated with the Michigan program was the adoption of spe­
cific guidelines by the Michigan State Board of Education.
The precedent potential of this is explained by Becker:
...One of the things that I think will have
a major impact is the procedure they used.
That
is getting a state-wide set of guidelines adopted
by the state board of education.
Now, a number
of states have subsequently done that, but Michi­
gan was one of the first.4
The Emphasis on a Curriculum Model
The use of an established curriculum model by the
writing committee (as documented in Chapter IV) is very
likely also precedent-setting in its details.
4
Becker, "Interview."

The "Analysis

143

of Society" and the "Objectives" stages of the model were
carefully developed as they should be in keeping with the
needs of an organized state-wide program.

The next stages

which have to be developed locally were left to local dis­
cretion with guidance in the second half of the Guidelines
as to the concerns that should be considered in going from
the basis provided by the state program to the development
of a district or school program.

Some of the implications

of using a model for states and schools have already been
discussed.

However, a brief review of some strengths and

limitations here is in order.
The strengths involved in using such a model could in­
clude the benefits of common ground for state-wide contacts,
discussions, and sharing of developed materials and re­
sources.

In a more formal sense, consultants on the state

department level and university personnel could give more
attention to developing programs with assurances that a
large audience existed.
Two limitations have to be mentioned in this regard.
One is the failure to articulate the actual curriculum
model {the Wesley/Wronski Systems Analysis Model) which in­
fluenced the committee so that those developing programs
could have a graphic and easily understood sense of the
basis of what had been done and what remained to be done.
This lack of a complete curriculum model could compound
what is too often a major weakness in curriculum develop­
ment from the observations of this author:

the tendency to

144

put the greatest emphasis on early planning and project de­
velopment with a steadily declining investment of time and
effort after the resulting products are utilized in the
classroom.

Too often, the less exciting tasks of evaluation

and subsequent improvement of the curriculum program are
given only token attention.

As these steps are the key to

a lasting program with the greatest educational merit, the
lack of clear directions for these steps in the state model
increases the likelihood that school and district programs
may

have a shortened life span.

In fact, the emphasis on

evidence of immediate impact on students may encourage one
to let such a specific evaluation be the only evaluation.
Add to this the pressure in the Evaluation and Demonstration
Program to hurry on to promotion and replication of "suc­
cessful" programs, and it becomes increasingly obvious that
the full evaluation would

likely only be realized in those

districts that already have an institutionalized curriculum
plan and staff dedicated to the complete development of any
curriculum project.

In a time of declining finances and

reductions in staff, it is hard to be optimistic that such
curriculum staffs or programs exist in many districts.

In­

deed, the resulting pressures from these financial and
staffing problems may militate for utilizing a curriculum
staff primarily in the search for the next funded program.
This introduces the second limitation which compounds
the first:

a state Title IV-C funding program may focus

so intently on infusion into the classroom and impact on

145

students that local projects tend to ignore careful curricu­
lum planning and attention to a larger curriculum model.

As

has been explained in the Chapter IV Curriculum Infusion
Process (Figure

4), this can result in a curriculum tool

that has a well-honed blade for infusion of a concept into
an individual classroom but lacks the curriculum handle
necessary for larger curriculum development and the continu­
ing refinement and growth that is the hallmark of an inte­
gral and lasting program.

Not only can this limit the life

of a program, but it encourages districts to emulate the
flawed state model in their own future efforts at curriculum
development of all types as well as increases

the danger

that they may come to regard global education as another
shallow educational trend with limited staying power.
The Michigan Commitment to Global Education
In addition to the initial commitment to global educa­
tion made by the Michigan State Board of Education in ap­
proving the Guidelines for Global Education in 1977, Michi­
gan has since made a more lasting commitment.

In The Common

Goals of Michigan Education, Second Edition, published in
1980, elements of global education are listed as a Student
Learning Goal:
4.

acquire the knowledge, skills, and attitudes
needed for effective participation in a
pluralistic, interdependent, global society;
a. acquire the knowledge about persistent
global issues such as the food, popula­
tion, and energy problems.
b. understand and appreciate the interre­
latedness of local and national problems

146

c.

with those confronting the global
society.
develop skills and attitudes for ef­
fective communication and cooperation
with people from cultures different
e
from their own both at home and abroad.

In speaking of this precedent-setting commitment, former
State Superintendent of Public Instruction Porter says:
To my knowledge, no other state has tried to
describe what ought to take place in terms of
global perspectives.
I think that the key is
how does one translate it from a pilot to a
state-wide initiative?®
This raises the question of the nature of the lasting com­
mitment and the direction it takes in the state.

The ques­

tion took on special significance after Porter left his
position and Phillip Runkel became Superintendent of Public
Instruction.

The quotation from The Common Goals above

gives some indication of a lasting state effort.

The exact

answer to Porter's question has not been determined, but
the evidence of Runkel*s commitment is obvious from the
sense of future direction indicated in Runkel's response
when he met with a coalition of Michigan university and
college educators who are concerned about global education.
Wronski recalls that Runkel stated he is committed to global
education "unequivocally and 100%.'

7

At least in Michigan, schools can view the state's
global education program as a lasting commitment that spans
^The Common Goals of Michigan Education (Lansing:
Michigan State Board of Education, May, 1980).
®Porter, "Interview."
^Wronski, "Interview— August, 1980."

147

two superintendencies.

For other states, this indicates

that such a state commitment can survive changes in leader­
ship.
Further evidence of Michigan's commitment to global
education is provided by the direction taken in the Title
IV—C program.

Becker explains this very well:

...Another one of the precedents, I think, is
that they not only got these guidelines adopted
but that they made this commitment to Title IV-C
so that they encouraged schools to apply for fund­
ing to do something.
...they were certainly one of the first be­
cause most of the states, even those that are in­
terested in this area, will pass a resolution and
that's about i t ...Michigan, I think, took the next
very important step in saying that "...we're going
to fund four school districts to the tune of
$50,000
a year and we're encouraging you to
compete." And then they went out around the state
and held these meetings to explain to people what
kind of things they were looking for and what kind
of things are already being done around the coun­
try so that a school that was going to get into
this would be more familiar with what's already
happening and where they might get help.
...while there has never been any provision
against the use of Title IV-C money for a speci­
fic area like global education, it is very impor­
tant in that it said, "Here’s a state that is
doing it— not only can do it, but here's somebody
that's doing it and that feels it is important
enough to give it a high priority.*'®
From this, one can infer that Title IV-C thus employed
can be used to communicate a high priority on global educa­
tion.

Certainly the decision to give a major source of

state funds to a program such as global education is the
strongest possible statement of support that can be made.

Q

Becker,

"Interview."

148

Provisions for Local Ownership
An important aspect of the Guidelines and Title IV-C
approach has been the emphasis on developing local global
education projects which are designed to meet local needs
and build upon the use of local resources and strengths.
With the precedent of utilizing Title IV-C funds for global
education projects, the emphasis on local planning and
ownership adds another dimension in the unique combination
of the availability of information on national experiences
and resources and access to major authorities in the global
education movement through state efforts balanced by local
freedom to utilize these excellent resources in a local
project.
Another precedent-setting aspect of this is the use of
outside experts.

Becker summarizes this:

...one thing (and I think this may be another
precedent) is that Michigan made very good use of
both people within the state who could play leader­
ship roles and outsiders...A big problem is that a
state says, "Here's somebody on the outside who's
a real hotshot in his field. We'll bring him in
and he'll do our program."
That doesn't work, as you well know...I think
Michigan did a good job of balancing these things
so that they made use of the Wronskis and the Jim
McClaffertys and the Guy Blackburns and the people
within the state.
Then they brought in outsiders
to play specific roles.
They didn't bring out­
siders to ask, "How should we organize the state?"
or "What should our social studies council do?"
...They brought them in to get discussions going
and to talk about things which the outsiders may
know about what's happening in their state and
what's happening around the country.
They did,
I think, a good job of building upon what was
already there and using outsiders sparingly and
for specific purposes.

149

...If you're going to have a sound and a
viable state program, you've got to get a lot
of people in the state interested and involved
in doing it. And so you shouldn't do things
that only stimulate people for the moment but
don't get them to feel that they have any in­
volvement or any responsibility for the outcome
of the state effort.^
The Revitalization of Foreign Languages
As has been discussed in detail in earlier chapters,
the initiation of Porter's concern about developing state
global perspectives seemed to be his desire to aim foreign
language instruction at preparing a future citizenry for
greater communication with and understanding of the peoples
of other cultures and nations.

In this, he had the very

able support of Ort-Smith and many foreign language experts
and teachers who were involved in the development of the
Michigan global education Guidelines.

It may well be that

the logical bringing together of theory about a realistic
function of foreign language study and a practical global
education program on the state level represents a precedent
both in its nature and in its scope.
This dimension of the state experience does not stop
here, however.

Since the Guidelines for Global Education

were approved by the Michigan State Board of Education and
local global education projects developed, the involvement
of foreign languages has diminished and experts such as
Ort-Smith and Strasheim have expressed their professional

9Ibid.

150

concern.

In her essay, Strasheim pinpointed causes of the

global education apathy of Michigan foreign language teach­
ers and proposed :
...a series of regional and professional
dissemination sessions to provide teachers
with much more concrete information.10
The efforts to continue to realize more completely the glo­
bal education potential of foreign language instruction is
perhaps best symbolized by the series of symposia on "Trends
and Issues in Global, Multicultural, Bilingual, and Foreign
Language Education" offered by the Michigan Department of
Education through the Institute for Staff Development

(July-

October, 1979).
The Michigan Department of Education (especially OrtSmith and Chapman) and other Michigan educators (such as
Wronski) have shown a determination to continue to work hard
to realize the potential role for foreign languages en­
visioned in the Guidelines for Global Education.

In this

determination to continue to work and to invest state re­
sources in such an important dimension of the state global
education program, Michigan may be establishing and, more
importantly, demonstrating the precedent of a state deter­
mination to continue to make major efforts to realize all
aspects of the goals envisioned in the original formal
Guidelines.

^Strasheim, p. 3.

(See Appendix H.)

151
Summary
In -terms of its precedent-setting features, the Michi­
gan experience can be important both in its successful fea­
tures and in its limitations.

The large scope of the pro­

gram in terms of the wide range of curriculum areas it af­
fects, the extensive background of the Global Education
Committee members, the state adoption of specific guide­
lines, the emphasis on a curriculum model, the lasting com­
mitment by the state, the use of outside experts, the for­
eign languages set

a very positive precedent.

In an exam­

ination of such limitations as an incompletely articulated
curriculum model and possible problems in larger district
infusion beyond the classroom, there are also important
things to be learned.

CHAPTER VI
SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS
Introduction
This chapter is comprised of a brief summarization of
this study.

It offers conclusions and recommendations re­

lated to the development of future global education prom

grams in states, districts, or individual schools.
Summary
Global education

(or education for global perspec­

tives) represents a logical step in the development of
education for international understanding during this cen­
tury.

It is based on perspectives derived from concepts

that for decades have been centerpieces in the effort to
educate each generation to avoid violence and war.

Global

education brings a new dimension to this concept of avoid­
ing violence by grafting to it an understanding of the com­
mon concerns of humankind.

One primary concern, we have

seen, is a recognition of all Earth's peoples as passengers
on a fragile global "spaceship," where diminishing re­
sources and other ecological concerns present interdepen­
dencies that must be understood and acted upon if its in­
habitants are to survive.
152

153
The unique feature of working towards the attainment
of a global perspective is that it may provide a common
ground upon which agencies— including the United Nations,
special interest groups

(e.g., the environmentalists and

the anti-war activists), the established educational insti­
tutions, and even the business community— may be able to
lay aside past differences and unite in agreement that the
survival of the planet is an issue that takes precedence
over all others.

How long this understanding will hold us

together is open to question, given the history of warfare
on the planet.

Global education, however, is the concerted

effort to take advantage of the opportunity that exists
while such a spirit of understanding and mutual willing­
ness to act together for the common survival prevails.
The development of global education in Michigan is an
impressive example of such a concerted effort by the state
community, wherein educators worked to pull together the
evolving philosophy,

forces, and institutions of the inter­

national education movement to produce a relevant global
education package for the state of Michigan. In this study,
the examination of the Michigan global education program
has focused on five areas:
1.

The establishment of a broad overview of the
history of the international education move­
ment.

2.

The development of global education by thenSuperintendent John Porter as a unifying

154
theme which pulled together such seemingly
diverse subject areas as foreign languages
and the social studies.
3.

An examination of the Michigan Guidelines
for Global Education to identify the major
perspectives and learning objectives to be
used with students in global education
programs.

4.

A critical analysis of this effort by the
state to give formal guidance to local
schools in subsequent curriculum develop­
ment.

5.

An examination

of the four state-funded

pilot projects

in global education as ef­

forts to implement the Guidelines and in­
fuse global education into the curriculum
and the classroom.
The results of this author's analysis are presented
in the following section.
Conclusions
This study's general conclusion is that, in the larg­
est sense, the development of global education in Michi­
gan has been a success, and that many of its features
could be worthy of study by other groups about to become
involved in development

of a similar program.

At the

same

time, as should be expected, there are shortcomings which

155
could be profitably studied with a view to avoidance or
correction in developing future programs.

Specific con­

clusions are presented here in list form:
1.

The original intention

(as stated by

that global education be a practical

Porter)
and uni­

fying theme, pulling together different cur­
ricular disciplines in implementing global
perspectives, has been shown to be very pos­
sible.

Enthusiastic educators at all levels

and in all subject areas have been able to
develop and use global units in their class­
rooms .
2.

Bringing together so many different elements
of the educational and general community in
the development of a state program has re­
sulted in a commitment that has shown consid­
erable staying power.

It has remained a ma­

jor formal state commitment through the
change of state superintendents.

It also

seems to have developed a wider and deeper
base in some colleges and universities.

At

the local level, the staying power of tradi­
tions and programs developed by the pilot
projects will be tested once they are no
longer formally funded through the state.
3.

Teacher commitment reflects the enthusiasm
that can quickly be generated when the

156
global education concepts are effectively
presented and opportunity is provided to
channel this enthusiasm into the creation
of practical units for use in the classroom.
4.

There is a danger that over the long term
the tendency to view global education as
primarily a concern of the social studies
will return.

Despite the well stated cases

for global perspectives in the foreign lan­
guages, language teachers have shown a pro­
nounced tendency to drift back to the view
of foreign language instruction as the
teaching of a linguistic skill only and give
little attention to the intercultural di­
mentions.
5.

The Department of Education's Guidelines
did not clearly present a total curricular
development model to assist in infusing glob­
al perspectives into the state's curriculum.
This author contends that without this level
of infusion, classroom programs are apt to
lose their global dimensions over a short
span of two or three years.

Individual

teacher commitment to global perspectives
is apt to be eroded by shifts in the larger
curriculum that has not integrated global
education in its present and evolving forms.

157

Recommendations
Coming from the preceding sections are certain re
commendations for consideration in future programs:
1.

An effective program should develop around
contacts with the larger community of glob­
al educators which will develop many practi­
cal teaching materials and strategies.

This

can save teachers from unnecessarily "re­
inventing the wheel."

At the same time,

local control is the key to the most mean­
ingful program.

Michigan's program seems

to be a good example of the balance between
consulting outside experts and doing one's
own creating.
2.

The big curricular picture should be con­
sidered at all stages of the program devel­
opment so that lasting infusion into the
curriculum— as well as into the classroom
— is achieved.

If the Michigan Guidelines

for Global Education are consulted in the
program development, the adaptation of the
Wesley/Wronski model into a working paper
might be useful.
in Figure 9.)

(The adaptation appears

It is recommended that the

adaptation form be used at designated
stages in the development of the project
by having the participants (in group work)

158
Figure 9.

Adaptation of the Wesley/Wronski Systems
Analysis Model of the Social Studies Curricu­
lum to Become a Working Sheet Used During the
Development Process.
Date:_______________
COMMENTS/QUESTIONS/ACTIONS:

>

ANALYSIS

y
OBJECTIVES

REVISE

PLAN

IMPLEMENTATION

EVALUATION

159
fill out the form to solidify their percep­
tions of the larger curricular picture as
the program is being developed.

Kept in

sequential order in a master folder, this
history of the development of the project
could be useful.
3.

At all stages of the development of the pro­
gram, creative contact with the community
outside the school should be maintained.
Both the Menominee and Farmington projects
exemplify how the community can add impor­
tant dimensions to the program (such as
formal global festivals and excellent re­
source persons) and become a supportive
partner over the years.

4.

Every effort should be made to keep the
program a K-12 commitment by the entire
school and to have a clear picture of how
global perspectives are a relevant part of
each subject area.

It may be especially

valuable to examine documents (e.g., the
Wingspread report) which make clear the
need for global education in the elementary
program.

The least acceptable alternative

would be to have global education reduced
and narrowed down to a single social studies
class in the high school.

160
5.

Development of a global education program
is best done by a group that has time to
consider, discuss, and adapt the philoso­
phy involved and which then can examine ma­
terials and create new resources and ap­
proaches.

The situation in Michgian was

ideal, with funding to pay teachers
in graduate credits)

(often

for their summer time,

an excellent delivery system in the Michi­
gan Experimental and Demonstration Centers
Program, and ample opportunities to share
and discuss programs at state-wide meetings
and conferences.

These activities were

sponsored by such diverse sources as state
consultants, universities, and private
groups.

Although such a supportive environ­

ment is not likely to be fully recreated in
every situation— especially in the light of
changing economic circumstances which seem
to be growing tighter— certainly an effort
towards creating this climate will be bene­
ficial to future programs.
6.

Global education should be regarded as a
stage in the larger international education
movement and not be institutionalized as
"the final step."

The development of

global education should be regarded as

161

basically an evolutionary process which is
subject to change and refinement.

This

will enable global educators to approach
the global education curriculum both criti­
cally and creatively.

We can appreciate

such pioneering works as the first edition
of Windows on the World without feeling ob­
ligated to assume either a defensive or a
negative position.

The proper critical at­

titude will enable one to move on to the
next step.

This has been especially true

of the Michigan global education experience.
It has been a vital phase in the current
evolution of international education.

Tak­

ing time to examine it and learn from its
strengths and its shortcomings can only
serve to make our future progress stronger
and more productive.

APPENDIX A

DECLARATION OF INTERDEPENDENCE

A DECLARATION OF INTERDEPENDENCE

In its traditional role as convenor of discussion and
debate on global issues, the World Affairs Council of Phila­
delphia, in recognition of the Philadelphia region's leader­
ship role during the first 200 years of our history and in
view of the global crises which today affect all, gave
thoughtful consideration to its role in the American Bicen­
tennial.
Nothing, it was felt, could be more timely and
relevant than to extend the concept of Independence to In­
terdependence.
The concept of "A Declaration of INTERdependence" emerged and the Council adopted a five step pro­
gram:
1.

Drafting a "A Declaration of INTERdependence"
by historian Henry Steele Commager.

2.

Signing of the Declaration by members of Con­
gress and other leading Americans to promote
widespread awareness.

3.

Arranging "INTERdependence Assemblies" and a
joing consultation of the United States or­
ganizations capable of furthering American
initiatives in world affairs.

4.

Sponsoring a Convocation of Specialized Agen­
cies of the United Nations.

5.

Encouraging deepened study of Interdependence
by America's youth through such activities as
the preparation of relevant materials for in­
clusion in school curricula.

161

162

A Declaration of INTERdependence
When in the course of history the threat of extinction
confronts mankind, it is necessary for the people of The
United States to declare their interdependence with the
people of all nations and to embrace those principles and
build those institutions which will enable mankind to sur­
vive and civilization to flourish.
Two centuries ago our forefathers brought forth a new
nation; now we must join with others to bring forth a new
world order.

On this historic occasion it is proper that

the American people should reaffirm those principles on
which the United States of America was founded, acknowledge
the new crises which confront them, accept the new obliga­
tions which history imposes upon them, and set forth the
causes which impel them to affirm before all peoples their
commitment to a Declaration of Interdependence.
We hold these truths to be self-evident:

that all men

are created equal; that the inequalities and injustices
which afflict so much of the human race are the product of
history and society, not of God or nature; that people
everywhere are entitled to the blessings of life and liber­
ty, peace and security and the realization of their full
potential; that they have an inescapable moral obligation to
preserve those rights for posterity; and that to achieve
these ends all the peoples and nations of the globe should
acknowledge their interdependence and join together to

163

dedicate their minds and their hearts to the solution of
those problems which threaten their survival.
To establish a new world order of compassion, peace,
justice and security, it is essential that mankind free it­
self from the limitations of national prejudice, and
acknowledge that the forces that unite it are incomparably
deeper than those that divide it— that all people are part
of one global community, dependent on one body of re­
sources, bound together by the ties of a common humanity
and associated in a common adventure on the planet Earth.
Let us then join together to vindicate and realize
this great truth that mankind is one, and as one will no­
bly save or irreparably lose the heritage of thousands of
years of civilization.

And let us set forth the princi­

ples which should animate and inspire us if our civiliza­
tion is to survive.
We affirm that the resources of the globe are finite,
not infinite, that they are the heritage of no one nation or
generation, but of all peoples, nations and of posterity,
and that our deepest obligation is to transmit to that
posterity a planet richer in material bounty, in beauty and
in delight than we found it.

Narrow notions of national

sovereignty must not be permitted to curtail that obligation.
We affirm that the exploitation of the poor by the richr
and the weak by the strong violates our common humanity and
denies to large segments of society the blessings of life,

164
liberty and happiness.

We recognize a moral obligation to

strive for a more prudent and more equitable sharing of the
resources of the earth in order to ameliorate poverty, hun­
ger and disease.
We affirm that the resources of nature are sufficient
to nourish and sustain all the present inhabitants of the
globe and that there is an obligation on every society to
distribute those resources equitably, along with a corol­
lary obligation upon every society to assure that its popu­
lation does not place upon Nature a burden heavier than it
can bear.
We affirm our responsibility to help create conditions
which will make for peace and security and to build more
effective machinery for keeping peace among the nations.
Because the insensate accumulation of nuclear, chemical and
biological weapons threatens the survival of Mankind we
call for the immediate reduction and eventual allimination
of these weapons under international supervision.

We de­

plore the reliance on force to settle disputes between na­
tion states and between rival groups within such states.
We affirm that the oceans are the common property of
mankind whose dependence on their incomparable resources of
nourishment and strength will, in the next century, become
crucial for human survival, and that their exploitation
should be so regulated as to serve the interests of the en­
tire globe, and of future generations.

165
We affirm that pollution flows with the waters and
flies with the winds, that it recognizes no boundary lines
and penetrates all defenses, that it works irreparable dam­
age alike to Nature and to Mankind— threatening with ex­
tinction the life of the seas, the flora and fauna of the
earth, the health of the people in cities and the country­
side alike— and that it can be adequately controlled only
through international cooperation.
We affirm

that the exploration and utilization of

outer space is a matter equally important to all the na­
tions of the globe and that no nation can be permitted to
exploit or develop the potentialities of the planetary sys­
tem exclusively for
We affirm

its own benefit.

that the economy of all nations is a seam­

less web, and that no one nation can any longer effectively
maintain its processes of production and monetary system
without recognizing the necessity for collaborative regula­
tion by international authorities.
We affirm that in a civilized society, the institutions
of science and the arts are never at war and call upon all
nations to exempt these institutions from the claims of
chauvinistic nationalism and to foster that great community
of learning and creativity whose benign function it is to
advance civilization and the health and happiness of mankind.
We affirm that a world without law is a world without
order, and we call upon all nations to strengthen and to
sustain the United Nations and its specialized agencies, and

166
other institutions of world order, and to broaden the ju­
risdiction of the World Court, that these may preside over
a reign of law that will not only end wars but end as well
that mindless violence which terrorizes our society even in
times of peace.
We can no longer afford to make little plans, allow
ourselves to be the captives of events and forces over
which we have no control, consult our fears rather than our
hopes.

We call upon the American people, on the threshold

of the third century of their national existence, to dis­
play once again that boldness, enterprise, magnanimity and
vision which enabled the founders of our Republic to bring
forth a new nation and inaugurate a new era in human his­
tory.

The fate of humanity hangs in the balance.

out the globe, hearts and hopes wait upon us.

Through­

We summon

all Mankind to unite to meet the great challenge.
— Henry Steele Commanger

APPENDIX B

MICHIGAN GLOBAL EDUCATION
GUIDELINES COMMITTEE

MEMBERS OF THE MICHIGAN GLOBAL EDUCATION GUIDELINES
COMMITTEE (AS LISTED IN THE OFFICIAL GUIDELINES FOR
GLOBAL EDUCATION)
WRITING COMMITTEE
Dr. John M. Chapman
Michigan Social Studies
Consultant
Haslett, Michigan
Dr. Nadal Dostal
(Co-Chairman— Foreign Languages)
Detroit Public Schools
Detroit, Michigan
Lillian Genser
Center for Teaching about
Peace and War— Wayne State
University
Detroit, Michigan
Sr. Elizabeth Girardot
Michigan Council for the Social
Studies
Birmingham, Michigan
Dr. Adams Koroma
Ann Arbor, Michigan
GENERAL COMMITTEE
Alice Ahearne
Foreign Languages
East Lansing High School
East Lansing, Michigan
Michael Asumaa
Academic Interest Center
Lansing, Michigan
Ruth Beatty
Ann Arbor, Michigan
Larry Dodd
Social Studies Department
Traverse City High School
Traverse City, Michigan

James McClafferty
Supervisor for Humanities
Grand Rapids, Michigan
Donald Riddering, President
Michigan Foreign Language
Association
Detroit, Michigan
Mary A. Wileden
Michigan Department of
Education
East Lansing, Michigan
Dr. Stanley P. Wronski
(Co-Chairman— Social
Studies)
Institute for International
Studies in Education
Michigan State University
East Lansing, Michigan

Winona Humphrey
Highland Park, Michigan
William H. Parrett, Director
Center for World Studies
Grand Rapids, Michigan
Hugo Pinti
Flint, Michigan
Elsie Seaborne
Social Studies Department
Finney High School
Detroit, Michigan
Alex Toth
Flint, Michigan

167

168
Richard Dougherty
Social Studies Department
Northern High School
Port Huron, Michigan
Edward Dutcher
Lansing, Michigan
Charles Head
Music Coordinator
Wayne, Michigan
Charles Hemmingway, Director
Flint Public Schools
Flint, Michigan
Gayle W. Nelson
Sault High School
Sault Ste. Marie, Michigan
Gene Vert, Director
Elementary Social Studies
East Lansing Public Schools
East Lansing, Michigan
Dennis Vizina
Davison High School
Davison, Michigan

Jean Hutt
Saline, Michigan
Jody Hymes
Ann Arbor, Michigan
E . Ramona Knox
Muskegon Heights High School
Muskegon, Michigan
John McFall, Director
Social Studies Department
Petoskey Public Schools
Petoskey, Michigan
Sylvester Mosley
Inkster High School
Inkster, Michigan
Dr. Roger Niemeyer, Execu­
tive Director
Michigan Council for Social
Studies
Michigan State University
East Lansing, Michigan
Mary Wilks
Detroit, Michigan

APPENDIX C

ORGANIZATIONS LISTED AS RESOURCES
IN THE MICHIGAN GLOBAL EDUCATION
BIBLIOGRAPHY

STATE RESOURCES

The following are sources from which one can obtain litera­
ture , media materials, teaching ideas and/or information
concerning current programs.
American Friends Service
Committee
25 Sheldon Boulevard
Suite 215
Grand Rapids, MI 49503
Institutes for International
Studies in Education
Kellogg Center for Con­
tinuing Education
Michigan State University
East Lansing, MI 48824
Michigan Foreign Language
Western Michigan University
Kalamazoo, MI 49008
(A constituent of the
American Council on the
Teaching of Foreign
Languages)
Michigan International
Council
8 Kellogg Center for Con­
tinuing Education
Michigan State University
East Lansing, MI 48824
Project on Asian Studies
University of Michigan
300 Lane Hall
Ann Arbor, MI 48104
World Education Fellowship
15444 Blue Skies
Livonia, MI 4 8154

169

The African Studies Center
Michigan State University
East Lansing, Michigan
Center for Peace and Conflict
Studies
5229 Cass Avenue
Wayne State University
Detroit, MI 48202
Michigan Division, United
Nations Association of
the U.S.A.
Office of International Ex­
tension
8 Kellogg Center for Con­
tinuing Education
Michigan State University
East Lansing, MI 48824
Michigan Institute for Global
Education
300 Morris Street, S.E.
Grand Rapids, MI 49 503
Multi-Ethnic Curriculum
Development
600 West Jefferson
Ann Arbor, MI 48104
Southeast Michigan Ethnic
Heritage Studies Center
Merrill-Palmer Institute
71 East Ferry
Detroit, MI 48202

170

FOLLOW-UP RESOURCES
American Council of Learned
Societies
345 East 46th Street
New York, NY 10016
American Educational Pub­
lishers
Educational Center
Columbus, OH 43216
Association for Childhood
Education International
3615 Wisconsin Avenue, N.W.
Washington, DC 20016
Center for International
Programs and Comparative
Studies
State Education Department
of New York
99 Washington Avenue
Albany, NY 12210
Children's International
Summer Villages, Inc.
7 North Terrace
Newcastle Upon Tyne
N32 4AD, England
Department of State, U.S.A.
Washington, DC 20520
Educational Publishers Corp.
Darien, CT 06820
Foreign Area Materials Center
The State Education Department
60 East 42nd Street
New York, NY 10017
Global Education Associates
522 Park Avenue
East Orange, NJ 07017
Institute for Education in
Peace and Justice
3700 West Pine Boulevard
St. Louis, MO 63108
Management Institute for
National Development
230 Park Avenue
New York, NY 10017

American Council on Education
1 Dupont Circle, N.W.
Washington, DC 20036
American Council on the Teach­
ing of Foreign Languages
62 Fifth Avenue
New York, NY 10011
American Friends Service
Committee
407 South Dearborn Street
Chicago, IL 60605
Associated Schools Project
of UNESCO
United Nations Building,
Room 2201
New York, NY 10017
Center for War/Peace Studies
218 East 18th Street
New York, NY 10003
Children's Press
1224 W. VanBuren Street
Chicago, IL 60607
Creative Educational Society,
Inc.
515 North Front Street
Mankato, MN 56001
Exchange Tapes Through World
Tape Pals
Box 9211
Dallas, TX 75214
Fund for Peace
1855 Broadway
New York, NY 10023
Grolier Education Corp.
845 Third Avenue
New York, NY 10022
Institute for World Order
1140 Avenue of the Americas
New York, NY 10036

171
Mid-America Program for
Global Perspectives
in Education
513 North Park
Bloomington, IN 47401
United Nations Development
United Nations
New York, NY 10017

Overseas Development Council
1717 Massachusetts Avenue, N.W.
Washington, DC 20036
Transnational Institute
Institute for Policy Studies
1901 Q Street, N.W.
Washington, DC 20009
World Without War Council/
Midwest Office
724 5 South Merrill AVenue
Chicago, IL 60649

APPENDIX D

MINUTES OF THE FIRST MEETING (9-10 APRIL, 1976)
OF THE MICHIGAN GLOBAL EDUCATION
GUIDELINES COMMITTEE

MICHIGAN DEPARTMENT OF EDUCATION
GLOBAL EDUCATION GUIDELINES COMMITTEE
April 9-10, 1976
Lansing, Michigan
Long's Banquet and Conference Center
The first meeting of the Global Education Guidelines Com­
mittee began at 2:30 p.m. with Dr. Naida Dostal, Chairper­
son, presiding.
Dr. Dostal introduced Dr. Barbara Ort,
Supervisor of the Experimental and Demonstration Centers
Program, who then gave an overview of the purpose of this
committee and the background of its origin.
Several years ago, Dr. John Porter, State Superintendent of
Public Instruction, was appointed to the President's Council
on Secondary Education Reform.
He had a part in writing a
section on "global education" in the book entitled The Re­
form of Secondary Education. Subsequent to this activity,
on October 31, 1975, Dr. Porter spoke at the Twelfth Annual
Michigan Foreign Language Conference, held in East Lansing,
in which he stated his desire for greater emphasis and need
of global education.
At that time, Dr. Porter appointed
Dr. Ort to direct and coordinate the state's activities in
global education.
It is our desire to have this committee
write guidelines for statewide use in local school dis­
tricts for writing proposals and projects with emphasis on
global education.
In light of this, Dr. Ort gave a back­
ground on the Experimental and Demonstration Centers Pro­
gram and ESEA Title IV C funding, as it relates to innova­
tive and exemplary programs of education within the state.
She stated that in the next submission period of the Experi­
mental and Demonstration Centers Program in the fall, monies
are being set aside specifically for future global education
proposals.
Dr. Ort did emphasize that the leadership and impetus for
this task is coming from the state, and thus this committee
has a great responsibility in writing these guidelines.
The purpose of these guidelines is for global education to
be infused throughout the total K-12 curriculum, and it is
not the intent of the Department to have schools make
courses (from these guidelines) in global education.

172

173
Dr. Dostal then introduced Dr. James Becker who then spoke
to the group on global education with respect to his in­
volvement in Indiana and current applications of global
education across the nation.
After Dr. Becker's speech,
discussion by committee members followed.
After a brief break, Mr. William Parrett, Project Director
of the Center for World Studies, Grand Rapids Public
Schools, made a presentation of this project.
The pre­
sentation was a slide program developed by a group of stu­
dents involved in the project and staff members at the Cen­
ter for World Studies.
This is a project funded under the
Elementary and Secondary Education Act, Title III, through
the office of Experimental and Demonstration Centers Pro­
gram within the Michigan Department of Education.
After
this presentation, the committee adjourned for dinner.
The meeting reconvened at 7:55 p.m. with a presentation by
Ms. JoAnn (Jody) Hymes entitled PASE— Project on Asian
Studies in Education, University of Michigan, Ann Arbor.
She gave a background on the beginnings of this project.
This project is striving to bridge the knowledge gap be­
tween what is going on among the Asian scholars and what is
being printed in the textbooks about Asians.
Ms. Hymes then gave a slide presentation of the Project on
Asian Studies.
Ms. Lillian Genser of the Center for Teaching about Peace
and War, Wayne State University, gave a slide presentation
and spoke on the project at the Center.
Materials were
handed out with regard to the slide presentaiton. The goal
of this project is to meet the need in each area at the
level indicated:
the international, national and local
levels.
Since there was not enough time for the total pre­
sentation, Ms. Genser agreed to finish it in the morning.
The meeting adjourned at 9:45 p.m.
April 10, 1976
The meeting began at 8:45 a.m. with the completion of Ms.
Genser1s presentation.
At this point, Mr. Gene Cain stated that this is the place
in the conference where the real work comes in. He stated
several elements to achieve the goal of the writing of the
guidelines for the eventual receipt and approval by the
State Board of Education.
These elements are (1) a referent
group— "the state committee on global education"; (2) the
writing of the document during April, May and June; (3) the
preparation and finalization of the guidelines for presenta­
tion to the State Board of Education by September or October,
1976.

174
Mr. Dick Dougherty did express a concern that there were no
representatives of science on this committee, and Mr. Gene
Cain indicated that this would be remedied.
Mr. Cain explained briefly the procedure used in receiving
State Board approval.
One criterion is that it be readable
and/or understandable by John and Mary Q. Citizen; i.e.,
the language be so structured so as not to cause any dif­
ficulty for Michigan's citizens in understanding and imple­
menting .
At this point in the conference, Dr. Dostal asked for brain­
storming from committee members as a total group.
These
ideas were placed on flip charts and were to be used in the
small group meetings which followed.
These will be typed
and presented in time for the next meeting.
After a brief break, the groups resumed their task.
Dr.
Dostal did make summary comments before the writing commit­
tees met in small groups.
The writing committees, which Mr. Gene Cain designated,
appointed one or two people to document their discussions
and findings, using the "brainstorming" materials from the
total group.
Some groups that did not finish all their re­
ports opted to send the material to Mr. Gene Cain for in­
clusion at the next meeting.
The meeting dates of May 7-8 were discussed.
It was agreed
upon that having the meeting on May 7 from 9:00 a.m.— 3:30
p.m. would be more desirable than a two-day meeting.
The
tentative dates of June 4-5 were discussed, and this will
be confirmed at the May 7 meeting.
The meeting adjourned at 12:00 noon.

APPENDIX E

MID-AMERICA PROGRAM FOR
GLOBAL PERSPECTIVES

IN E D U C A T I O N

MID-AMERICA PROGRAM FOR
GLOBAL PERSPECTIVES IN EDUCATION
Indiana University
513 North Park Avenue
Bloomington, Indiana 47401
What Is the Mid-America Program?
The Mid-America Program works with a variety of
civic and educational groups to improve and ex­
pand global perspectives in education.
What Are the Objectives?
A major objective is helping schools and other
civic and educational agencies to identify and
mobilize the talents and resources needed to de­
sign programs enabling young people to acquire
the knowledge, skills and attitudes necessary
for responsible participation in an interdepen­
dent world.
MAP seeks to make more visible and concrete the
variety of ways in which home towns and states
have links to the rest of the world.
These ef­
forts are geared to helping young people better
understand such terms as interdependence, con­
flict and cooperation.
They also create greater
awareness of the opportunities for youth parti­
cipation in local events or activities which have
international significance.

175

8/78

APPENDIX F

C O R R E S P O N D E N C E F R O M M I C H I G A N C O A L I T I O N OF
G L O B A L E D U C A T O R S T O P H I L L I P RUNKEL,
M I C H I G A N S U P E R I N T E N D E N T OF P U B L I C I N S T R U C T I O N

i
tI C H I G A N ST A TE U N IV E R S I T Y
n u t c l O F E D U C A T I O N • G L O B A L STUDIES C E N T E R

BAST LANSING • MICHIGAN • 4BBM

II E R I C K S O N H A L L
IT

SIS.SS22

May 20, 1980

Dr. Phillip E. Runkel
Superintendent of Public Instruction
Michigan Department of Education
P.O. Box 30008
Lansing, MI 48909

Dear Dr. Runkel:
I am writing to you as a representative of a coalition of Michigan educators who
are concerned about global education. At the conference on Global Interdependence,
held In April at Kellogg Center, a group of us met to consider ways In which we In
teacher education institutions and community colleges could sustain and even accele­
rate the momentum in global education Initiated by the Michigan Department of
Education In 1978 through the publication of Its Guidelines for Global Education.
Several possible courses of action with respect to global education may be taken.
One Is to Implement the Guidelines statement in additional schools in Michigan.
Another is to revise or expand the statement to include a more comprehensive treat­
ment of the role of teacher education Institutions In global education. A third
is to anticipate some of the proposals recommended in the recently published Report
of the Presidential Commission on Foreign Languages and International Studies.
On a more formal levdl, you may wish to consider the formation of a state-wide
advisory board on international/global education. In addition to being an advisory
group to the Michigan Department of Education, such a board would report on current
and future activities relating to global studies, would maintain liaison with citlzs
groups, and would consult with the teacher certification office on possible revision
in the certification requirements of teachers. It could serve as a general clearing
house on projects, materials, and research relating to global education.
tfe should like to discuss these i!fd otli&fe possible actions with you. All of us are
committed to the need for developing in learners at all levels an awareness of
our global interdependence and an understanding of crucial global issues.
We are all aware of the financial constraints operating at the Federal, State, and
local levels. These are inhibiting but not necessarily insurmountable obstacles.
Prior even to funds is the need for commitment. This we have. And this we would
like to discuss further with you.

MSU IS AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY INSTITUTION

176

177
tunkel

May 20, 1980

Je welcome an opportunity to meet with you at a mutually convenient time,
lay X suggest a one-hour session in the afternoon of May 28. I shall get In
couch with your secretary to confirm your response as to the precise time.

/ery sincerely yours,

Stanley P. wjpnaki
Project Administrator
Slobal Studies Center
SPW: rph
cc:

Members of Ad Hoc Group of
Michigan Global Educators

%

*E UNIVERSITY
GLOBAL STUDIES CENTER

EAST LANSING ■ MICHIGAN * 48*24

inkel
: Public Instruction
n t of Education
)9

u p to the m e e t i n g y o u h a d o n M a y 28 w i t h t h o s e o f u a W h o r e p r e tal c o a l i t i o n o f M i c h i g a n e d u c a t o r s I n t e r e s t e d i n g l o b a l e d u c a t i o n ,
M i e l e , and X thoroughly enjoyed our conversations with you, and
- support of g lobal e d u c a t i o n efforts in the State,
:hat t w o m a j o r s u g g e s t e d a c t i v i t i e s e m e r g e d a t t h e m e e t i n g :
s h o u l d b e m a d e of all types of glob a l e d u c a t i o n efforts i n the
>ls, i n I n d u s t r y , a n d t h r o u g h l a y g r o u p s s u c h a s c h u r c h a n d c i v i c
12) A c l e a r i n g h o u s e s h o u l d b e e s t a b l i s h e d f o r t e a c h e r s a n d o t h e r
iIonaIs w h o a r e I n t e r e s t e d i n p o s i t i o n s i n o n e o f t h e m a n y i n t e r —

I of the three of u s w i t h you, X h a v e h a d conversations w i t h
w h o , X understand, also disc u s s e d the a b o v e two items w i t h
I to the i n v e n t o r y , h e i n d i c a t e d t h a t the D e p a r t m e n t of E d u c a t i o n
linary p l a n s t o s u r v e y a s a m p l e o f t h e K — 1 2 p o p u l a t i o n i n t h e
t coalition are prepared to make a parallel survey among univer, and community colleges,
S u c h a s u r v e y w i l l b e a follow— up to
:ed I n 1 9 7 8 , a c o p y o f w h i c h X e n c l o s e d i n m y l e t t e r to y o u o f
: Instrument w i l l be m o r e inclusive, and cover a larger number
X shall b e distributing shortly to members of our coalition a
t instrument for their review and suggestions.
W e h o p e to h a v e
lent r e a d y f o r m a i l i n g w i t h t h e b e g i n n i n g o f t h e 1 9 8 Q — 81 s c h o o l

:ed t o t h e s u r v e y i n s t r u m e n t s , X h a v e a l s o h a d c o n v e r s a t i o n s w i t h
ihler, E x e c u t i v e D i r e c t o r o f t h e M i c h i g a n I n t e r n a t i o n a l C o u n c i l ,
it h e h a s a l r e a d y b e g u n s u c h a n I n v e n t o r y r e l a t i n g to b u s i n e s s ,
I o t h e r g r o u p s . H e c u r r e n t l y h a s a p r o p o s a l for f u n d i n g o f a
:hese e f f o r t s .
H i s f i n d i n g s s h o u l d b e a n e x c e l l e n t c o m p l e m e n t to
lesigned f o r K — 12 a n d c o l l e g e l e v e l s ,
Lnghouse e f f o r t , t h i s w i l l p r o b a b l y ta ke a l o n g e r t i m e to get
:olleges a n d u n i v e r s i t i e s c a n b e s t a s s i s t the e f f o r t b y h a y i n g

179
June 26, 1980

Runkel

their respective placement offices establish contacts with the central clearing­
house office. Dr. Chapman indicated that the focal point for these efforts
should probably be within the Department of Education.
i

Let me conclude by expressing again our deep appreciation to your for your
commitment to the goals of global education. We all realize in these times
of fiscal forbearance that funding for all of the efforts described above will
be extremely limited. But even more basic than funds is the sense of professional
responsibility for achieving imperative educational goals. This we all have.

Very sincerely yours,

Stanley P. Wronakl
Convenor
Michigan Coalition of Global Educators
SPWrrph
cc:

Members of Michigan Coalition of Global Educators

APPENDIX G

PROJECT MERGE
(MERGING EVERYONE'S RESOURCES
FOR GLOBAL EDUCATION)
FARMINGTON PUBLIC SCHOOLS

FARMINGTON PUBLIC SCHOOLS
GLOBAL EDUCATION
GOAL:

To develop a model aimed at infusion of Global Educa­

tion into the public school curriculum.
DEFINITION;

The awareness of the interdependence and inter­

relationship of the world's population and the ability
to take effective action through cultural and/or techno­
logical components to insure our present and future sur­
vival .
ASSUMPTIONS:

The model of curriculum change must consider

the following factors:
1.

Due to declining enrollment# new staff will
be limited.

2.

Effective curriculum change must involve
those in the delivery system.

3.

In response to many public and private
measures# the current public school curricu­
lum has many specialized content areas.

4.

Effective public school curriculum change
must allow community involvement.

OBJECTIVES:
1.

A nucleus of existing staff will be skilled
in presenting global concepts by including

180

181
a new "look" or different perspective to
material regularly handled in the classroom.
2.

Students will gain an awareness of planetwide conditions, events, and developments
leading to more responsible citizenship.

3.

Global Education classroom teaching units,
which represent all grade levels and subject
disciplines, will be developed.

4.

Appropriate local Global Education resources,
human and institutional, will be identified
for possible utilization in the classroom.

5.

Parents and community will have the oppor­
tunity to learn and become involved in the
Global Education program.
MERGE MODEL

WHO

WHAT

HOW

Students

Understanding the
effects of the in­
creasing interdepen­
dence of the world

Speakers
Field trips
Reading
Writing
Discussions
Projects
Media

Teachers and
Administrators

Develop Global Educa­
tion awareness

Speakers
Field trips
Reading
Media
Community survey
Individual and
small group
activities
Discussions
Planning, develop­
ing, piloting,
reviewing, modi­
fying Global
Education units

Increase Global Educa­
tion knowledge
Put a Global perspec­
tive into the present
classroom subject
areas

182
Parents and
Community
Members

Develop Global Educa­
tion awareness
Become involved in the
Global Education Pro­
gram

Surveys
Speakers
Meetings
Suggestions
Home activities
Presentations

STEPS TO IMPLEMENT THE MODEL:
1.

Form advisory committee

2.

Form task force

3.

Discover community resources

4.

Develop and implement teaching units

5.

Survey needs

6.

Organize workshops and meetings

7.

Establish community participation

8.

Monitor and evaluate all project activities

APPENDIX H

TRENDS AND ISSUES IN GLOBAL, MULTICULTURAL,
BILINGUAL, AND FOREIGN LANGUAGE EDUCATION
MICHIGAN DEPARTMENT OF EDUCATION
JULY-OCTOBER,

1979

T R E N D S A N D I S S U E S IN G L O B A L , M U L T I C U L T U R A L ,
BILINGUAL, AND FOREIGN LANGUAGE EDUCATION

PROGRAM DESCRIPTION

The Institute for Staff Development, in cooperation with
selected ESEA Title IV-C Projects* will sponsor a series of
symposia on Trends and Issues in Global, Multicultural, Bi­
lingual, and Foreign Language Education under the leader­
ship of Dr. John Chapman, the Department's Consultant for
Social Studies Programs; Dr. Renato Gonzalez, Supervisor of
the Bilingual Program; and Dr. Stanley Wronski, Professor
of Education and Social Sciences at Michigan State Univer­
sity.
These symposia (11 sessions, 3 hours each) will:
a)

Provide pertinent information for and initiate
dialogue among appropriate Department staff about
policy and position statements which have been
approved by the State Board of Education regard­
ing global, multicultural, bilingual, and foreign
language education;

b)

Provide a forum for significant national figures
to present formal papers and discuss with Depart­
ment staff national trends and issues regarding
global, multicultural, bilingual, and foreign
language education; and

c)

Provide an opportunity for collaboration among
units and staff responsible for the implementation
of State Board policy regarding the areas identi­
fied.

Presentation, discussion, and audience participation formats
will be used.
ELIGIBLE PARTICIPANTS:
DATES:

Professional supervisory, adminis­
trative, and consultant staff.

July 11 - October 3, 1979

•Projects focusing on global, multicultural, or bilin­
gual education: Ann Arbor, Flint, Holt, and Marquette.
Projects focusing on global education:
Grand Rapids, Livonia, Menominee.

183

Farmington,

APPENDIX I

I N T E R V I E W S C O N D U C T E D IN R E S E A R C H I N G
THIS D I S S E R T A T I O N

I N T E R V I E W S C O N D U C T E D IN
RESEARCHING THIS DISSERTATION

Becker, James.
Director, Mid-America Program for Global
Perspectives in Education; Bloomington, Indiana.
Interview conducted by telephone:
East Lansing,
Michigan— Bloomington, Indiana; August 8, 1979.
Borgstrom, Georg A., Professor, Food Science and Human
Nutrition; and Wronski, Stanley P., Professor, College
of Social Science, Michigan State University; East
Lansing, Michigan.
Twelve conversations during the
years 1977-1980.
Case, Jeffery.
Michigan.

Michigan Department of Education; Lansing,
Interview, July 22, 1980.

Chapman, John.
Social Studies Consultant, Michigan Depart­
ment of Education; Lansing, Michigan.
Interview,
July 17, 1979.
Collins, H. Thomas.
Global Education Consultant, National
School Board Association; Washington, D.C.
Interview
in East Lansing, Michigan; April 25, 1980.
Gage, Richard.
Social Studies Consultant, Iowa Department
of Public Instruction; Dubuque, Iowa.
Interview,
January 8, 1981.
Hartley-Hunter, Marilyn.
Education Consultant, Michigan
Department of Education Experimental and Demonstra­
tion Centers Program; Lansing, Michigan.
Interview,
July 30, 1980.
Hultgren, David.
Director, Global Education Project of
Menominee County Intermediate School District; Menomi­
nee, Michigan.
Interview in East Lansing, Michigan;
July 21, 1980.
Joyce, William.
Professor of Elementary Education, Michi­
gan State University; East Lansing, Michigan.
Inter­
view, July, 1979.
Niemeyer, Roger.
Associate Professor in Student Teaching
and Professional Development, Michigan State Univer­
sity; East Lansing, Michigan.
Interview, July 29, 1980.

184

185
Ort-Smith, Barbara. Associate Superintendent for School
Program Development, Michigan Department of Education;
Lansing, Michigan.
Interview, August 2, 1979.
Porter, John W. President, Eastern Michigan University;
Ypsilanti, Michigan.
Interview, July 18, 1980.
Summerlee, John.
Director, Project MERGE, Farmington Pub­
lic Schools; Farmington, Michigan.
Interview conducted
by telephone:
Lansing, Michigan— Farmington, Michigan,
August 4, 1980.
Vinten-Johansen, Peter.
Assistant Professor, Department of
History, Michigan State University; East Lansing, Michi­
gan.
Interview, July 31, 1980.
Wronski, Stanley P. Director, Global Studies Center; and
Professor, Secondary Education and Curriculum, Michigan
State University; East Lansing, Michigan.
Two inter­
views, July 26, 1979, and August 14, 1980.

APPENDIX J

CONFERENCES ATTENDED IN RESEARCHING
THIS DISSERTATION

SOME OP THE CONFERENCES ATTENDED
WHICH RELATE TO THE
DEVELOPMENT OF GLOBAL EDUCATION
MIDWEST GLOBAL EDUCATION CONFERENCE:
SCHOOLING AND THE CREATION OF HUMAN FUTURES
Grand Valley State Colleges
Campus Center; Allendale, Mich.’gan
April 22, 1977
FALL CONVENTION, MICHIGAN COUNCIL FOR THE SOCIAL STUDIES
Plymouth Hilton Inn
Plymouth, Michigan
October 14, 1977
THE CITIZEN IN SOCIETY:
THE ROLE OF THE SOCIAL STUDIES TEACHER
57th Annual Meeting of the National Council
for the Social Studies
Cincinnati, Ohio
November 24-27, 1977
GLOBAL EDUCATION IN MICHIGAN
Kellogg Center
Michigan State University
East Lansing, Michigan
February 28, 1978
MID-MICHIGAN GLOBAL EDUCATION CONFERENCE
D e p a r t m e n t o f E d u c a t i o n and

Ingham County Council for Curriculum and Instruction
Starboard Tack
East Lansing, Michigan
May 16, 1978
TRENDS AND ISSUES IN GLOBAL, MULTICULTURAL, BILINGUAL,
AND FOREIGN LANGUAGE EDUCATION
Michigan Department of Education
State Library Media Conference Center; Lansing, Michigan
July 11, 1979
July 25, 1979
GLOBAL INTERDEPENDENCE:
CHANGING PRIORITIES
FOR THE UNITED STATES
Global Studies Center, Michigan State University
Kellogg Center; East Lansing, Michigan
April 24-26, 1980

186

137
MICHIGAN STATE BOARD OF EDUCATION MEETING
Michigan Department of Education
Michigan National Tower; Lansing , Michigan
July 1# 1980

APPENDIX K

I N T E R V I E W W I T H J O H N W.

PORTER,

P R E S I D E N T OF E A S T E R N M I C H I G A N U N I V E R S I T Y ,
(AND F O R M E R M I C H I G A N S U P E R I N T E N D E N T
OF P U B L I C INSTRUCTION)

EXCERPTS FROM AN INTERVIEW WITH DR. JOHN PORTER,
PRESIDENT OF EASTERN MICHIGAN UNIVERSITY
(in his office in Ypsilanti, Michigan,
on July 18, 1980)
This conversation concerned Porter's role as the motivat­
ing and innovating force behind global education in Mich­
igan, his view or larger perspective/philosophy into which
global education fit, his concerns about its future, etc.
Q.

How did you initially become interested in global edu­
cation?
Is your dissertation the starting point?

No, my interest in history (as a history major) is the
starting point.
My dissertation raised my interest even
more and led to the determination that this would be one of
my areas of specialization.
I also started to travel
abroad yearly.
I worked with the Chiefs of State Schools Officers and was
influenced by their interests and publications.
That was
tied in with something else that happened about the same
time,
[I had]
a conversation with some Latinos (which
I never will forget) which concluded that by 2000 AD or
2005 Spanish would be the second dominant language of the
Western Hemisphere. ([It]
kind of caught me by surprise;
but now that I've done the analysis, I can see that that's
quite obvious.)
So that, plus traveling abroad yearly, got
me to thinking that America has become the only industrial­
ized country that is basically monolinguistic. Then I got
to talking to Fred Hechinger, who was editorial writer for
the New York Times, about the fact that foreign languages
have been plummeting so rapidly.
My response was that the
reason foreign languages had been declining is that they're
part of the select, screen, sort and select process and
what we need to do in America is provide an opportunity for
all children to acquire global perspectives.
In fact, I
concluded about eight years ago that in the best of all
worlds within this decade we ought to be requiring all
children to take at least one foreign language tied in with
global perspectives just to get the families thinking beyond
English.

188

189

Q.

What grade or age level?

Starting in the elementary grades.
Elementary kids pick up
foreign languages so easily.
So we then asked Stan [Wronski] and a group of twenty-five people or so to sit down and
develop the first set of global perspectives and guidelines
with the clear understanding that once that was done, we
would seek legislative support to finance those and that
would begin to put global perspectives into the Michigan
curriculum.
That's, I think, about where we are now. At
some point in time we [planned to] come back to the legislature
(I'm just giving you the long term) with some kind of in­
centive grants that would encourage schools to provide be­
yond the 180 days and 900 hours of curriculum incentives for
kids to explore a second language.
That's basically the
upshot of it all.
Q.

So you really, clearly tied foreign languages and social
studies together...?

Yes.
You see, my whole argument— the whole rationale for
global perspectives--was that social studies and foreign
languages were not compatible.
You had to have some de­
livery system that would make them compatible.
By and
large, those kids that take social studies are not the
kids who take foreign languages or at least with a great
deal of interest.
We tend to have urban, white, upper
middle class kids involved in foreign languages.
We tend
to have poor, inner city, black kids (quote— end quote),
Latinos, Indians, poor whites involved in social studies.
In a sense, I just think we could break that out of the
curriculum.
The question is "Why shouldn't both groups
be getting global perspectives?"
Q.

Has there been some success in changing the nature or
view of foreign languages?

Of foreign languages? My answer is no.
I just don't think
there has been any major change.
There was a long term
strategy behind this, and that is that the only way that
foreign languages are going to be appreciated is to in­
crease the awareness and heighten the interest of people
in terms of global perspectives.
You've got to have that
in front before you can proceed with foreign languages be­
cause foreign language is just like math.
(Most adults
can't do math— they get uptight— but they could if they
understood math from the perspective of its utility.)
So we had a strategy behind the global perspectives.
I would hope the new Commissioner of Education would

(And

190
vigorously pursue this.)
We put Title IV-C money into fi­
nancing global perspectives activities, but it's going to
have to be built into the state aid act state-wide and all
children are going to have to experience global perspec­
tives, I think, every year.
Q.

So, global education would give us a rationale and
eventually an underlying philosophy— beyond just a
perspective— a philosophy that would hold together...

Yes.

Q.

So in 1974 the decision was made at the state depart­
ment level— and that would involve yourself, Barbara
Ort-Smith, and Eugene Cain?
Right.

Right around that same time, we created the Indian Education
Office and the Latino Office and began working on multi­
cultural perspectives.
I think all of that is part of the
fermenting that led to global perspectives... being the
first state to create an advisory body on Latino affairs and
the first state to create an advisory body on Indian (af­
fairs) and to have a full-time staff,...and then initiating
multicultural perspectives.
Those were kinds of backdrops
moving to global perspectives.
All of that took place back
in '73-74. [These were] state funded.
Q.

The concept of bilingual education...?

Well, the bilingual was part of this.
It's hard to go back
because people don't tend to write history as they go; but
bilingual education, multicultural perspectives, the Latino
Office, the Indian Office were all part of one gigantic move
to provide a responsiveness to the needs of the hetero­
geneity of our school population.
Q.

When I talked to Dr. Ort-Smith, she had suggested that
at the fall 1975 presentation to the Michigan Foreign
Language Association (which is mentioned frequently as
a landmark moment), you appointed her and Eugene Cain
to head this up. Was she very much involved prior to
this?

Oh, yes.

191
Q.

The elementary foreign language program...also fit into
this perspective, then?

Yes.
Q.

Was this articulated pretty well to the staff or was it
the larger view that you had while you had different
people working on different aspects?

Oh, no. That was all articulated.
What you haven't picked
up yet is the 1971-72 Development of Performance Objectives
in Foreign Languages.
You probably haven't seen them.
No.
[They]...were tied into the foreign language in the elemen­
tary schools.
A set was developed ten years ago of what
we felt every child ought to know in foreign language.
So
there is a lot that was going on during this whole period
of time that I'm sure everybody has forgotten about.
All
I'm saying to you...is that long before we surfaced the glo­
bal perspectives, [there was] some energizing in these areas
that goes back almost a decade.
You see, the key to this
is that I discovered at that point in time that we couldn't
float foreign languages in the curriculum. We didn't
have a sufficient number of teachers who could teach foreign
languages and provide the on-going stimulus.
Second, we
didn't have the incentives built in and, therefore, we
gradually— because of the ensuing things in '73 and '74:
the Indians, the Chicano, bilingual— began shifting from
that approach to the global perspectives approach.
The global perspectives approach didn't just pop out of
the air nor was it something that I dreamt up while I was
in Zurich. All of this was, "How do you get social
studies and foreign languages appreciated in a different
perspective?" And the conclusion was you get them better
appreciated in a global perspective.
The people don't
want to learn a foreign language for the sake of learning
a foreign language.
But they might learn a foreign lan­
guage if it's related to something that has a global per­
spective to it.
Q.

Jim Becker, as I understand it, came in and met once
with the committee; but did he primarily consult with
you directly? Was he kind of touching base for you with
the movement nationally?

...Keep in mind that while all of this was going on, a simi­
lar corollary set of activities was going on at the national
level.
So, while we were pushing things in Michigan, the
Chief of State School Officers were adopting positions at
the national level trying to get all of the states to move

192
in this direction.
I say that because an outgrowth of all
this was that we set up with the Department of State and
with Bob Leestma at the U.S. Office of Education an on-going
sojourn of Chief State School Officers to other lands
so different chiefs go to four or five different coun­
tries every year as part of this global perspective.
There's a national perspective that you could get through
Bill Pierce who's the new executive director.
That was
feeding on what we were trying to do in Michigan.
[Note:
Tom Collins and Rose Hayden served as advisors to this
group.1
Q.

Are there ways in which you have been disappointed in
this program?

If I have any disappointment, the disappointment would
be that what one tries to sustain over a long period of time
is not sustained.
Then, that would be disappointing.
Now,
I had every reason to believe that it would take a long time
for schools to begin to appreciate the need for global per­
spective.
But I'm operating on the theory that if pretty
soon we discover we can't talk to half the people we're
working with because they talk in Spanish and we're monolinguistic, that awareness is going to accelerate this.
If you look at global perspectives and compare it to
another project that I initiated in '69--the
state assessment program— and you realize that the legisla­
ture in 1979 enacted in law— after ten years— the tenth
grade assessment— then you can say that I'm not disap­
pointed at all. My only disappointment at this point
would be that this would not be perceived as very impor­
tant when I think that it is very important.

...I don't think kids ought to take foreign languages for
the sake of taking foreign languages.
I think they ought to
take foreign languages when those foreign languages are re­
lated to something that they can identify with.
There­
fore, I think— in a sense— you provide the global perspec­
tives and the appreciation for foreign languages.
If
students are going to go to China or Japan or Indonesia,
then, I think, through a language center, one can acquire
those language skills.
That takes a long time.
...I am frankly not disappointed.
I just don't know that
people will carry forth.
People tend to do what you in­
spect, not what you expect. And I expect them to do some­
thing, but unless the superintendent is really providing
the leadership for them— which is what I mean by inspect—

193
then there's going to be some other task that's going to
take [precedence].
Q.

Another apprehension might be that people would lose the
larger goal or perspective and zero in on their indivi­
dual thing.

I think that that is what one would probably conclude.
Q.

So there has to be some place at which this larger per­
spective remains intact and articulated.

That's my whole apprehension
Q.

No.
Q.

John Chapman is very supportive of global perspectives.
Of course, he's in social studies.
And I don't think
there's a person just in charge of foreign languages...
That's under communication skills which is another area.
The article by Lorraine Straussheim indicates that the
foreign languages have lost the sense of a global per­
spective and if they don't regain it, the social studies
will make it their thing and go charging off...

I don't think anybody is "charging off."
I'm apprehensive.
[COMMENT:

Q.

That's the reason

Eastern is hoping to develop an "upbriefing" pro­
gram which will be designed to quickly prepare
travelers abroad for the language, culture, poli­
tics, society they will encounter on their speci­
fic travels.
It would be sponsored by Exxon and
the specific companies and organization through
for which the traveling is being done. Porter be­
lieves, "The more one does that for adults, the
more adults are going to appreciate the need for
global perspectives in the schools."]

How is the global education effort in Michigan, as you
see it, precedent-setting?

Well, it certainly is precedent-setting.
To my knowledge,
no other state has tried to describe what ought to take
place in terms of global perspectives.
I think that the key
is how does one translate it from a pilot to a state-wide
initiative? We've got two legs up but we don't have the
third leg. And since I'm not around any more, I just don't
know how we're progressing from the pilots to the state-wide
effort.

194
Q.

That's the translation from the pilots..,?

Yes, it's taking the pilots and demonstrating that it's so
valuable that the pilots need to be translated/transformed
into a state-wide initiative.
That's the next step.
Whether that takes one year, three years, five years, I
c a n 't sa y .
Q.

Is that going to be dependent on quite a bit of money?

Well, I assume it's going to be dependent on some funds.
Q.

You initiated the term "life role competencies."

Right.
Q.

This obviously all fits into that perspective... into
which career education also, for example, is well suited.
Was that intended to be a way of translating existing
programs into a philosophical frame that is more encom­
passing?

Well, the difference is that secondary schools now respond
to subjects and not to youth.
And the purpose of the life
role competencies was to get the secondary school people to
respond to the needs of youth and not to subjects.
Q.

To make the transformation,
to a child-centered...?

then, from a subject-centered

To try to make the curriculum more compatible as the child
progresses from elementary grades to secondary grades.
Q.

That might be almost a precedent related to this, too

Yes.
Q.

A personal question, if I might ask:
You have gone
from your position with the State of Michigan to this
position.
Was that, in part, because you envisioned
building more specific programs or...?

No.
It was very simple.
After ten years as a state com­
missioner of education, I felt we had accomplished every­
thing that could be accomplished; but it wasn't being im­
plemented.
And it w a s n ’t being implemented, I thought,
for one reason, and t hat’s because colleges and univer­
sities had not been brought into the system.

195
Q.

In Chapter 6 of the Kettering Report, you specifically
spoke of the need for the state to get teacher training
institutions into this in their preparation of teach­
ers. And...that has not been realized in terms of
larger goals?

I think that in the 1980s, the major challenge we face is
actually bringing into existence success stories based upon
the very significant adoptions of the '70s.
I think [those
years] will go down in history as probably the greatest
[time] of American education's response to equality.
The
problem is the system is not now operative to implement all
of this.

Thank you.
I appreciate your being willing to take
the time to talk with me.

APPENDIX L

T H E S C H O O L OF G L O B A L E D U C A T I O N
STEVENSON HIGH SCHOOL
LIVONIA

Global Education
“Global Education at Stevenson High School means a
curriculum which will involve students in cultural, sci­
entific, ecological, and economic issues which affect
everyone.

It promotes an understanding of the values and

priorities of the many cultures of the world as well as the
basic concepts and principles related to world communities."

The School of Global Education
— Components
I.
II .

Global Education— Definitions and Models
Academics
A.

Three Sequences
1.

Past:

2.

Present:

3*

III.

(in the School of Global Education)

Cosmos Formation to Age of Exploration
Age of Exploration to 1980s

a.

Conflict, War, and Peace

b.

"American History"

Future:

Holistic Futuristics

B.

Five Disciplines— English, Social Studies, Math,
Science, Spanish

C.

Team Teaching

D.

Interdisciplinary Studies

E.

Choice— Reading/Research

Global Issues in Seminar/Simulations
A.

Three to Four Issues Addressed Per Year

196

197

IV.

Students Take Responsibility for Reading,
Research, Community Research

C.

Involvement— Simulations

Resource Speakers and Materials

V.

Field Trips

VI*

VII.
VIII.

B.

A.

Local

B.

National

C.

International

Model United Nations
A.

Preparation

B.

Operation

Student and Community Involvement
Evaluation

Topics for Curricular
Focus (Seminars)
1.

Limited Resources

(food, energy, etc.) in a Global Age

2.

Communication in a Global Age

3.

The Refugee in a Global Age

4.

Human Rights in a Global Age

5.

The Family in a Global Age

6.

Terrorism in a Global Age

7.

The Planet Earth in a Global Age:Maintaining
Healthy Environment

a

and/or
8.

Global Security:
Draft, etc.

9.

Changing Roles in a Changing Society:
Child

Peace/War, the Arms Race, the
Man,Woman,

198

10.

A Model U.N.— for Students

11 . Population: The Relativity of Birth/Death, Migra­
tion, Employment, Urbanization, Standard of Living
Based on the Four Global Education Concepts:
1.

Communication

2.

Change

3.

Conflict

4.

Interdependence

(Resolution)

Four to five topics are covered per year
at Livonia.

Attitudes Conducive to
International Understanding
(for measurement)
1.
2

.

Tolerance and respect for others' views, faith,
culture, and customs
Readiness to seek and to manage a peaceful solution
to differences

3.

Willingness to reassess one's own view— open-mindedness

4.

Active readiness to learn about other peoples and
cultures

5.

Willingness to recognize humankind's unity in diver­
sity among both achievements and problems

6.

Interest in and willingness to analyze global issues

7.

Readiness to be altruistic, sociable, compassionate

i9y

Community Involvement
1.
2.
3.
4.

5.
6.

7.

8.

9.

10.

Advisory Association
Workshops (Comm./Teach./Adm./Stud.)
Evening Presentations
Mayor/City Government
4.1 "Sister City Project"
4.2 "Global Awareness Day"
4.3 Support in City Offices
4.31 Community Services
4.32 Chamber of Commerce
4.33 City Council Members
Citizen Awareness & Cooperation with Students in
Community Service
Media Sub-Committees
6.1 To Establish Media Relationships
6.2 To Prepare Materials and Presentations
6.3 To Prepare and Print Brochures
Community Resources
7.1 As Classroom Presenters
7.2 As Materials Providers
7.3 As Project Advisors
Media Coverage
8.1 News— Special Events
8.2 Magazines— Ongoing Reports or Articles
8.3 Interviews— Personalities
Educational Community Presentations
9.1 To Principals
9.2 To Staffs
9.3 To Students
9.4 To P .T .O .
Cooperating Institutions and Projects
10.1 Global Studies Center, MSU
10.2 African Studies Center, MSU
10.3 ACTION
10.4 LASED
10.5 Y.F.U
10.6 NWSD Center
10.7 Center for Peace and Conflict, Wayne State Univ.

APPENDIX M

GLOBAL EDUCATION PROJECT
MENOMINEE COUNTY
INTERMEDIATE SCHOOL DISTRICT

!

^umrui\ J D i \

1 0

ur

i

nc rnuju^ i

Ii\ T U U K M ^ m J U L

SEM INAR - An intensive seminar to provide teachers
w ith imservice training in areas of global perspectives,
global issues, cross cultural understanding, unit develop­
ment, teaching strategies and resource identification.
GOALS - statem ents o f

W ORKSHOPS - Follow-up workshops to provide addi*
tionab in-service training in teaching methods and global
topics.

to

o
o

intent which the program
seeks to achieve

EVALUATION • a
process to determine the
impact o f the program

IN-SERVICE
TRAINING - intensive
seminar plus follow-up
workshops for teachers

CONSULTATION
individual teacher
consul: tionr with p n
staff
/

CONSULTATION - Individual teacher consultations
w ith project staff to reinforce teacher committment to the
goals of the project and to suggest resources and strategies.
A GLOBAL FESTIVAL - A culminating activity of
globaTdisplays and demonstrations by teachers, students
and the community.

UNITS - tiljssrrt
implementation o f units
developed h teachers
during the m-scn'icc
training

R E SO U R C ES id e n tific a tio n ■ ‘ r e

■~cr

for clcss^nm usr

An in-service training and resource utilization program
designed to encourage the professional development of
teachers and foster the teaching of global perspectives in
elementary and secondary classrooms.

952 First Street

Menominee, Michigan 49858

Telephone (906) 863-6550

A training and resource utilization program designed to encourage the professional development of
teachers and foster the teaching of global perspectives in the elementary and secondary classroom

COMPONENTS OP THE PROJECT

August

October

Summer seminar
8 sessions 8 4hrs/
session over a two
week period(approx

Workshop I
(3 hours)

February
Workshop II
(3 hours)

Majr
Global Festival
(2 school days)
(optional)

Individual Consultation with Participating Teachers

Seminar

Workshop I

Consultation

Workshop II

Festival

•Core Teacher Training
ttJnit Development
•Community Resource
**
Identification

•Awareness for
new teachers
•Reinforcement and
additional ideas
for Core Teachers
•Materials Display

•Unit Support
•Identification of
teaching materials
•Data Collection
•Coordination of
teacher efforts
•Additional Support
Services

. demonstration'
•Knowledge
global projects
•Teaching
produced during
Strategies
the year
.Reinforce
.Awareness
for
teacher com­
students,other
mitment
teachers,and
community
•Information and
teaching
strategies
•Exposure for Cc
munity Resource
People

The length of timing of workshops and other Project components may be adapted to meet the needs
of the Replication District.

202

STUDENT GOALS
of
GLOBAL

the

EDUCATION

PROJECT

AWARENESS
1.

S t u d e n t s gain
the world.

awareness

in s e e i n g how

they

are

linked

to

2.

S t u d e n t s b e c o m e awa re that peo p l e ar ound the w o r l d have
d i f f e r e n t p o i n t s - o f - v i e w , b e l iefs, and a t t i t u d e s and
these can be shared.

3.

S t u d e n t s b e c o m e aware that each p e r s o n and the gro u p s
w h i c h p e o p l e b el ong, are p a r t of the w o r l d ’s so c i a l cultural make-up.

to

KNOWLEDGE
4.

S t u d e n t s gain b a s i c ski lls a bout t h e i r w o r l d ' s
so cial , p o l i t i c a l , and e c o n o m i c mak e-u p.

geographic,

5.

S t u d e n t s l e arn to a c q u i r e and p r o c e s s
to w o r l d i s s u e s and w o r l d p r o b l e m s .

6.

S t u d e n t s gain c o m p e t e n c e in a c q u i r i n g
information relat­
ing to the e v e r 'changing n a t u r e of the w o r l d a r o u n d them.

information related

DECISIQNS/JUDGMENTS/ACTION
7.

S t u d e n t s gain c o m p e t e n c e in d e c i s i o n - m a k i n g w i t h a gl ob al
p e r s p e c t i v e by l e a r n i n g to make t h e i r own l i ves a g o o d e x ­
a mple for o t h e r s to follow.

8.

S t u d e n t s take into c o n s i d e r a t i o n the i n t e r e s t s of o t h e r s
i n c l u d i n g fut u r e g e n e r a t i o n s w h e n m a k i n g a d e c i s i o n w i t h
global consequences.

9.

S t u d e n t s c o n s i d e r glo b a l p e r s p e c t i v e s w h e n m a k i n g p e r s o n a l
decisions regarding their life-style.

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