GLOBAL EDUCATION: AN ALTERNATIVE PROGRAM OF STUDY

FOR PROGRESSIVE LEARNING

Douglas Bollon Archibdd

A thesis subrnitted in conformity with the requirements for the degree of Master of Arts

Department of Cumculurn, Teaching and Learning Ontario institute for Studies in Education o f the

University of Toronto

O Copyright by Douglas Bollon Archibdd 200

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This thesis is dedicated to

Patricia

With Love

Abstract

Global Education: An Alternative Program of Study for Progressive Learning

Douglas Bollon Archibald hlaster of Arts

Department of Curriculum, Teaching, and Learning Ontario Institute for Studies in Education of the University of

Toronto 2000

The purpose of this thesis is to create a global sduçation course to be infused into

the Ontario Curriculum for grade eleven. It has become apparent to me that school

curriculum needs to change. Our present system is based o n nineteenth century. linear

thinking. It is time to transforrn this paradigrn. This thesis serves as a rationale for

trmsformative learning, and a framework for a new global education program. 1 have

cailed this new program, Global Perspectives for Science (GPS) and is comprised of two

units. Tne first deais with the present state of the world. Students are presented with

resources and participate in activities that draw attention to some pressing world issues.

The second unit provides hope for students who may have k e n discouraged by the issues

presented in the first unit. The activities throughout the GPS cumcuIum encourage student

development, empowerment. and provide opportunities for fostering global perspectives.

Acknowledgements

1 thank my thesis supervisor, Dr. David Selby, who gave generously his

rime and effort into guiding me through this thesis and through my M.A. program.

As well, 1 would like to thank Dr. Derek Hodson for his input and reading of this

thesis.

And finally 1 would like to thank my wife Patricia, for king a great source

of strength and inspiration. As well 1 would like to acknowledge my mother, for

her love and support.

Table of Contents

. . Abstract .................................................................................. i l 1

Acknowledgements .................................................................... iv

Introduction ............................................................................. vi

Chapter

Chapter

C hapter

1 : S tate of the World ........................................................ 1

..................................... 2: The Elements of Global Education 15

3: The Ontario Curriculum ................................................. 29

Chapter 4: Rationale for a Global Perspective in Science Cumcuium ........... 54

Chapter 5: A Global Perspective for Science Curriculum ......................... 71

............................................................... Chapter 6: Conclusion 104

References ............................................................................. 115

Appendicies ............................................................................ 121

Introduction

Global education encourages teachers and students to take a broad view: to see

themselves as global citizens, with ail the concomitant joys and responsibilities, as

well as members of a particular comrnunity and country; to understand the key

problsrns afflicting the world today -- environmental abuse, poverty, nghts'

denials, violence -- and to play their part in finding creative solutions: to think

constructively about the future, and their role in shaping it, as well as leaming from

the past (Pike, 1998, p. 7).

The purpose of this thesis is to create an aitemative program for progressive

leming. This program will be about global education and how it can be intepted into the

present Ontario grade eieven curriculum. The program is called Global Perspectives for

Science (GPS), however, it is not resuicted to science classes per se. The original intent of

this thesis was to create an alternative science program because science has traditionally

been taught as a separate subject area. However, following much research it has become

very apparent that science cannot be taught or leanied in isolation from other subject areas.

In fact, to obtain a tmly global perspective in science, students need to malie connections

between their personal well-king and global, political, social and cconomic systems.

Therefore. global education must span the cumculum.

As weI1, students want to l e m more about global issues. Lyons ( 1992) comments

o n ri study from Dalhousie University entitled 'The global Outlook of the Class of 1990".

In this study over four thousand grade eleven students were surveyed to find out their

knowledge and attitudes about globd issues. The survey indicated that grade eleven

students üre very concemcd about global issues such as nuclear war. globai hunger,

poverty and environmentd degradation.

In addition, students' attitudes are forrned from the television and other electronic

media. "S tudents are faced with environmental, econornic, socid. and political concerns

that are personal, national. and internationai in scope. AU this can be overwhelrning and.

unIess addressed effectively in some way, may Iead to resignation. inactivity, resentment,

and excessive behaviour" (Ljlons, 1992, p. IO).

Having said a global perspective curriculum needs to span the cun-icülum ünd that

students want and ne& to learn about global issues, it is essential that students are taught

using global education strategies. In the chapters ahead 1 will first examine the global

issues that are pressing roday Then. 1 will critically examine the elements and perspectives

of slobril education. Afier doing this 1 wiIl discover where an alternative education

program can best fit into the present secondary curriculum in Ontario and which activities

would be most appropriate to use.

Global Education 1

Chapter 1 : State cf the World

As the twenty-first century begins, we enter a new and exciting era. Advancements

in science and technology have enabled us to create life from single cells, observe the

beginnings of the universe through satellites and telescopes. and communicüte

instantaneously with people on the other side of the worid on Our home cornputers through

innovations in cornputer technology and the internet. However, these great steps forward

have reinforced issues and trends in Western society and other cultures which began

centuries ago and are detrimental to the future of human civilization. These mutually-

reinforcing trends include mushroorning global population, increasing environmentai

degradation, globaiization, world conflict and oppression of peoples. economic growth and

development. and the ever widening gap between the rich and poor of our world.

An Historical Pers~ective

At one time, before the beginnings of modem Western society, people stili had a

connection and respect for the world. Hurnan beings experienced themselves as part of the

natural order. People had a niche on this Earth just as the birds and flowers do. The

Native people of North Anierica, for example, had the highest respect for animals. They

did not domesticate them; in fact, üfter a hunt of creatures such as caribou, there would

often be a ceremony of praise and propitiation given to the spirit of the animal. Whereas

the European settlers believed they had to tame the wilderness in order live in the New

World, the Native peoples did not believe there was a wilderness for anyone to tame.

Humans had their place in the world, which was conceived as a livingl breathing, vibrant,

creature itself. Any tarning of the wilderness would just upset the balance of the naturai

order.

Globd Education 2

In medieval Europe, it was thought that the Exth was the centre of the universe.

The idea of the Earth as centrai fitted in well with the religious doctrine of the time. In the

mid-sixteenth century, this was challenged by Copemicus. He said that the Sun had to

exist in the centre of our s o ! ~ system with al1 bodies orbiting around it. Therefore, the

E u t h was thus just like al1 the other planets. Copemicus was proven correct and the i d e s

of astronomy were to be changed forever, precipitating what has since k e n rekrred to as

the Copernican revolution. This revolution encompassed other changes in religious, social

and philosophicd thought.

The views of Renaissance scientists and philosophers distanced humankind from

the natural world. It was during the time of René Descartes and Sir Isaac Newton that the

Western view of the world beciune mechmistic. Darwin too believed the wodd to be no

more than the surn of its parts. His theory of natuml selection was grounded on the

rrssumption that the strongest species would survive and over time. would develop separate

parts or adaptations, resulting in an advantage over others.

Modem science has continued the trend of sepamting humankind from nature. One

only need look toward rnilitay projects to see this trend. Our govemmen's spend billions

of dollars zvery year to supply m m e n t s to third worId counuies. to develop nuclear

technolo,oy, and to prornote genetic engineering. The ultimate effect of these developments

is to create havoc on the environment. People have grown to associate progress with

zeparating themselves from the natural world, a process Edmund O' Sullivan reîèrs to as

"disenchantment" ( 1999, p. 84 ). Genetic engineering, as another example. &es people

the ability to manipulate the natural order of things. The technology is now available to

manipulate human life. The human genome h a been mapped which will lead to drastic

changes in how medicine is practised. The question we then should pose is, " And then

what'?" If scientists tarnper with creation, they put thernselves on as high a pedestd as

God. Is it their role to be playing creator? The Movie Jurassic Park explored the

disastrous ramifications resulting from interference with the natural order.

Global Education 3

CoIoniatism d s o flourished at the time of the Retiaîssance, and with it trends that

ied toward prejudice, vioience. and greed. "For over Cive hundred years Western cultural

ideologies have k e n operating on the assurnption that Our culture has a civilizing mission

for the world" (O'Sullivan, 1999, p. 152). The underlying assumption is that the Western

view is superior and al1 other views are inferior o r primitive. When Europeans started

trying to create an empire where the Sun would never set, their superior attitude created

trouble for native peoples in areas that they colonized. The lands they lived on becme

resources to drive the greed of the industrial revolution. A system was created that would

lead to prejudices against people based on their colour, class, customs and religions.

Unfortunately, such colonial trends have been increasing and we are coming to a point in

time that is crucial. If people don't do something to change the trend they will end up

destroying themselves. Third world countries are getting poorer. more people are dying

today of war and pollution than ever before. People need to move away from the superior

or "dorninator" mode1 that is currently the status quo otherwise many will continue to die.

People need to move away from the "us" versus "them" connotations. Al1 forrns of life are

"us". There must be movement toward, peace and equity arnongst people of al1 races.

oenders. and lifdorms. It must be done within our classroorn, school. and cornrnunities. b

The Issues

Lester Brown ( 2 0 ) of the World Watch Institute claims that there are several

environmental trends shaping our future: population growth, rising temperature. fdling

water tables, shrinking croplands, dwindling fish stocks, shrinking forests. and a loss of

biodiversity.

Population.

According to the Population Reference Btireau, as of June 2000 the world's

population has reached over six billion, and is projected to grow to 8.9 billion by 2050

Global Education 3

(Worid Population Data Sheet, 2000). Until recentiy, most g r ~ w t h occurred in both

industrial and developing countries. However, rnost of the world's projected growth will

occur in the already overpopuIated countries of the developing world. As our population

continues to grow Our resources become depleted. The per capita supply of fresh water,

fish stocks, forests and rangelands, for example, will dwindle, "threatening not only the

quality of l i îè but, in some situations, even life itself" (Brown, 2000, p. 5). Paul Erlich

writes of a formula used to measure the effect of population growth on the environment:

I = PAT The impact (1) of any population c m be expressed as a product of thtee

characteristics: the population's size (P), it's affluence or per capira consumption (A), and

the environmental damage (T) inflïcted by the technologies used to supply each unit of

consumption (Gretchen and Ehrlich, 1995, p. 84). According to the above formula, the

United States has the largest impact on the environment of any country. Growing

populations and their relative impacts on the environment cd1 upon dl of us to change our

lifestyles so that life may continue to fiourish. 'The physical lirnits to growth in human

uses of a tinitc planet indicate that we cannot sustain our present trajectory. In order to

change our trajectory, it is imperative that we change our society. If we do not plan alead

and change thoughtfully, nature will force change upon us through pain and death"

fiMilbrath. 1989. p. 17).

Environmental degradation.

Global average temperatures have been increasing as a result of rising carbon

dioxide levels. Crirbon dioxide levels have doubled since 1950. If carbon dioxide Ievels

continue to rise. at projected rates, the global temperature is likely to rise upwards of four

degrees c e n t i p d e by the year 2 100 (Brown, 2000, p. 6 ) . A temperature increase of this

magnitude can have catastrophic effects; it c m wipe out most of the worid's coral reefs,

melt icc caps and glaciers causing sea water levels to rise. Valuable arable land will be lost

forever.

Globai Education 5

Related to increasing population are fdling water tables. Water tables are falling at

the greatest rates in China and India. As these two countries müke up 180 million of the

world's population. water demand has ciimbed to a point where wells are running dry in

thousands o f villages ( Brown, 2000. p. 7).

Shrinhng cropland, again a result of an increasing population. is ü drastic

environmen tal trend. Since the rnid-twentieth century, grassland area has decreased by

half. In fact, it is projected that by 2050, ri family in Pakistan. for cxample, will have to

produce al1 its food on an area of land no larger t h m a tennis court ( Brown. 2000, p. 7).

Most of h e world's population which live on coastlines rely on tish for protein.

Since 1950, annual ocem fish catches have climbed from 19 million tons to over 90 million

tons per annum, a level of fishing that fish stocks carinot support. Forests are d s o feeling

the efîècts of growing human demands, especially in developing nations. Forest area per

persor! is shrinking from 0.56 hectares currently to a projected 0.38 hectares per person

(Brown. 2000. p. 8). As well 11 percent of the world's bird species. 25 percent of the

world's animal species and 34 percent of the world's fish species rire in danger of

becornins extinct (Brown, 2000, p. 8). The leading cause of animal extinction, is of

course. habitat destruction (Brown, 2000, p. 8). As we continue to destroy micro-

ccosystems. Brown and others agree that finally our grand ecosystem will coilapse and al!

of us will cease to exist. Are al1 of these environmental trends inevitable? Al1 of them are a

conscquence of population and econornic growth. We need to closely examine our growth

and development if we are to survive as a species. Educarion is the rneans by which we

c m study present trends and change direction for the future if we are to survive. The

values of our children must be different from ours.

The ecosystem will function better and we will live higher quality lives if we

produce fewer material goods, not more. Society will function better if it

nestlcs into a well-functioning ecosystem and carries out its activities

Global Education 6

without stressing the ecosystem. Sanctity of life is not an operative value:

in fact, it would diminish life. Growth is not a value. it is destructive if

pursued vigorously ( Milbrath, 1989, p. 37).

GtobaIization.

The term "globalization" has positive associations in certain contexts. Corporations

promote themselves using the catch phrase "global village." The world is smaller than ever

bccause technology has made it easier for people to communicate. But is it really a good

thinz' For some perhaps. But in the worfd of economics there is not a level playing field.

Only those who possess power and wedth reap the benefits of a global village.

O'SuIlivan looks at globalization in two contexts: the first, as the "new economic

order" and the second as "planetary organicity." The new economic order is based on the

dobal cconomy. The nch get richer, contrary to the daim thüt wealth spreads to everyone. b

The new econornic order involves trade. cornpetition, and other aspects of business.

PIanetary organicity sees the Earth not as a worid of business. but rather as a world full of

beriuty. mysticism and awe. It is this rendition of the term globalization that will be studied

in the second unit of the project. O'SuIlivan satirically uses the term. "globalony~~ to refer to

operators of the global marketplace who constantly advertise that their ideas of globalization

are best for our future.

As mentioned earlier, we Live in a society that emphasizes the individual.

Television epitornizes the individual right to consume (O'Sullivan. 1999. p. 26). MiIlions

of people around the world have access to television programs whose advertisements and

news are often influenced by its network owners. For example. The National Broadcasting

Network (NBC) is owned by General Electric and The Amencan Broadcasting Network

(ABC) is owned by Disney. Television messages do not encourage independent thinking.

but rather dictate what to do, what to eat and what to Wear. Does the content of television

p r o g m s promote equality? Are ethnic rninorities given q u a i consideration to Caucasians?

Global Education 7

Are women seen as equais to men? Furthermore, violence is a growins problem in

television today. Seventy three percent of violent acts on television go unpunished

(O'Sullivan, 1999, p. 146). 1s this a behaviour we want people to think is acceptable'? An

instrument a s powerfui as television must be addressed by Society. As teachers, we c m

address i t through the curriculum.

Contlict and o ~ ~ r e s s i o n of ~ e o p l e s .

The international news headlines are continually full of war in Africa and the Middle

East, political unrest in Northern Ireland, and ballot tarnpering in Central Amenca, just to

name a few injustices and violations of basic human rights. According to UNESCO. since

1990. more than 90 percent of wars have broken out within countries rather than between

them ( 1997. p. 10). There is not democracy in every country of the world and we have the

crrowth of facade o r quasi-democracy in countries such as Pem and Russia. Even in b

countries where there is democracy there remain inequdities: gender discrimination. rdcial

discrimination. inequitable job opportunities. inequitable social opportunities. and

covernments that are influenced by wealth and power. Paulo Freire talks of tïghting for C

dcmocracy in Brazil, however, the same can be said for cities and countrks di over the

world.

There is talk about fighting for democracy, abou: the active involvement of

the popular classes in shaping the destiny of cities. 1 would like to müke it

clear t h t it is not possible to rnake Brazilian society more and more

democratic without starting by attacking hunger, unemployment. the hedth

crisis. and that of education. The solution to these problcms irnplies

redesigning the roie of the state, moving away from an economistic

comprehension of development, and instituting an educationül practice

coherent with democratic values ( Freire, 1997, p. 89).

Global Educütion 8

Growth and develonment.

The World's population is increasing exponentially. With this astounding growth

rate we will shortly see the seven bilhonth person on this Earth. People will never be able

to ked a growing population if the menlbers of the Western dite continue to live the way

they do. An American will use energy equal to forty-five bmels of oil. fifieen times as

much as the average Chinese (Zero Population Growth. 1996, p. 61 ). Considering diet as

an example. it takes the area of five football fields to produce enough meat to keep two

people alive. but the same land if it were used to grow soya beans would keep 61 people

alive. I f one overconsumer would reduce individual meat intake by fifty percent it would

save two people in the mürginals who would othenvise starve (Selby, 1994, p. 27). We

must rcmember a few rules when we think of growth and development (Milbrath, 1989):

1 . Everything must go somewhere.

2. We c m never do merely one thing.

3. And then what?

.Mil brat h iisks u s the question, "Do we really want to grow'?" If concerned global ci tizens

wcrc to answer the above questions, the answer is no. Progress. power. and growth. are

actually countsrproductive.

The ecosystem will function better and hurnans will live better lives if there

are fewer humans, not more. The ecosystern will function better and we

will live higher quality lives if we produce fewer matenal goods. not more.

Society wiIl function better if it nestles into a self-functioning ecosystem and

carries out its activities without stressing the ecosystem (Milbrath. 1989, p.

37).

Global Education 9

Often when we think of growth and development the military cornes to mind. The world's

nlilitrtry forces are probably the largest single polluter on the Earth. Canadians do not think

of themselves as a militaristic nation, but we have some terrible scars remaining from the

wars in Lvhich we were involved. Newfoundland and Labrador are polluted with rusty old

barrels of waste, polluted pools of water, and contaminated soils at oId air force bases that

have not been used since World War II. These places are now receiving media attention

because people living near the old bases are becoming sick: and the causes are k i n g mced

back to their contaminated surroundings. According to Michaei Renner, in an article on

"Assessin_o the M i l i t q ' s War on the Environment", modem military manoeuvers use up

55.500 square kilometres per 100.000 soldiers. compared to 1 square kilometre in ancient

times. It is unfathomable to think of the potential farrn land ruined by m i l i t q endeavours.

not to mention the pollution. The military in the United States uses up to 150.000 square

kiIometres of land for military purposes (Renner, 199 1 ). 1s i t acceptable for the m i l i t q to

use so much Iand? If we look to developing nations. we can see that they share more than

20 percent of the world's rnilitary spending. that is about 700 billion dollars (Renner.

199 I ). In fact. the world spends over a trillion dollars per year on military endeavours.

Countries such as Angola, Iran and Pakistan spend twice as much money on the rni1ita-y as

they do on health care and education combined (Postel, 1991). The rcsources that have

been taken out of the ground to support military efforts are not admissible. For example it

takes 2. 27 1 , 000 litres of fuel to operate 348 tanks for just one day. 1s this depletion of

fossil !ùels acceptableb?

Ineciuitable distribution of wealth between the rich and noor.

For a small. privileged portion of the world's population, the twentieth century has

provided much wealth. Since World War 11, mmufacturing industry has grown

immensely and the once expensive luxury product, such as the automobile, is now

availrible to the average middIe income household in North Arnerica and Europe. Our

Global Education 10

consumption of resources and disposable products has k e n on a steady increüse over

recent decades. However, in Canada, we have seen drastic cuts to social prosrams that

have widened the gap between the rich and poor in our nation. There are numerous

institutions. such as businesses and banks that cater to the growing wedth gap. the

depletion of resources, the desecration of our environment. and some may even say to the

increase of violence and discrimination in society today. One percent of the Canadian

population owns more than 25 percent of the country's assets ( Clarke. 1997 ).

As the rich get richer, corporations are decreasing in number. We are seeing in the

news today that m m y companies are amalgamating to improve production and reduce

overherid costs. These corporations are becoming very powerful as they spread across

international boundaries and hence are referred to as transnational corporations. These

transnational corporations are slowly taking control.

Corporate Canada has d1 but succeeded in its mission to eradicatc the

Keynesian social welfare state in this country ... When it cornes to Canada's

future. the free market is to reign supreme, unfettered by government

intervention and regulation (Clarke. 1997. p. 106).

Given that 50 of the top 100 economies in the world today arc transnational enterprises

rather than nation States, it is not surprising that they conuol huge resources and pditical

power (O'Neill, 1998).

Our governments seem content to give large tax breaks to these transnational

corporations while simultaneously cutting social prograrns. Accordint to O'Neill i 1998).

the comrnunity. which she argues redly means women, have to take responsibility for

tilling in the services that the govemments have cut- 1s this rithta? if not. then what can be

done about it? The Multilateral Agreement to invest (MAI), which may soon be legislrited in

eovernnier!t, and the Nonh American Free Trade Agreement (NAFTA) are two examples C

Global Education 1 1

that =ive transnational orgünizations power over government to move money and deplete

resources.

As the govemment reduces funding, the business world is entering our school

systerns. We can see this influence through advertising and intluences in curriculum.

APEC's list of 'principles and expectations on a school system that

integrates business practices' includes the setting of standards. the

acquisition of skiIls and attitudes 'necessary for adjustrnent in work

environments, the teaching of 'work ethics', and the development of a

cornmon, comprehensive 'achievement record' for each student to help

cmployers recruit and select workers more efficientiy ( Robertson. 1998. p.

25) .

1s this tnie? 1s it a good or bad thing? How much of it do we see in Ontario today? Bill

160: The Education Quality tmprovement Act (1997). was legislated by the present Ontario

Conservat i ve Government to reforrn schools. Teachers throughout the province of Ontario

protested this Bill for fear that it would lead to the privatization oEschooIs.

Centrrilizing funding and disemboweling local govemance can accomplish

that [controlling what it wants to give away]. To create demand for a

privatized system, a govemment must force public education io deliver

poorer services and an inferior product. Cutting funding drastically is the

quickest way to ensure that schools do less with less. Standardized tests.

reported school by school, will document this decline and stimulate demand

for alternatives (Robertson, 1998, p. 45 j.

Global Education 12

Issues such as Bill 160 need to be addressed. In the rest of this chapter 1 will be exarnining

some political and economic institutions from around the world, including Canada. By

doing so. we will be able to see who has power and who does not.

The fuel for the transnational corporations is consumption. Today wè are losing

our status as citizens and becornint consumers (Clarke, 1997). In our society we live for

more food, more money, more goods, more waste. Since World War I I we have gone

from a society that saves to a society that spends. In fact, Arnericans have gone fiom

savint about 2670 of their incorne in 1944 to less than 2550 today ( Malabre. 1987 ).

Although some of this rnoney may be going to worthwhile endeavours. most is increasing

consumption. We have also becorne a societ-y that has lost its sense of farnily and

community. Success now has to be measured in consumer wealth. "Personal fulfillment is

seen to reside within the purview of the individuai" (Cushman, 1990). Cushrnan refers to

the "ernpty self' who solves her or his problems through self indulgence. He argues that

the problem is the more we get the more we want. Consumption is only a superficial.

t c m p o r q tlx: as Cushman argues, and never fully satisfying. This is the generation of

people whose lives lives have everything except meaning. We need to have deeper more

tültllling solutions to our empty selves. People need to use alternative strategies from

indulgence. ones that have to do with connections to farnily, community and the natural

worId.

The lifestyle of the consumer seerns very attractive. Advertking givcs us the

impression of the ideal lifestyle. The trouble is that not everyone can have that lifestyle.

The Earth is tinite, and the consumer lifestyle is one of waste, extravapnce. abuse of

natural resources, and polIution. Many people throughout the world want this lifestyle but

the Earth just simply cünnot support it. Alan Durning has divided the world's population

into three socioeconomic classes. The first of these are the overconsumers, of which

Westerners are the greater part, comprising about a billion people. Second are sustainers,

comprising about 3 billion of the world's population, mainly in Eastern Europe, Asia, and

Global Education 13

South Amenca. And finally the marginals, who live in squalor and are mainourished, are

total about ü billion people. These people are mainly from Africa and poorer üreas of Asia.

The sustainers live lightly. They tmvel by bicycle or public transport. eat müinly a

vegetarian diet, live in modest housing, and create very Little w w e -- they are

environmentdly responsible (Korten, 1995). The solution is simple -- if dl the

overconsumers, who are responsible for most of our environmental problems. were to live

the modest life of the sustainer. then there would be no more people considered margind:

everyone would be a sustainer. Lives would be much simpler and many would argue that

people would be happier. For instance, Dr. David Mensah, of Ghana. told me that the tlrst

thino - he noticed about the people of North Americti was that they were not happy

(conversation, July 1998). In Ghana, the people have so much less yet their spirits are s o

nluch brighter. Isn't happiness what we really want?

However, today there is much discrepancy amongst the rich and poor. In k t ,

Latouche believes that in recent years the third world has become a fourth world. There is

no longer a hemispherical division that divides the weaithy ruid the poor. Even in the North

\ire have poverty. First, many of our native peoples live in squalor: and second, the

uncmploycd of our cities are forced to live their lives among drugs and violence. Child

poverty, in North America, has increased by about 60% over the p s t ten years (Robertson,

1998). O'Sullivan (1999) mentions that over 100 million people in North Anîerica and

Europe live below the poverty line. Also considered as belonging to the Fourth World are

people of the less developed nations. not the third world elite. but those that live as

marginals. We are surrounded by poverty yet we turn a blind eye. Those that have the

nlost to lose are the ones who deny the crisis in which we live. If anything is to be

chringed it has to corne from the overconsumers. Governments have to keep tight reins

over the transnational corporations.

Put simply, the global economy is rigged against both poverty alleviation and

cnvironmental protection. Treating the Earth's ecological ills as separate from issues of

Global Education 14

debt, trade, inequality, and consumption h a k e n compared to trying to mat hem disease

without addressing a patient's obesity and high-cholesterol diet ... few countries have

iicknowledged that they have caused thz preponderance of environmental damage (Postel.

1993, p.5).

However, there has been some progress among some overconsuming nations. For

sxrimple. in Europe, the price of gasoline reflects its uue cost by incorporating a dollar

figure on the carbon emissions that will be produced from automobiles. The revenues

generritcd from the increased price could be used to make enerzy efficient improvements in

the third world. What other improvements like this could be used to improve our cumnt

cnvironmentai crisis'? We have a steep battle against us. The United States only gives

0.2% of its GNP in aid to foreign counuies (Postel, 1992). Denid is very prevalent in our

world.

To this point, a number of global issues and trends have k e n identifieci. Each of

theni contribute to our present problems of environmentd devastation. seltïshness, loss of

community. l o s of spirituality, prejudice, and violence. It is in the next chapter that

alternative visions for a brighter. more celebratory. holistic world will be introduced.

Global Eduçation 15

Chapter 2: The Elements of Global Education

As we entcr a new mUenniurn we have a great opportunity for a fresh start - a

chancc to change present trends. David Hicks (1994) States, "It presents us with an

opportunity to reexamine ourselves, our values and institutions, how wc ficl about the

world wc have inherited and what sort of world we wish to c ~ t è " (p.4). The path to re-

examine ourseIves is through education and it is vital that many perspectives be considercd

in the re-cxarnination process.

Dclininy Glohal Education

Hicks bclieves that thc lirst s e p in re-examining ourselves or educating Kor an

dtcrnativc future, is teaching for sustainable dcvelopment. The wrrn sustainable

dwèlopment is in itsell' an oxymoron. Sustainability refers to kceping a balancc bctween

mccting basic hurnan needs and protection of Our environment. Devclopment. on the other

hand. has traditionaliy k e n thought of as the exploitation of natural resources and of

marginal pèoplès for the economic gain of the elitc. " U- we considcr 'devclopment' as it is

commonly used. referring to a capitalistic modcl of expansion, we can sce that development

has Favourcd only a small numbcr of countnes and has led to the unsustainable usc of the

world's naturd résources" (Padua, 1993, p. 35). However, if we an= to think of re-

cxamining ourselves and our values for an dtemativr: future, thcn thc wrrn sustainable

devclopment takcs on an en t i dy different mcaning. "Sustainable devclopment emphasizes

incrcascd Ievels of social and economic well- being , particularly for the léas t ridvantagcd:

increriscd èmphasis on the protection of the biospherc on which al1 lili: dépends; and at l a s t

ris much wcalth, natural and pcrson-madc, as we ourselves inherited" (Hicks, 1994, p. 5 ) .

ThcrcLorc it is cntical that educators tcach for "sustainability" not "dcvclopment~'. Studenis

nwd to know that when the term "sustainable developrnent" is used by politicians. business

pcoplc. and thc media, it is not necessarily good for their futures.

Global Education 16

For we who are educators the task is not to 'educate for sustainable

dcvclopment.' If we wish to think inwiligcntly about environmental issues

it simply does not rnaké sense to ailow our educative efforts to hè subsumed

by such prescriptive thinking. In a rapidly changing world WC must enable

studcnts to debate, evaluate, and judge for themselves the relative rncrits of

contesting positions (Jickling, 1994, p. 239)

Hicks contcnds that if educators kach for sustainability an altcmativc future will k g i n to

cmcrgc. This alternative Iùiurt: is the cmcrging paradigm. Rcfer 10 the following

cornparison ktween the present dominant paradigm and the cmerging paradigm,

( t i iprc 2.1).

Hicks and olhers belicvc that the uansition from the dominant mode1 is starting to

occur now. We can see some signs, such as the failing of the Berlin Wall in 1989. which

symbolizcs fwcdorn tiom politicai oppression. There have bcen international meetings such

a5 the E m h Summit in 1992, the Montreal Protocol in 1996, and international Conterencc

for thc Environment and Society in 1997. which have made progress towrirds saving our

cnvironmcnt. On morc localized scales there are numerous srnail groups that rcach out to

hclp stop povcrty, promote peace, and challenge thc status quo. This transformation tiom

thc dominant paradigm is part of a refoxm movement callcd global cducation. Lw

Anderson (1990) makes three arguments tor global education:

1. Ovcr thc past twcnty years, the= have k e n some profound changcs in the social

structure OC the world. Then: has been a growth of global intcrdcpcndcnct: in terms of

tcchnological. politicaI, économic and cultural networks and erosion of Western dominancc

and Amcrican hcgcmony.

Global Education 17

Dominant Paradigm

Low vduing or nature

-human domination of nature to

produce goods

-cconomic growth over environmental protection

Compassion for those closest -exploitation ol' other species and peopli-s -conccm for this teneration only

Risk ricccpted to crcate wealth -science and wchnology always benètlcial

-cmphasis on hard ttrchnology

No limits to growth -no r d shortages -continuéd consumption

Prcsènt society OK -cornpetition and hierarchy -cornplex and k t lifestyles

Old politics -ol'tcn opposes critical social movemcnts

-leil-righi party spectrum

Emerging Paradigm

High valuing of nature

humans and nature

-environmental protection cconem iç growth

More pénerril compassion -for dl specits and for al1 peoples

Risk minimised by forcsight -social / political regulation to protect from risk -developmcnt OC soft technologies

Limits to growth -many sources arc ilnite -need for conservalion

Transforrnèd sa-iety needèd -coopèration and participation -simpler and more rctlectivc Lifcstyles

New poli tics -cm bnces cri tical social movemcnts -participatory democracy

Changing worldvicws - David Hicks, Eùucating for the Future, 1994. p. 6-

Global Education 18

2. In the latter half of the twentieth century then: has been a globdintion of American

socicty. This globaiization has k e n in tems of the economy, the internationalization of

Arnerican political life, growth of global consciousness. and the continued

cosmopolitanirrrition of the Arnerican people.

3. Thc tinai argument is a r a d t of the tirst two, which is that social changes bnng about

èducational changes, 'The primary motors driving educational change rin: 1ocatt.d outsidi:

thc cducational syskrn, in the society at large" (Anderson, p. 32)

Anderson's arguments for global educauon are suong and relevant in Ontario,

Thcrc have becn =cent changes in the educational system which mirror thc agenda of the

Conscrvativc governrncnt in power. "As social institutions, schools retlèct the society thcy

serve, and sometimes our reflection îiightens us. Nor can schools do much about other

powcrful intluenccs: fear of the future, lost of community, growing anxicty about or

continucd national and personal prosperity" (Robertson, 1998)

In f-eneral, most cducators agree that global education is the vchicle for the

transition tiom the dominant to the emerginp trmsformativè paraditm. Howcvcr. thèrc arc

somc critics of this position. Greg Cunningham, author of "Blowing thc Whistle on

Global Education", found that global educators were biased towards what hc ~ r m c d

"naive-order" v d u a and that h y rnisuiterpreted reality and attemptcd to "[c]onvcrt young

studcnts to thcir miIlennial cause" (Lamy, 199 1, p.5 1). Critics such Cunningham fail to

rccognix that global cducators are teaching studcnts to bt: critical, Teachcrs prcsent the

issucs to studcnts by providing rcsourccs for h m . Howcvcr, thc studcnts l e m to hm

cducatcd opinions from lheir own perspectives and research. A good global educator also

tcachès srudcnts how to prexnt their research and debate issues. Teaching within a global

cducation f i m e is not easy. It involvcs deaiing with sensitive issues which c m be

sometimcs bt: conuoversial. This shoiild never be inttrrpreted as directing studcnts towards

Global Education 19

a "naivc-order." Teachers of globd education tind the rcwards of enlightening young

rninds most fultilling and that should never be quationed.

Goals of Global Education

Global Education covers a broad range of issues and subject arcas. David Sclby

and Graham Pike ( 1995) outiinr somc of the key overlapping issues: (a) developmcnt (b)

thc cnvironrncnt, (c) human rights, (ci) p.acc issues, ( e ) heaith, (t3 gcndcr equality. (g)

multiculturalisrn. (h) humanc trcauncnt of animals, (i) citizcnship. and ÿ) media. Howevcr,

studying thest: global education issues is not enough. Just as important as the content is thc

context in which it is taught.

Education for a Global Perspective is an approach to teaching which cnables

studcnts to idcnrify concepts and issues already prcscnt in the existing cumculum. This is

donc by providing students with child-centered. cross cunicular activitics. Tcaching for a

Global Pcrspective includes the following concepts. First, the ability to create a positive

image of onescll'and onc's rolc in society. Building selfesteem is the first stcp in attaining

a global pcrspcctive: 'Therc is an increasing need for young peoplc to sce a clcar and

positive rolc for thcmselves within thc Samily. thc community and the world at largc, and to

strivc io hc fair and just in dcaling with othrrs (Education for a Global Pcrspective. 1995.

p- I l ) .

Sccond. awarrness of diversity. One nerds to have sensitivity and responsivcness

to thc similaritics and differenccs between pcoplc, a s w d l as the capacity to enjoy ethnic

and cultural difkrenccs. Diversity also refers many species of tlora and fauna on b i s

carth. S~udcnts need to k aware that the diversity of life on Earth is gctting srndler

k.causl: of human interventions. Even primate diversity, which includes humans. is

dwindling. "A nicent rcport by the World Conservation Union (IUCN) cstimatcs thrit

ncarly half of d l apcs, monkey, lemurs, and lorises are thrcakned with extinction"

(Brown. Renner, and Fiavin, 1997, p. 100).

Global Education 20

Third. is the notion of interdependence, which means recogni-hg that nothing in

thc univcrse tlxists in isolation. A relatsd concept is that of interconnectcdncss. To dcvclop

a consciousncss of interconnectedness students nced to learn and undcrstand that lifc

consists of a complex interplay of systems. These systems are both nritural and human-

madc. How humans interact with their surroundings affects al1 life in the cnvironment, As

wcI1. "undcr this heading, too, the Iearner cornes to understand how hcr health. wcU-bcing

and scnsc of sclf inlluencr. are inîluencèd by. the condition of the planct" (Selby. 1995. p.

49). Interconnectedness will bc discussed in more detaii upon exarnining Pikc and Sclby's

four dimcnsiond mode1 for global education-

Fourth, is the ricceptancc b a t change is part of l i k Evolution has shown us that

nothing lasts forèvcr. Fifth. is the view of biocentrism, which is the mtithesis of

rinthropoccntrism (human centeredness). Biocentrism refers to living for the "good of thc

biotic cornmunity" (Selby, 1995. p. 10). Humans are just one of many spccics on this

pIanct and sliould not dominate it. Students need to be conscious that diversity of spccies

kccps the biosystem strong and hcalthy. Aboriginal people have continucd to hold this truth

d u t Iiurnans arc piut of the natural world, not above it, d a p i t e the pressures of Western

civiiization. The rest of us must Icarn that wc cannot continue to live without considcrrition

of the cnvironment. In addition to these concepts, cducators nécd to cach for a tuturc

pcrspcctivc, as discussed above.

A substantial body of rccent l ienturc points towards thc infusion of globd

cducrition into the cxisting cumcuium, However, individual educators have thcir own

unique pcrspcctives on which issues and concepts are of most relevancc and how global

cducation should be taught.

Graham Pike and David Selby ( 1999) have deviscd a four dimensional mode1 of

global cducation bascd on two basic strands of educational thinking. Thcsc strands o r

branches consist of worldmindcdncss--viewing the needs of the individual in relation to thc

Global Education 2 1

nccds of d l ; and child-centeredness--encounging chiidren to l e m through explontion and

discovcry.

The tirst dimcnsion of the mode1 is the spatial dimension. which involves the first

iaw of ècology: that is, everything is connected to evcrything elsé. Wirhin the spatial

dimcnsion are a number of i n t e r co~ec ted levels: inuapersonal, intèrpersond, locrri,

bioregional. national, international and global. An event that occurs rit one Ievt.1 c m have

drastic cffècts on the other levels, "the local tlows into the globrtl" (Sèlby. 1999). Thus, it

is important tor students to think of the complexities of the relationships bctwccn thc Icvd

cncomprissing a system.

The second dimension of the mode1 is the issues dimension. which also cmphasizes

intcrconnèctcdncss. Like the spatial dimension, it involvcs mdtiple levels ninging liom the

individual to the global. The main focus of this dimension is that any issue. whether it tx

cconomic o r environmental o r whatever. is comected to evêry other issue md c m bt:

studicd at any age and cumcuium lcvel. As students study issues. thcy will devclop

diCLcrcnt perspectives and become more empowcred and able to think for thcmsclvcs.

The third dimension. thc tcrnporal dimension, is based on thc notion that the

prcscnt, past, and h t u r e are interactive and overlap with one another. As Pikc and Selby

( 1999, p. 14) Say, "Our present thoughts and actions are shapcd not only hy Our expenencc

and undcrs~anding of the p u t but also by our future visions and aspirations". Of course,

this notion is contradictory to our present school organization. Our schools arc vcry

compartmcntalizcd, cspecially at the secondary level, crcating Lhc impression that the

tcmporal dimensions arc isolatèd or discrete pcriods of ~ imc . A crucial clemcnt of the

temporal dimension is that of the future. As with the issues dimension, studcnts necd to

havc thc opportunity to think of altemativc ~utures and to consider what action is necdèd to

rcach the alternative or preîërable future.

The t-id dimension discussed is the i m c r dimension, which involves studcnts

Ica-ning about themselves. "Personal developmcnt goes hand-in-hand with planctary

Global Education 22

riwrircncss. In this sense, global education is as much an exploration of the global self as

01' the global villagr" ( 1999, p. 14).

The mode1 of four intcrconnected dimensions adquak ly detïnes global educaiion.

The conccpt of systems theory, whert: nothing exists in isolation. but rather in relation to dl

othcr phenornena, is a t o m of postrnodernisrn (1999, p. 12). Arrm Gare (1995). author

o f Postmodernism and the Environmental Crisis. uses the mrtaphor of the

symphony to represent thc interconnakd conccpt of intcrconnectedncss. Every individual

prtlccss within thc univcrsc is likc a rnelody within the symphony and is evaluatcd in terrns

of i t s contribution to the rntirr work. A symphony is evaluated in trrms of its duration:

cach note o f e v e q mclody has significance. As we grow to understand ourselves and our

world. wc nrcd to bc able to appreciate that atoms. rnolt'cules. stars. plmets. individuals

and glohal ecosysems are like melodirs in a symphony. each having intrinsic signilicancr

to thc univcrse. "Thcy should be able to appreciate the signilïcancc: of thcir own 1ivt.s and

crich dccision and action as contributions to the world as a wholtr as wcll as to thc cultures.

socictics and cçosysems of which they arc: part" ( p. 142).

Anderson (1994) contends that in our changing worid, the global challenges that

LCL' studcnts art' : human rights, environmentai crisis. conflict. and social weIl heing. Shc

hclicvcs that global education should "penneatc the cumculum" as a "comprctiensivc,

cross-curricular, and interdiscipluiary enterprise requiring integration of the humanitics. thc

scicnccs. and Uic social sciences." Most global educators agrtx that as since world issues

arc interconnccted. they should bc taught in an inwgrated fashion. "In cumcular tcrms it

crills for lorms of integntion, intcrdisciplinary or other-than-disciplinary and speaks to

Lorms of l cming that cnablc: lcarncrs to cultivate a holistic mindset and itttcndant skills

usualIy m g i n d i s c d within the citadels of mechanism wc recognize as schools" (Sclby.

1999. p. 13 1). Anderson's messages a: very much related to Pike and Selhy's tour

dirncnsional rnodcl of global cducation.

Global Education 23

As teaçhèrs, we must convey some very important messages (Anderson, 1994).

First, as studènts mature they ntxd to be awarc of the interdependence humans sharc within

thcir spccies, with the underlying message that we are responsible for each other. In Pikt:

and Sclby's spatial dimension we cm perceive this message as ont; movès from the

pcrsonal to the globd levtrl. A second fundamental lesson is that wc livc on a planet which

is a lifc-support system. Ideally, students should grow up with a responsibility ror

intirnacy with the Earth, much like Native Americans have for thcir surroundings.

"Amcrindians have a fundamental respcct for Me and for the complcmcntary naturc of

hcings, who arc al1 its forrns of expression." (Sioui, 1992, p. 12). intèrconnectcdness is

vcry much part OC Sioui's message as in Pike and Selby's issues dimension. Third, di

pcople arc citizcns of a multicultural society. Nationality and çitixnship arc part of

pcoplc's lives. Pike and Sclby understand citizenship as how students rccognizt: others'

pcrspcctivcs (1999, p. 13). Finally. the last message is that we livc in an interrélated world.

Andcrson makcs a Lùrther very valid point that leaming about thesc messages is not

cnough. Students must also rict on rhc concerns thèy discover. Thcy must "demonstrate

commitmcnt to addressing the challenges and opportunities presented to themselves as

human bcings living on this planet in a multicuitural socit-ty in an interrclated worid"

( 1994. p. 7).

Thcrc hris b e n some conuoversy over Anderson's third message -- that is, bèing a

ciuzcn of a multicultural socicty. The debate concerns whethcr pcoplc's rcsponsibility lie

iocally as wcll as globally, The adage, "Think globally, act locally" has bccn a rcccnt issuc

which nccds to k discusscd. "We must strive to makè a diffcrcnce with actions h a t arc

not grandioscly global. but humbly local" (Prakash, 1994). Madhu Suri Prakash does not

support thinking globally and acting locally; rathcr. she promotes the slogan. "to think and

act locally". Shc has statcd that it is impossible for people to "know" the globe; WC can

only think and act wcll on what we tind hmiliar.

Global Education 24

Prakash argues that individuds who have ignored the transnational companics and

rcdiscovcred thcir own cultural traditions of the "good life" have found that they, '-sec the

proliferation of localized initiatives, rooted in the concrete world, that shape the daily lit2 of

communities" (Prakash, 1994). For example, communities that have refuscd to wii Coca-

Cola. opting for local, healthy, alternative drinks have found that they have kcome more

independent. The beneiit to sriying no to global thinkirig means that local spaces will k

protcctod. Those who choose to join the global forces wili continue to k "minor playcrs"

in the "global grne."

Dale Snauwaert, on the other hand, believes that we do ntxd to Lare and sustain our

communiues at the local lcvel but not 10% sight of thc fact that wt: are "mutually dependent

on one anothèr economically, rnilitarily, ecologically, culturdly, and hcncc politicaliy'-

(1994, p. 57). In other words, al1 communities are aîatfect.ed by ail other communities,

Thus, wc nced to think globally and act locally -- we need to think "big.'-

Othcr writcrs have offered alternatives to the debatt: bctwtxn globalization and

localization. Dildmz Williams (1995, p. 53) argues that we should. "think txologically.

x t locally." She fecls that the slogan " think globalIy" is not meant to be taken litcrally, as

Prakash hris intcrprctcd. but is meant to expand pcople's horizons in order to gain a new

perspcctivc.

This kind of recognition, comprehcnsion, and thinking about Our

intcrconncctedness is cxtrcmely crucial as we locally begin to addrcss the

ccological problems that we confront, However, if we wcrc to indu&

solely in local thinking, then the very sort of individualism that has brought

us into Our present ecologicd imperiimenl would bc furihcr intcnsiikd

(Williams, 1995, p.53).

Global Education 25

Rohert Hrinvcy, author of "An Attainabk Global Perspective" ( 1982). secs thc

goals of global education as interdisçiplinary dimensions. sirnilar to Pike and Selby's Lour

dimensional modd. The tirst is the "perspective consciousness", which is an apprcciation

for othèrs: the second is an riwareness of global issues; the third. an understanding of

world culturès; and fourth, a systemic awareness, which is a tàmiliarity with the nature of

systcms. Finally, studcnts need to havc an option to prirticipatc, which Anderson (1994)

rcfcrs to as a " cd1 to action."

Irnplcmcntrition ol' olohal education

Most global èducators klievt: that global cducation needs to bè inlùsed into the

cirniculum. The issucs and concepts of global education arc wovcn into the content of

many subject mas. nic I'ollowing passage calls for the intcgration of cducating for

sustainability. IL also malces a good argument for global education.

A basic prcmisc of education for sustainability is that just as thcrc is a

wholcncss and interdependence to life in all its forms, so must thcrc be a

iinity and wholcness to cfforts to understand it and cnsurr: its continuation.

This cdls for both inierdisciplinary inquiry and action. It does not. of

coursc, imply an end to work within tmditional disciplines. A disciplinriry

focus is ot'tcn helphl, even nècessary, in allowing the dcpth of inquiry

ncedcd for major breakthroughs and discovéries. But incrcasingly.

important discovcries arc bcing made not within disciplincs, but on thc

bordcrs bctwecn them" (UNESCO. 1997).

David Selby (2000) writcs of thc "dark green" movemcnt in schools. The "dark

grccn" movcmcnt is an aitcrnative to the lightcr "grcening" of schools which is more typicd

today. Whilc somc schools are making grcat strides in rccycling. planting grcen spaccs in

Global Eduçation 26

SC ho01 yards. participaùng in litter clean-ups. and Earth Day ccle bntion ac tivities.

rtdvocates of the dark green movement klieve that this "grecning" of schools is not

ènough. They kl ieve that the present environmental crisis is a result of the mechanistic

and compartmentalist thinking of the past, as discussed in chapter one. As an dternativc,

"dark yrcen" enthusiasts "perceive reality not as a collection o l discrete and isolated entities

but ris a dynarnic relation web" (Selby. 2000, p. 89). "Dark green'' thinking involvcs a

shift from anthropocenuic to biocenuic thinking; we are part of the natural world. not

abovc i t. and tiorn uaditionalist. compa.mnéntalist views to holistic. trrins~onnritive oncs.

whcrc k i n g "green" is not only synonymous with the environment but d s o with gtrnder

and cthnic scnsitivities, justice and peace. A "dark green" school would involvc a "multi-

lcvcllcd ~ l o b a l cumcufum" that becornes more personal and celebntory. "reaî~timing the

cmbeddcdncss of human I ik , culture and socicty within nature" (Sdby. 2(X)O, p. 90).

Thc Ontario Green Schools Project (OGSP) involved several school communitiès in

southcm Ontario dedicated to change. Schools were invited to participate in six strands of

school reforrn. These strands included school ground naturalization projccts of indigenous

plant specics. water conservation projects, waste management projects. and

~clccommunications. infuscd with these suands were practices ihat promotcd

muticulturalism, citizenship, dcmocracy, and a concern for the environment. Selby

dcscribcs sarnplc activitiès from two schools that worked with the OGSP tèam. Thc

schools uscd such îhcmcs as anirnaVhuman rclationships, the cnvironmcnt, human rights,

and issues of the Suture. The activitics inciuded deep breathing exèrciscs. pcer massage.

suidcd visualization, and learning nature through sensory activities. As wcll, rit Ieast oncc

a wcck parents and community membcrs werc invited to takc part in class discussions

(Sclby, 2000, p. 93). These activitics are ideal for "'educating for a global prspisctivc."

Thcy t'ostcr seIf esteem. a commonality in diversity, interdepcndence. communication.

cquity, and future pcrspectivés (Lyons, 1992, p. 1 1). Another school cstablished an

Global Education 27

intcmct Iink with ri sister school in Makkovik, Labondor, which Ied to a project on h u i t

culturc (Sclby, 2000, p. 93).

Anothcr project, but from the United States, the Environment as an Integrriting

Contcxt for Iearning (EIC). is a coopentive program involving over 40 schools from over

12 States. Similar to the Ontario G r w n Schools project. thenr is an cmphasis on

coopcr~tivt. Isarning. interdisciplinary studies, tearn teaching. an apprcçiri~ion for the

cornmunity and environment, and project b m d activitics. However, somc of the gods d o

dit'fcr. For cxample the EIC promotcs incrcascd performance on standardizcd mwsurcs 01-

ricadèmic achièvcments in thc traditional subject areas. In a l u s cornpetitive. child-centered

world, as scèn in the OGSP, these are not the cenual measurcs of student achiwemcni. It

crin bc argucd thrit the EIC is a step in the right direction, even though it is a lighttx shadc of

grèèn. The EIC calls on students to dèvelop knowledge and understanding for the

cnvironmcnt -- for example, math taught in the context of thc students' own cornrnunity

will hclp thcm to s w how math connects to other disciplines. "Lnsterid of thinking thrit math

is only abstrrict concepts. these students lcam that math skills are tools that thcy c m use to

quantify and analyze connections arnong nalurd and socio-cuItural systerns" (Lichcrman.

1998. p.5). Esszntially, the EIC hclps students make conncctions betwecn the theory in

rcxthooks and the practicality ofrt-ality. The EIC is a srnail first stcp in thc transition îi-om

thc traditional to the transfoimati ve pmdigm.

In surnmary, global education providès students with the opportunity to understand

global issucs and communicatc with others from diffcrent culturc backgrounds, so thcir

intcrdcpcndenci: c m ix celebrated. Earl Choldin (1992. p. 13) outlincs thc mèthods and

goals OC global cducation as follows. First, global education is coopcrativc. Studcnts learn

to hclp cach othcr and to cnjoy others' successcs. Hcnce, seif estcem and conllicr

rcsolution skills arc improved. Sccond, global êducation is democratic. iMoreover,

studcnts arc ahlc to make their own dccisions. Thcy bccome life-long leamers. rcsponsihle

Ior thcir own lcriming. Students can fcel contidcnt that their righw arc k i n g rcspectcd by

Globai Education 28

thcir tachers, parents, and community leaders. Third. global cducation is community-

bascri. It makés the c o ~ e c t i o n with the community and the world. Studènts l c m to cnjoy

community scrvicè: they use the multi-ethnic nature of the community to terich national

undcrstanding. and local environmental issues to assist in teaching global environmenlai

issues. And tinally, global education is experiential. Teachers need to take advantagt: of

lirst hand cxpèritmces. If thert: is a community debatè on an issue, takc thc class on a tidd

trip. Whcn t k t hand experienccs cannot occur, creatt: simulalions hy using thest:

strritegics. In this way, students will become more empowercd.

In thc chapters to follow. a nèw science cumculum will bcgin to unfold: a

curriculum that is about educating for a global perspecuvè. Howcver, the tirst stcp in

dcvcloping ri ncw transformarive cumculum is to examine the traditional cumculum in

ordcr to ducidütt: opportunities for global perspectives.

Global Education 29

Chapter 3: The Ontario Cuniculum

The Curriculum at Present

Thus far, some of the environmental, social and econornic issues have k e n

outlined. As well, I have inuoduced the goals of global education. At this point,[ will

examine the curriculum in terrns of its opportunites for global education. In order to teach a

global science, there has to be opportunity in the provincial curriculum for its

irnplementation. As of September 1999. schools across Ontario have started implementing

the new Ministry guidelines. Changes have been made to the entire grade nine curriculum

and futher changes will be mandated for grade ten in 200 1, grade eleven in 2002. and

grade twelve in 2003. In addition, the Ontario Academic Credits program will have been

phased out. With these new changes in the Ontario secondary curriculum. where do we

find room for an aitemative global science program? Some environmentd issues have the

opportunity to be addressed in the Science. Technology, Society and the Environment units

of the new science courses. but will they be taught? Courses in the seography curriculum

riddress many environmentd issues too. Is this adequate?

Students do not have enough opportunity or exposure to many of the global issues

that have been raised in the first chapter of this thesis. In fact, students are only required to

have one Canadian geography and two science courses in their high school careers.

Therefore, educators need to look wider and integrate global education into al1 areas of the

secondary curriculum. Global education needs to be integrated into as many compulsory

courses as possible in order to give the maximum number of students exposure to

alternative studies. The implementation of such a program is a tremendous undertaking,

requiring cooperation from dl teachers and members of the p a t e r school community .

In a fairly recent study (Hausbeck, Milbrath, and Enright, 1992). grade eleven

studcnts in New York State were assessed for their ievels of environmental knowledge.

riwareness and concern. Student scores were low on environmental knowtedge questions.

Global Education 30

but were higher on awareness and concern. In fact, 56% of the students surveyed thought

that they would like additional environmental education to be offered in their schools. 74%

believed that an environmentai cnsis exists. and 47% thought the environmentd crisis wrts

huge. Only 11% of the students felt that there was nothing they could do about the

environmental crisis. This study suggests that the grade eleven students surveyed want to

know more about global environmentai issues and what tiîey c m do to stop our present

crisis.

New York State's policy on environmental education is very simila- to Ontario's.

Environmentd education at the elementary level is infused into al1 subject areas of the

curriculum. At the secondary level, teachers may integrate environmentai education into

their courses if they so wish. In New York, unlike Ontario. an environmentai education

course is offered to those students who have opted out of the streamed programs. In

Ontario. the optionai senior science course on environmental education is k i n g phased out.

Upon exarnining the environmentd education policies of the New York and Ontario

curricuh there is a clear underlying message: "environmental education is not as important

or ris rigorous as traditional courses of study" (Hausbeck, Milbrath. and Enright. 1992. p.

2 5 ) .

Looking ahead over the next few years, Ontario is phasing in a new curriculum for

dl subject areüs. Some courses are k i n g cut, others are k i n g rnoditied. and some new

courses are being added. Teachers in Ontario are going to use this new cumculum for at

Icast several years. Therefore, it makes sense to examine the cumculum documents and

find areas where environmental education can be infused. Upon doing so. an integrated

alternative prograrn c m be formulated and implemented-

However. a review of the environmental content in the Ontario curriculum is not

enough. Environmentd issues are inextricably connected to social and econornic issues.

and a range of issues must be discussed as such in order to teach for a global perspective.

In addition to addressing global issues, teaching glo5al education involves child-

Global Education 3 1

ccntcredness: the notion that children l e m best when they can have the freedom to l e m

and discover for themselves. For a curriculum to be tmly child-centered. students must be

empowered. Therefore. opportunities for the integration of activities which promote

personal growth must be included.

Curriculum Policies

Upon reviewing the C U ~ ~ C U ~ U ~ guidelines for secondary courses, grade eleven

apperirs to be the k s t grade into which to infuse a new global perspectives in science

(GPS) cumculurn. Also, by grade 1 i , students have reached the level of maturity

necessary to discuss global issues in detail, both in class and in the community. As well.

and probably just as importantly, students at the grade I l level are starting to think of their

careers. and the future they want as adults.

In a recent article in Pathways, the journal for the Council of Outdoor Educators

of Ontario. a list of grade 1 1 and 12 courses most suited to outdoor education and

environmental programs was compiled (Barrett and Jupp, 2000, p. 13). 1 will examine

these and several other courses for the opportunities they present for the insertion of GPS

cxpectations. This list has k e n modified to show the relative richness of opponunity for

the infusion of GPS curriculum. (refer to table 3.1). Beside each recommended course

is a percentage weighting of opportunity for the infusion of GPS curriculuni. This was

dctemined by evaluating the expectations in the cumculum guidelines. As well. courses

are listed according to their shading of "green". This refers to the richness of opportunity

for the infusion of GPS curriculum. The courses near the beginning of the table are the

"lighter green" courses, which provide some opportunity for learning with a global

perspective; courses near the end of the table are "darker green" courses. which have a

great dcal of opportunity for global education. Each course was evalurited in ternis of the

strands and expectations written in each cumculum guide. However, it should be noted

that al1 of the courses exarnined in this chapter c m move toward the "dark green" spectnim

Global Education 32

de pending on the approach teachers adopt. Teachers w ho include opportunities for

students to experience personal growth will increase the "greenness" of their teaching.

Thoss embracing a dark green philosophy also recognize 'green' to be more

than a synonym for 'environmentd'. They view issues of culture,

development, environmentd and sociai justice, equity, health. and peace to

be seamless and inseparable. In this regard. they recognize the correlation

and in tersection of human and non-human oppressions.

(Selby. 2000, p. 89)

The courses chosen for evaluation were deemed the most practical for the GPS curriculum.

However, other courses cm be used if the teacher is very creative and looks wider to

integrate global education them. It should be noted that non-university credits seem to have

more opportunity for GPS curriculum.

Table 3.1: O~~ortunit ies for the Infusion of the GPS Curriculum in Grade

Eleven Courses

Course Name and code

Sciencc

Economics

Science

Science

Individual and the Economy CiE3M

Biology SNC 3E

Physics 1 SPH3U

Course Type (preparation)

Economics

- -

5% weighting for the opportunity of GPS C U ~ T ~ C U ~ U ~

Making Econornic Choices CIE3E

i

University / College

University

University

University 1 3540%

20-25%

Global Education 33

Table 3.1 continued

Coiirse Name and code

% weighting for the opportunity of GPS

Subject l- --

Course Type (preparation)

curriculum

Science College

Science Science SNC 3M

University 1 College

Science Science SNC 3E

Workplace

Geography The Americas Geographic Pattern! and Issues CGD3M

University / College

G e o p p h y

Geography

Geography

Physical Geographj CGF3M

University / College

Geographics CGT3E

Workplace

Regional Geograph; Travel and Tourism

Guidance / C aree r

Designing Your Future GWL3O

Guidance 1 Carecr

Leaders hi p and Peer Support GPP30

Health / Phys. Ed.

Healthy and Active Living Education PPL30

History Twentieth-Century Global and Regiona Perspectives CHT30

English Media Studies EPS30

English Presentation and Speaking Skills ELS30

Global Education 33

Science

The Iirst subject area to be exarnined is science. Recently, there has k e n growing

concem over the relative exclusion of environmentai outcomes in the new Ontario Science

Curriculum Policy Documents for Science.

Until recently, Environmental Science was an optional science course: now it is a

strrind in the grade eleven biology college prepmtion course SBI3C. One has to wonder

why environmental science is losing importance in the high school curriculum. At first it

was an option for students, traditionally those who were not pursuing science. and now it

has been reduced to a single strand in a course. 1s the phxsing out of environmental

education part of the politicai agenda of our government? 1s environmental education still

considered to be "soft"? Dave Arthur of the Ontario Society for Environmentai Education

has written a response to the changes in the secondüry science curriculum. His insights

givc ü good indication of direction global education is taking ( 1998. pp. 14- 16).

Arthur divides the environmentd expectations in the secondary science courses into

three types. (See table 3.2 1 . The first is knowledge and understanding of environmental

concepts md issues. Second, is exarnining the needs and values using responsible.

knowledgeable arguments in decision-making around environmentd issues. The third and

highest order is developing action strategies and a cornmitment to protect and sustain the

environment. Upon examination of the science courses in the secondary curriculum, he

concluded as follows: "lt is evident from the chart, that most courses do not contain

sufficient or appropriate expectations to meet these goals. In hct some courses contain no

expectations of the second and third type at all. Scudents do not go beyond the first levet of

thinking. This is unacceptable" (Arthur, 1998, p. 6). From Anhur's findings, it is cIear

that there is not enough environmental science in the secondary curriculum: there is very

little on sustainable futures. This is ai1 the more reason for teachers to adopt a GPS

curriculum.

Global Education 35

The secondary years of schooling üre critical years -- values and attitudes of

students are forrning. Environmentai outcornes are paramount for shaping young values to

include conservation, sharing, compassion. and peace. With these values in mind 1 tum to

csrimining the science curriculum. Unfonunately, there is a tremendous amount of

cornpetition facing teachers today as far as instilling values is concerned: television.

xivertisements. shopping malls, and the like. Teachers who are concemed about the

vducs Our students are forming must reaiize they face an uphill battle.

1 have severai suggestions for teachers attempting to teach science with a global

perspective. Pike and Selby ' s Recon necti ng for example. contains twelve activities in

the science and technology chapters that are suitabIe for a GPS curriculum ( 1995. pp. 130-

147). The "water droplet" activity has k e n outlined in detail in chapter five of this thesis.

As welt. science activities from Global Teacher, Global Learner. ( 1988. pp. 248-

359) would be ideal for global science curriculum. In addition, it should be noted that dl

of the expectations cited in the following science courses corne Liom the 'The Ontario

Curriculum Grades 11 and 12 - Science" (2000).

GIobai Education 36

TabIe 3.2: Frequency o f Environmentai Expectations in the O n t a r i o

Secondary Science Curriculum

Grade 1 1 Science (SNC 3iM)

This course is for students who are inrending ro s o to university or college, and

want to increase their understanding of science and technology. In my estimation. SNC 31M

should be ri compulsory course. but it is an optional one. It is probably the easiest course

in ~vhich to implement a GPS cumculum. There are five strands in this course: the safe use

of chemicals. the science of nutrition and body funcrion. ws te management. h e

1 2 3 3 5 6 7 8 9 ,

Name

Biolorry Biology Biology C hem istry Chemistry Chemisuy Physics Physics Physics ,

T Y P ~

Univcrsiv Univenity Coliege Univcnity University Colleqe Univeniry Lrniversity Collene ,

8 17 10 1 O

10 I l 12

- i I 1 1 76

G r d e

1 1

- 7 1 - 7

6 t 3

Scicricc Science Science

39 1 07

13 1 Science O 1 O 122 -

Knuwledge and understanding of envimnlllcntai concepa

U/C WC WoricpIace

Soiutionr. action. commitmcnt îa proues and scrrroin envüonmenf

' Lnmining views and v o l u a , &&ion-making, prob&msolviit~

12

I I i 2 1 1

Workplacc

Tocai f specrflc expecto- tioas

2 j 1 1

- 7 ! 2 2 f O

I t

IZ

100 1 IO 92

2 1 2

11/12 , 16 1 1 1 10

1 09 ,

1 12 1 1/12 11 12

O 1 88 5 6 6 3

11/12 , 7

88 98 90 101

2 1 I 2 1 1 1 1 O 1 O

Global Education 37

applications of scientific principles in space, and technologies in everyday life. The overall

expectations of the course include: (a) k i n g able to understand the properties. benefits, and

hazards of everyday chernicals in the home, workplace and industry, and (b) evaluating the

advüntages and disadvantages of the use of common chemicals, including anaiyzing the

environmental and economic impact of their use. Within the specific expectations there are

rnriny opponunities for implementing GPS objectives. For example, students are required

to describe the effects of carbon dioxide ernissions, chlorofluororarbons (CFC's) and

polychlorinated biphenyls (PCB's) on the welfare of ai1 living creatures. Under the strand

"Relating Science to Technology. Society, and the Environment" (STSE), students are to

explain the different chemical waste management strategies used in industrial situations:

assess the effects of the use of chemicai products in the comrnunity; and asses the impact of

the incrc~sed use of chemicals in the manufacturing of new products.

By examinint chemicai use in the home. in the cornmunity. and in industry.

students will have the opportunity to full311 David Hick's rationale for a future

(transforrnative) dimension in the curricuium ( 1993, p. 12). For example. pupils can casily

bccome motivated to stop the chernical problems of the present so their future will be less

problematic. It c m be q u e d thüt motivation will lead to anticipating change. Hopefully

students wii 1 become empowered by doing lab activities, letter writing, and campaigning

for their cause. Al1 these activities involve critical thinking, which is esscntially üpplying

thc inSormrition used in class to help solve their issues. When students initiüte their own

activities to ded with an issue, they use creativity and show responsibility. Ultimately. the

net result is o f stewardship, which is k i n g able to understand the consequcnces of the

short tenn and long of current practices in chernical use; and then taking action to change

thesc if needed.

Global Education 38

Grade 1 1 Science. Work~iace Pre~aration ( SNC3E1

This course helps students to relate to topics such as materials and safety. electrical

circuits. the humane immune systern, and human impact on the environment. in terms of

their everyday experiences in the workplace and at home. Some of the STSE expectations

ciin allow for GPS curriculum. For example, students are required to identiw and propose

solutions related to the environmental impact of electrical energy production. This

expectntion would fit in well with the consurnption unit of rny aitemative science pro, aram.

which wili be discussed in chapter five of this thesis.

However. like the general science course for col lep preparation which comprises

the 1ast strand in the course. human impact on the environrnent is the best chance for

integrating GPS curriculum. AI1 the environmental issues mentioned in the firsr chapter of

ihis thcsis (see pp. 3- 13) are part of the expectations of this course. If a trachrr were to try

to spend more cime on this strand or even integrate it into some of the other strands. then

\tudents would be able to l e m more through transformative l eming .

Grade i 1 B i o l o q - University Preparation (SB13U1

This course involves l eming about the processes involved in biological systems.

Topics such as cellular functions. genetic continuity. internal systems. and the diversity of

1 i ~ i - g things are studied. Some of the overall expectations that relate to GPS cumculum

includc: students demonstrating an understanding of the relationship between celi functions

and thcir technological and environmental applications: developing an awareness of the

social and political issues raised by genetic research; and evaluating persona1 lifestyle

decisions on the health of humans. The two strands "Diversity of Livinz Things" and

"Plants: Anatomy, Growth, and Functions", have many GPS C U ~ C U ~ U ~ expectations.

Students c m have the opportunity, if properly guided, to understand the interconnectedness

of the universe. Fritjof Capra ( 1982) refers to this notion of the interconnectedness of the

universe as the new vision of reality.

Global Educsition 39

The new vision of reality we have been tdking about is based on awareness

of the essentid interrelatedness and interdependence of al1 phenornena--

physical, biological. social, and cultural. It transcends current disciplinary

and conceptual boundaries and will be pursued within new institutions

(p. 256).

Students cm Iearn of interconnectedness through demonstrating an understanding of the

connection between biodiversity and species survival. The plant unit also entails student

identification of factors that result in trade-offs in the development of food technoiogies.

The study of food production will be a possible unit of study in the new GPS curriculum.

The in~plementation of this unit could possibly be done as part of this grride eleven biology

course.

Grade 1 1 Bioloov. Colleae Preparrition (SBI3C)

This biology course is very sirnilar to the previous bioiogy course. with the

exception that there is rui emphasis placed on the practical application of concepts insteüd of

theoretical constructs. Topics include cel1ular biology, microbiology. animal anatomy and

physiology. plant structure and physiology, and environmental science. GPS can be

applied to severai of the overdl expectations. For exmple, students have the opportunity

to denionstrate an understanding of the importance of cellular processes in their persona1

Iivcs. This expectation cm be applied to a wide variety of interpretations. For instance, a

studcnt could "investigate the effects of good nutrition on hedth using knowledge of

mctabolic processes and how they are measured (The Ontario Science Curriculum, Grades

1 1 and 12, p. 25). Upon d0ir.g so, students could then investigate the effects of poor

nutrition in other parts of the world. Hopefully, this investigation would niotivate the

student to l e m more about poverty and the inequitable distribution of wealth around the

Global Education 40

world. In the proposed alternative science cumculum to follow. both poverty and the

inequitable distribution of weaith will be examined.

The STSE expectations in SBI3C are optimistic. Words such as "collaborative,"

"comn~unity." "relevance," "awareness" and "changing perspectives" are used throughout

the expectations. The wording of the STSE expectations is very different from the cor?tec!,

inquiry and communication expectations; it more biocentric, less quantitative. and less

restrictive. Many of the STSE expectations in this biology course and others can be

conibined with the content and inquiry / communications expectations. By combining the

content and inquiry / communicritions expectations, GPS expectations can more easily be

insened. For example, students need to l e m about the anatomy of various internai

systerns of animals. They can use a computer simulated program. as opposed to a

dissection, to facilitate their leaming. Using a computer program is a more humane

approach to leaming science. After the lesson. the teacher could give the students an article

to read about animal dissection. Students could then look at other humane alternatives in

our society. Many of the activities in David Selby's Earthkind ( 1995) such as "Where do

I Stand?" (p. 262), and "Dissecting Dissection" ( p. 266) would be ideal.

The linal strand in SCI3C is environmental science. Al1 the expectations of this

strand arc conducive to the GPS prograrn. The overall expectations include students k i n g

able to demonstrate an understanding of factors that influence the sustainability of the

nritural environment; anaiyzing factors that influence relationships between organisms and

the cnvironment: and explaining the importance of the impact of human activities on the

environment. .Mmy of the global issues facing the world today. as enumerated in chapter

one. can be studied in this unit. Unfortunately, this unit is only twenty percent of the

course.

Global Education 41

Grade I 1 Chemistrv. (SCH3U)

This course focuses on the concepts and theories of basic chemistry. Students will

study the behaviours of solids, liquids, gases, and solutions. As well. they will investigate

chanses and relationships in chemicai systems. The guidelines state that emphasis will be

placed on the importance of chemistry in other branches of science. which is ü good step

towards the transfomative paradigm. Students will begin to l e m that nothing exists in

isolation. A required reading for any grade eleven science student shouId be chapter nine

of Capra's The Turning Point ( 1982) from which they would get a V ~ N good picture of

how chemistry is related to al1 science disciplines through system thinking.

It emphasizes relationships rather than isolated entities and. like the systems

view. perceives these relationships as k i n g inherently dynamic. Systems

thinking is process thinking; forrn becornes associated with process.

interrelation with interaction, and opposites are unified through oscilIation

(p. 267).

Thc overall expectations of this introductory chemistry course are very good. There seem

to be many opponunities for discussion of global issues. For exampie. students are to

describe how the knowledge of gases has helped to advance technology. and how such

technologicd advances have Ied to a better understanding of environmental issues.

Students could discuss the efforts of the Montreal Protocol regarding CFC production.

Water is invoIved in many of the expectations in the solutions and solubility unit. I t is

crucial that issues around drinking water be discussed. For exarnple. the events that led to

the Waterton water poisoning disaster in May of 2000 need to be understood. A mernber

of the Waterton community could be asked to speak on the effects this disaster had on the

cornmunity. Students could then get involved in any outreach projects that have developed

from this disaster.

Global Education 32

Essentially, this is a rewarding course for students to take. A creative teacher c m

easily infuse GPS cumculum into this course.

Grade 1 1 Ph~sics. Universitv Prenaration (SPH3UI

Again. as with the chemistry course, this has the potentid for GPS curriculum.

however. i t requires that the teacher be insightful and creative. The strands of this course

include: forces and motion; energy, work and power; waves and sound: light and geometric

optics: and eiectricity and magnetism. The STSE expectations give some clues as to how

one would insert GPS curricuium. For example, in the forces and motion strand, students

arc expected to explain how the contributions of Gdileo and Newton revolutionized the

sciêntific thinking of their time. Aii physics texts will have reading on their contributions

tiom a very mechanistic perspective. However, students should also have the opportunity

to read some of the introductory selections from Capra's Turning Point or O'Sullivan's

Transformative Learning (1999) to enlighten them on the direction of science since the

Reformation. Students could then decide for themselves on the direction in which science

should move.

Enoiish

Lringuage is the vehicle for m y curriculum. For GPS it is crucial that English

courses be used for discussion of issues, debates, writing, and readins of global

perspective literature. It shouId be noted that dl of the expectations cited in the following

English courses come from the "The Ontario Curriculum Grades 1 1 and 12 - English"

(2000). The two English courses evaluated are optional courses that any student in grade

cleven c m take and have the most opportunity of ail for the infusion of the GPS

curriculum. However, students need to be encouraged to take these courses becausc they

arc not mandatory Students are only required to take the grade eleven university, college,

or workplsicc preparation courses.

Global Education 43

For subject specific activities for English there are a number of sources. Pike and

Sel by 's Reconnecting contains six activities in the English activity chapter that are

suitable for a GPS curriculum (1995, pp. 47-72). As weI1, science activities from Global

Teacher, Global Learner, (1988, pp. 235-239) would be ideal for the GPS

curriculum.

Lringuage. which shapes knowledge. is the core of dl learning. When

students examine social and environmental issues. they must use language

purposetùlly and imaginatively. Through language. they live alternatives,

envision untapped possibilities, and express their understandings of

themselves and the world around them. It is the capacity to imagine-to

reach out and see things as they could be--that creates the freedom to change

what is (Renewing Our Environments, 1994, p.10).

Grade 1 1. Media Studies. Open (EMS301

Students have the opportunity to analyze the foms and messages in media today.

Through creating their own foms of media, students will develop critical thinking skills.

ethicai judgment and skills in spedcing, listening. reading and writing. The strands of this

course include media texts, audiences, and production. This course could easily be taught

through GPS. For example, one of the expectations is to use appropriate productions

techniques to create a media work about an important social or cultural issue. The

possibilities are endless. Students could create a collage, an üdvenisement or web site

about a social issue of their choice. Upon doing so, the student creates awarcness of an

issue and becornes knowledgeable. if the student becornes passionate about the issue, she

can then take action. For instance, if a website were created, the student couid müke it

interactive with network sites about related issues and events. An example of a media

studies activity will be presented and discussed in chapter 5.

GlobaI Education 44

Chapter twelve of Selby's Earthkind deals with animais in the media and outlines

the following goals of media literacy. First. students need to realize that media are

constructions of reaiity, not reality itself. Students need to develop the skills to interpret the

media's version of reality. Second, students need to be aware of the implications of media

constructions and their effects on cultural and socid trends. Third. students need to be able

to "deconstruct" media to identify the messages they contain. And finaily. students need to

be able to recognize that those who construct media are influenced by people of power

which affirrn the chwacteristics of the dominant paradigm (p. 273). These goals should be

borne in mind by the teacher of EMS30.

Grade I 1 Presentation and S~eakino S k i k Onen (EPS30)

This course requires students to plan and make presentations in both formal and

informa1 contexts, using such forms as speeches, discussions, storytelling. debates,

reports and interviews. Projects and assignments from other courses couid be presented in

this course. If an environmental or social issue had been discussed in a science o r

ceo,oraphy course. it could later be enhmced and presented in this course. In Fxt. EPS30 - should be a required English course for ail students because students are given the

opportunity to express their opinions. This is good practice to prepare them to be active

citizens. There are very few specific expectations required for this course. and most of

these emphasize techniques in preparing, giving. and responding to presentations.

Storyteiling is a very effective medium for a GPS curriculum. Native peoples use

storytelling as a mems of transferring wisdom. Stories contain ideas and traditions of a

culture that c m be püssed from one generation to the next. Louise Profeit-Leblanc speaks

of the importance of storytelling in our lives: "We should live Our life just like a story. s o

that when ws go they will tel1 a good story about us" (1996, p. 15). Good storytellers

convcy the inner meaning of stories, which is more than just words. Pr~fit-Leblanc speaks

of one's persona1 spiritual environment. "We are spirituai beings. This is not just our

Global Education 45

bodies and minds meeting here, but our spirits. It is important that we get in touch with

each other on this level and develop some feelings for each other and the topic and hand"

(p. 15). Children of al1 ages will have many questions for a storyteller because everyone

hears a story differently. Storytellers will aiways discuss the lessons of a story. the

relationships with the characters of the story. and rnost importantly how the conveyed ideas

c m be applied to one's everyday life.

So this is the story. The story is the same for us today. We have only the

skeleton now. It's now up to us to put flesh on the skeleton: to have a

sincere conviction and education and be prepared to suffer a Little to build a

new Iife, to breathe fresh air into the old ways so that they work for us in

this day and age (Profit-Leblanc, p. 19).

Grade 1 1. Litencv Skills: Reading and Writing. Open (ELS30)

ELS30 emphasizes strengthening reading and writing skills. Students are required

to rcad short plays, short stories, novels, poems and articles. Students are taught how to

locate important information. ident15 main ideas and supponing details. and then write

cssays. surnmaries. reports, critiques and letter. Why not have the students read stories

and articles dealing with :lobai issues? For example, the Opposing Viewpoints

Series entails articles dealing with controversial issues such as population, abortion,

poverty, water, AIDS. immigr~tion, and globai resources. Students could read a number

of thcse essays and write critiques and reports on them.

Essentially, these three English courses are focused on teüching stltdents to reüd

critically. write effectively, and present their ideas in a clear münner. The content is lefi up

to the teacher in rnost cases. A teacher who is committed to global learning c m present

many issues for debating and writing. In short, there is considerable opportunity for GPS

in the English cumculum if teachers are willing to use it.

Global Education 46

Canadian and Worid Studies

The Canadian and World Studies Cumculum includes courses in geography. economics,

history, politics, and law. An important objective of the Canadian and World Studies

progrrim is to aid students is developing the values, knowledge and skills necessary to

becorne responsible citizens. In order for students to become responsible citizens, they

need to be aware of Canada's heritage and its various social, political. economic and

cultural relationships. When students study various regions of Canada and the world, and

how people interact with their environment. they begin to l e m the concepts and

in terconnectedness of global education.

While the knowledge, values and skills taught in these courses will enable students

to better engage with global issues, it is dso very important for students to see different

perspectives on history. They need to discuss issues that involve imperialism. exploitation.

power. and domination in order to "gain a deeper understanding of culturai and moral

issues which underpin many contemporary environmentid problems" (Leitenberg. 1994. p.

1 1 ). S tudents do have ample opportunity in the Canadian and World S tudies courses to

develop the values. knowiedge, and skills to become responsible citizens. and to gain

insight into many global issues of the past. present, and future. All of the expectations

cited in the iollowing Canadian and World Studies courses come from the 'The Ontario

Curriculum Grades 1 1 and 12 - Canadian and World Studies" (2000).

For subject specific activities for Canadian and World Studies 1 have several

suggestions: ( i ) Pike and Selby's Reconnecting (1995) contains eleven geography

activities and seven History activities suitable for a GPS cuniculum: ( i i ) activities from

Global Teacher, Global Learner (1988, pp. 242-243).

Global Education 47

Grade 1 1 Economics. The Individual and the Economv. University / Colteoe

Preparation (CIE3M). and Making Econornic Choices. Work~iace Prenaration

(CICSE)

This course helps students to make infonned decisions about how to use resources

to satisfy their needs and wants as consumers and citizens. Some of the expectations of

this course involve critiquing stewardship of public resources, awareness of public issues,

and analyzing current issues relating to economics and the environment. As well. students

are required to describe the impact of govemrnent in the economy. There is opportunity in

this course to present ideas of basic human needs. Issues of consumption. resource

depletion, and third world exploitation could be discussed. The workplace preparation

version of this course (CIC3E) is very sirnilar to this one, although, there is more emphasis

on the individual as a consumer. Therefore, it is crucial that overconsumption be discussed

ris an issue.

Grade 1 1 Geoeraohv. The Arnericüs. University / Colle~e Pre~aration. (CGD3M).

Phvsical G e o ~ r a ~ h v . Universitv / College Preparation, (CGF 3M). Geo~raphics.

Workplace Pre~aration. (CGT3E). Regional Geomra~hv: Travel and Tourisrn.

Onen. ICGG301

AI1 the geography courses at the grade eleven level are divided into tlve strands.

The tirst is Geographic Foundütions in which students Iearn about the in terconnectedness

of the physical and human worlds and study the evolution and interactions of various

politicd, physical. economic, and cultural systems. There can be ample opportunity for

students to examine human impact on the natural world. Issues of population (urban

sprawl) and energy consumption c m be addressed.

The second strand is entitled Human-Environment Interactions. Students l e m to

understand the relationship between land and people and how each affects the other.

Again, issues of population, energy consurnption, and pollution can be addressed. The

Global Education 48

third strand is about global connections. It is essential that students have a global

perspective when they l e m about peopte, products, rnoney. and information. Ail the

expectations of this strand are critical. However, with this in mind teachers need to

consider child-centeredness. Teachers need to give students opportunity to be sensitive and

compassionate to each other, and to work cooperatively. In other words. teaching for

world-mindedness is easy to do in these courses, however, teachers alwriys need to

remernber child-centeredness.

The fourth strand is very important indeed. It involves managing and understanding

chanse. Students l e m through local and global perspectives to identify trends that cause

change between the environment and people. And the final strand is methods of

seographic inquiry which involve the approaches and tools used in geography. Students

can learn about how geographers view the world.

UItimately, when teaching these five strands, teachers need to remember not to mat

each in isolation. To illustrate, Toh Swee-Hin (1993) writes of two paradigms of global

literzicy: the liberai technocratie, in which "it is cIear thüt k i n g 'global' has more to do with

enhancing trading, commercial and strategic interest than global literïxy for emancipation",

and the transfomative. which encourages students to move towards understanding the

world holistically "to act towards a more paceful, just and libemting world" (p. 1 1 ). The

five strands of the geography cumculum could fa11 into either paradigm. depending on how

thcy arc taught. To teach with GPS the second paradigm is critical.

According to Swee-Hin, there are several probtems with the liberal-technocratie

paradigm. First, the appreciation of other cultures is often shallow and trivial. If a texher

is not careful, students may just reinforce some stereotypes of other cultures. and even

unconsciously harbour racist attitudes. Students may just feeI sorry for people who are

Iess privileged than themselves. Instead, "Leamers need a holistic appreciation of culture,

for a people's realities are full of political, social, economic and cultural complexities, and

these include our relationships with other peoples that span national boundaries" (Swee-

Global Education 49

Hin. 1993. p. 10). The second problern. according to Sutee-Hin. is the use of the tenn

--interdependence". It will become apparent to students that al1 people are connected

through trride. migrations. and Iand. However. students need to be aware of the 'history'

and 'quality' of these interconnections. Some people. for exampie- have been exploited as

a resulc of others' interests. The problem involves management of the Earth's environment

and human systems. Western notions of management are self-centered. The rich stand to

lose much of their wedth unless many of the world's crises. invohring diverse traditions.

ideologies and systems. are conuolled (S wee-Hin, p. 10). Students becorne *passive

onlookers' as government leaders "improve" their way of life. The final thems of the

technocrttic paradigm is of the usumption of human progress (Swee-Hin. 1993). A

country's success is measured in terrns of economic growth and consumption. Countries

rich and poor are examined in t e m of their gross nationai product and resource

consumption.

The transforrnative pandigm involves many of the values and ideas of a GPS

curriculum. The first theme of this pandigm is the irnplementation of human rights

cducation. Interdependence is no longer self-serving but tmly "hurnanizes our Iinks with

othcr people" ( Swee-Hin, p. 12). Students become tmly involved in others' struggles for

justice and frcedom. The second theme is of planetary survival. Students need to be aware

of structural violence against people and take action against it. For example. they could be

called to question investments or purchases their parents make that involve child labour. A

third theme is of ecological security. In the previous paradigm, rnanaging the world's

rcsources would sirnply involve better conservation and management techniques. A

trrinsformative pwadigm would involve conservation and management of resources, but

also would cal1 students to challenge those that promote ecologicai destruction. The fourth

thcme is that of thinking globdly and acting locally. Students are: challenged to listen to

thcir responsibilities and become involved in local political lobbying. "It encourages the

building of alternative more holistic and democratic futures for sociely and our relationships

Global Education 50

with other peoples and nations" (Swee-Hin, p. 14). And finally, the tifth theme is

émpowerrnent. Students need to hear of others who have k e n comrnitted to change the

world's social, econornic and political injustices. When students hear the stories of others

who have made a difference in the worid, their drearns are kept dive and preparedness for

action enhanced.

Grade I 1 . Twentieth-Centurv Historv: Global and Recrional Perspectives. Own

ICHT301

This course gives students the skills and knowledge to help them understand the

challenges facing people, both at present and in the past, in various parts of the world.

Students will anaiyze human rights issues and problems facing developing nations.

Learning strands include cornmunities at the local, national and global levels: chanses and

cornmunity: citizenship and hentage: and social, economic and political structures.

There arc many opportunities to implement a GPS curriculum in this course. For

esample. one of the çxpeciations is for students to analyze how and why certain individuals

have become the accepted symbols of national or international movements. A possible

GPS activity thar could be implemented at this time would be "Road Maps" from Selby's

Earthkind (p. 91). In this activity students are required to draw a "roadmüp" depicting

the lifc of a person from the period they are studying and use symbols to represent key

points in their lives.

~Many of the expectations in this course are conducive to progressive Iearning.

However. as with the g e o p p h y courses, it is impentive that teachers do not revert to

teaching in the liberal-technocratic paradigm.

Global Education 5 1

Guidance and Career Education

Grade 1 1 . Desinnino Your Future. Open. IGWL30). Leadershin and Peer Support,

Open (GPP3O)

The chief objective of the guidance and career education courses is to prepare

students for the outside world. Students l e m how to improve their relations with others.

better manage their time and resources, and feel better about themselves as people. The

approach to teaching these courses is most important. Teachers need to boost self-esteem

and make students feel important to their farnilies and communities. Then teachers need to

direct students toward the changing complex world outside. Students need to be able to

work and cooperate with others in their homes and workplaces. They learn the skills for

effective communication, temwork, and leadership. The strands of these courses include:

(a) l eming skills. where students discover their own leaming in r d Iife situations: (b)

personal knowledge and management skills, where students describe and assess their

strengths and weaknesses: (c) interpersonal knowledge and skills, where students develop

their skills in communication and temwork: (d) exploration of opportunities, w here

students create opportunities in work and cornmunity participation: and finally, (e) the

preparation for transition and change, where students develop their abilities to make

effective decisions and set goals for themselves.

Health and Phvsical Education: Grade 1 1 . Healthv and Active Living Education.

Open (PPL30)

This course essentially deals with enhancing the quality of life. which is a

component of GPS cumculum. Quaiity of life is not only about enhancing student well-

being. but extends to fostering an appreciation for the environment and sustaining it. Maria

iMies sees consumer liberation as the key to irnproving the quality of life (1993, p. 254).

Fundamental humm needs are universal she says, but the way in which these needs are

satisfied (which she calls "satisfiers") Vary between cultures. Thus, there is an important

Global Education 52

distinction between needs and satisfiers. Mies identifies nine basic human needs that

everyone ha: subsistence. protection, affection. understanding, participation, leisure,

creation (imagination). identity, and freedom. Matends that are produced industrially cm

be pseudo-satisfiers and provide no real satisfaction -- for example cosrnetics to answer the

nced for affection: cars to fi11 the need to enhance status; and arms to provide protection.

Mies makes the comment that non-comodity satisfiers often satisfy severd needs at once.

For example, taking the time to play with children satisfies the needs for affection.

protection. linderstanding and leisure. To adopt this consumer liberütion to improve the

quality of life would drastically change the lives of many. Ultimately, countries would be

liberiited from economic dependency, exploitation of third world countries and resources

would end. and cultures would be able to retain their identities. An alternative view to

improving our qudity of life, such as Mies' should be discussed in a hcdthy and active

living course such as PPL30.

Components of PPL30 would include severd strands: physical activity, which

involves cornpetence in sports: active living, which includes demonstrriting responsibility

for persona1 safety and safety for others: healthy living, which includes mental health and

weli-being: and tinally, living skills, in which students are required to work effectively in

goups and develop positive relationships with their peers.

These courses are probably the best suited for a GPS curriculum. Unfonunately.

not a11 of the courses are mandatory. However, many students will opt for some of the

open courses as they need to have electives. Since there is no prerequisite for these

courses. they are attriictive to students. The other courses mentioned are streamed. For

example, only students heading for îollege or university would take a college / university

prcpüration course. Essentially, it is intended that al1 students will encounter at least several

courses in their grade eleven year that are conducive to GPS cumcul~im.

Global Education 53

Thus far, some important global issues have k e n identified, global education has

besn introduced and 1 have decided how it fits into the provincial curriculum. The

foIIowing chapter will outline the rationale for a global perspectives science curriculum.

Global Education 54

Chanter 4 : Rationale k r a Global Perspecti v e in Sciençe Curriculum

Thc Nccd for a New Alternative Cuniculurn

Traditiondly science has k e n taught in isolation frorn other subjects of the

cumculum, especially in the secondary classroom. The science and technology cumculum

has also ncglected to adquately address many world issues. This neglect has been, in

pan, a consequence of the separation of humans from nature which dates back to 17th-

ccntury scientifïc thought, 'The influence of Descartes' division of 'rès cognita' (mind)

and 'rcs extensa' (mechanical extended substances or matkr) and his arrogation of mind

cxclusivcly to humans has led to our locating ourselves outside and above nature. (Selby,

2000, p. 88). The argument made in this thesis is that science is not an isolated lïeld - it is

vcry much connircted to many global concerns. Environmental, social. political, and

cconomic issur=s must be dealt with in the science classroom. Thc Science, Technology,

Society and the Environment sirand in the new Ontario secondary school cumculum

provides some opportunity for teaching with a global perspective, but a more detaifcd.

action-orientcd cumculum is needed.

Paul Deverreux (1996) writes about the need for people to view sciençc as just one

pcrspcctivc on vicwing the Eariti, Contemporary science now consists of isolated elcments

dcrived by scientists whose results are not obtaincd from universai laws. Hc notes that

science's tme problem is that of power. "It has devised and developed social strategiés and

tcchnical deviccs to elininarc the local to such an extent that it now supplants othcr

knowludgc systems developed outside the Western cultural framework" (p. 27). This

powcr that science exudes has diminished other ways of seeing the carth as infcrior and not

worthy of bcing taken seriously.

Scicntiiic methods have varied significantly over the years. Good scic=ntilic

rcscarch follows a scientiîïc method. 1s this the only route to tollow'? Chemistry and

physics have always k e n the pillars of science and have b e n taught the samc way for

Global Education 55

decades. An: the principles of these subjects necasary for a i l students to leam*! 1s

Western thought the only "tnie" science'? These questions n a d to lx takèn seriously and

rtltemativc science curriculum rnust considered.

Derck Hodson and David Reid (1988) have written about how the approach to

teaching and learning science needs to change, There has k e n a "Sciencc for AU"

movcment in Great Britain, and similar movements in Canada for some time now.

Hodson and Reid argue thrit teachers need to radically change their practice if ail childrcn

arc to lcarn science. There arc thrtx catcgories of cmiculum aims in science (Hodson and

Reid, 1988). Thc tlrst is leamer centercd aims, which includc the devèlopment and

communication of idéas and feelings. building seif esteem, accepting responsibility.

cooperriting with others, and pursuing science for leisure. Thèse leamer aims arc vèry

similar to Pike and Selby's child-centeredness strand of educational practice for global

cducation ( 1999). The second category consists of society-centercd aims, which include

an understanding of science, technology and society, and an appxciation that scientilic

criteria have to bt: balanced with socio-èconomic, environmental, and moral-chical

considcrations whcn decisions are to be made. And finally, the third category includes the

scicncc-centcrcd aims, which entai1 students acquiring the knowledgè, skills and attitudes

of suicncc.

Tnd i tional science leaming has satisfied the criteria of the science-ccntèrcd aims,

and hcrc is somé movcment toward the society-centcred aims; howtivér learner-cenkrca

aims have becn left out completdy (Hodson and Reid, 1988). It is for this reiison that

many childrcn have not Icamed scicnce. Sciencc has not k e n made relevant to al1 studcnts.

nor has it bccn inwrating for ail students. A GPS curriculum would make scicncé rcilcvant

to studcnts bccausc= it is child-centered and it relates science to social, political and

cconomic issues.

Hodson and Reid borrow Maslow's hierarchy of needs to aid in explainhg how

important self c s w m is to a child's Iéarning. Needs lower on the pyramid such as

Global Education 56

physiological needs, saîkty, loving and klonging must be met bebrti levels of the upper

pyramid -- sclfestecm and self actualization -- can bt: achieved. U- ail thèse kvèls c m be

met thèn studcnts wiil téel good about themxlvcs, and about the knowlèdgt. of science that

thcy have already learned. With confidence, students will then d e responsibility for thèir

own learning and kcome motivated. As well, students need to have a sensc that they have

sornt: control of their learning. Too often, science teachers rely on top-down or

instructional based teaching and students have no say in what or how they learn.

Childrcn who beiiève tfiat success derives tfom personal effort arc move

likcly to pcrsist in their efforts, provided that they s e the goal is

worthwhile. It is our belief that giving children a measun: of rèsponsihility

for dcvising their own leaming suategies will increase their sense of control

of cvents and will lead to higher levels of attauiment (Hodson and Reid,

1988).

Childrcn's perception of science needs to change. They need to fèel that thcir scièncc is

worthwhilc; thcy need to know that their knowledge of science cm be used alongsidt:

"officia1 science" in school. When students have contldence and a dèsirc to discover

scicncc on their own thèy will be successful. Thus sciencc wiU tmly be lor dl.

Pikc and Selby (1995) write that science prograrns nwd to be relcvant to studcnts

and nced to motivatc them. in order for this to happen, teachers need to do more han just

h v c students obtain scicntific knowledge and processes. Therc is growing conccrn that

studcnts need to understand how science is intcrcomected with the world. This calls for a

ncw approach to tcaching and learning science. Pike and Sèlby sec thé solution as an

cxpansivcness approach. Students arc still learning thc required scicncc contcnt; howevcr,

they arc required to apply their learning to world issues. Thus, students would relate

scicncc and ethics.

Global Education 57

The "globalization" of science has at ieast four inkrcomectèd components (Pike

and Selby. 1995). First. students need to be exposed to global issues in the classroom.

Second. science should be interdisciplinary. "The science tacher recognizes Ihat she has a

signal contribution to make. from her sprcid vantage point with its sptciai insights. to

studcnts' cultural. rconomic. environmental. political and social undcrstanding" (1995).

Third, science needs to incorporate a futures component. David Hicks, as mentioned in the

sccond chapter of this thesis (see page 15). advocates teaching for the future. Scicntitic

knowledgc of global warming for instance, can Iead to an understanding and apprcciation

of possible and probable futures for ihc Earth. And îinally. science calls for multiple

leaming styles. Global rducation calls for cooperative. interactive. and active participatory

lcaming (Pike and Selby. 1995). As mentionrd radier. students need to Fez1 that they an: in

control of thcir Ieming. Adoption of multiple leamhg styles helps students fcel Iess

intimidated by science and provides them with a mzasure of choice and control. and givcs

thcm conLidence to discover for themselves.

The GPS curriculum. as outlinrd in chapter five, contains thèse components of

rlobal science. First, the introductory unit èntitled "Issues and Trends" provides the *

opportunity for students to l e m about the environrncntal. politicai, social and cconomic

issues in the world today. Second. the GPS curriculum is to be implemented over a

nurnbcr of possible subject courscs. as indicated in the previous chapter. so that it is

consistent with the notion ba t global science is intcrdisciplinary. Third. the GPS

c.umculum has a futurc-îàcing component, The second unit cntitlcd. "Alwmative Visions."

cncompasscs many alternative futures for consideration. These futures involvc

cçofcmminist porspcctives. the universe story and cebbntory perspectives. and pcople-

ccntcrcd pcrspectivcs, among others. And fourth, the GPS curriculum includcs activities

that incorporate multiple leaming styles. Sarnples of these activities will bc included in

chaptcr lïve. Mriny of these activities involve cooperation and active lcaming.

Global Education 58

Lcarnin F S tvles

An important cornponent of the rationalc for global science is the need to addrcss

multiple Iearning styles. While addressing I w i n g styles, activities must incorporatc

messages of peace, cooperation, compassion and respect.

If somc of the principle "messages" of humane education conccm compassion,

kindncss, harmony, justice and equal consideration, then thesè ntxd to bt: rctlected

in the clirnate, ethos and quality of relationships evidmt in the classroom

(Sclby, 1995, p. 50).

The leruning styles that nwd to be employed in the creation of a GPS curriculum

must zflect the "messages" of the content. Some of the messages in a GPS curriculum

wouId bc vcry similar to those of humane cducation. In fact. humane cducation is a major

part of any global education study. In order to cxatri a clirnatrr that fosters kindncss.

cquality. compassion, justice and qua1 consideration, the tacher must choosc teaching

strrircgics that involve all Icarners in the classroom. All of the students' input must bt:

considercd equcilly. Obviously, in any classroom thcri: aré going to be students who need

to hc cncouragcd to contribute to the leaniing of the whole classroom. A student musr k.

cont'idcnt in order to address the neèds and intercsts of the world, In ordcr to k conlidcnt

a studcnt must have high self esteem. Thcrefore, any learning style cmployed in @ohal

cducation must not be cornpetitive or demeaning in nature. It is also pcrtincnt that the

tcachcr bc conlident as wcll,

Tcachcrs set thc examplc

As Wong ( 1995) says: "Every Lime you act you vaiidatc who you arc". Tcachers

arc in ri very privileged and responsible position; they may even spcnd mon= time with

children tlian their parents do. Thus rhtry arc well placed to shape the minds and attitudes

Global Education 59

of so many, Hcncè a teacher's responsibiiity is not only to tèrich children, but to mould

thcm into honest, caring and compassionaie people. We may never know the cxtent of the

impressions we make on young minds, be they good or bad. hut the èt'fects art: extensive.

Tcrichcrs should make a conscious effort to develop themselvés as confident, caring people

in order that children will learn Liom k i r example. As this enculturation occurs. studcnts

c m share these skills and attitudes with farnily and other students in the schoot. and Lindly

with the local and global community.

Tcachèrs otièn scnd mixed messages to children in the clrissroom. For cxamptc,

my school has a monthly honour roll system. Each studènt strivtx to attah an ovcralI

rivcragc ot'eighty-Iivc percent in her or his academic subjects. nit: goal. of course. is for

students to work to thcir optimum in order to achievc suçcess. However. this goal is

maskcd by cornpetition arnong siudents for marks. The result of di this confusion and

pressure is that teachcrs and studcnts can becorne suessed, agitatcd and aggrcssive.

Given this situation. a teacher mus1 develop her own self as she helps studcnts.

This means becoming genuinè, empathetic and non-judgmcntal. WC, as tcachers, nccd to

cndcrivour to srnilc more otien, praisc coopcration. boost self esteem and tcach childrcn to

be humanc: people.

A major problem in building classrooms of diInnation is often tcachcrs'

own lack of sclf csteem ... Teachers with a low self cstèem oticn tcnd

towards a conservative or minirnalist vicw of students' willingncss to Icarn,

intrinsic motivation, capacity for self direction and scif-organisation

(Sclby, 1995, p. 40).

Samnle le am in^ stvles

Cooperativc learning, adopiing multiple intelligences, expriential learning, and

imrncrsion cxperiences should bc somc of ihe teaching strategics used in implernenting ri

Global Education 60

GPS curriculum. It is impentive to always rernember rhat the medium is just as important

as the message.

Cooprrrr rive leuming,

Cooperative learning is a teaching strategy that idediy builds self csteem of the

entirc group. Sclby (1995) identitiès six aims of cooperative learning (p. 31). First, dl

studcnt...' contributions are considered and valued. Second. then: is no competition in

coopcrativc Icarning bccause cvcryone is a winncr. Third. cooperative Icaming involves the

s h a r i n of idcas and perspcctives ofothers. Fourth, positive attitudes c m d s o bc developcd

with cooperative learning, as students lcarn to share. which is parunount if world prohlems

such ris poverty, violence and oppression are to change. Fifth, and probably thc most

important message sent to the students by employing cooperative learning techniques in the

~ I u s r o o m . is that of intcrdcpcndence. The ''tirst law of ecology" statss that cverything in a

system is intcrconnected with everything else -- you c m ncver do jus1 one th ing By

working together cooperatively, studmts will get a sense OS the dynamics within a group

and ün intcrnalizcd understanding of interdepcndence. They will leam very quickly how

those d y n m i c s dftfcr the outcorne of an activi~y. And 1-mally, a Link h a k e n established

hctwccn cooperative learning and higher learning skilis and cooperativc Iearning.

Mrt lriplr I n r d ligences.

Effcctivc leaming means thoughtiùl leaming. Lèamérs do not açhicve well-

undcrstood and active bodies of knowlèdge through rom Icarning. Rather,

thoughtlùl Ieaming rich with conncction-making is ntxded for insight and

for thc livcly and tlcxible use of knowledge (Perkins, 1991, p. 6 ) .

Global Education 6 1

Multiplc intèlligcnces art: why we all learn differently. Traditionally in schools, teachcrs

have uscd teaching stratqies involvins reading and writing. Howevcr, in wcrint years

rcscarch has shown that not d l of us can l e m through these methods-

In 1983, Howard Gardner published a book entitled. Frames of Mind: The

Theory of Multiple Intelligences. According to Gardner, an inkliigencc "enlails the

ability to solve problcms or fashion products that are of consequence in a particular cultural

sctting or community" (De Amicis, 1997, p. 3). Schools are a sétting or community to

which this concept has k n applisd. Gardner's multiple intelligences theory providrs a

brisis with which wc can identify. value and devclop student's abilities. Hc klieves thrit

thcrc arc eight biological intelligences and everyone c m express al1 of thcm to somc extcnt.

Howcvcr. as we arc ail individuals we will express some in~lligcnces more than others.

Thc scvcn intelligences are as follows: (a) logical-maihernritical: ont: enjoys solving

problcms. linding patterns. outlining, and calculating; (b) linguistic: ont: relates to thé

mczining, rhythms and sounds of words; (c) spatial: one likes to design, invent. imagine

and crcatc; (d) bodily kinesthetic: one l e m s through physical movemcnt, mimicking and

touching; (c) musical 1 rhythmic: one enjoys the human voice, as w d as environmenial and

instructional sounds; ( t ) interpersonal: one understands others' feelings; (g) intrapersonril:

undcrstands one's own emotions, motivations and moods, and (h) naturidistic: onc who is

conccrncd about natural phenomena and intcrrèlationships among living things (Reiff,

1997, p. 30 1, and Goodnough, 2000, p. 17).

Why do we ncèd to incorporate multiplc inteiligcnces into our tcaching? The answcr

is simple and c m tx found in thrtx of Gardner's (1996) fivc postulatcs of muluplc

intclligcncc: (Multiple Intelligences and Teaching Science. University of Toronto.

1 W6):

1 . Each person has a characteristic form of perception, mèmory and léaming.

2 . Mental processes can exist in ri varicty of t o m s and arc indcpcndent of one another.

Global Education 63

3. Humans develop different competències when their culturcs value different intelligences.

Thcrefore, it must be the responsibility of the kachcr to use ri varièty of instructiona1

strate& to méet thé needs of al1 students.

Evperitw t i d Letrrning

Within thc tiamcwork of cooperative learning is exprientiai lcaming. S d b y rcfcrs

to cxpcricntiai Icarning as agi tahg the corntônable: 'The most productive Ièarning contcxts

arc maniksted by a deiicate and iensile balance k tween comfortability and challenge"

( 1995. p. 42).

Expcricntial ieaming leads to c ~ a t i v r : thinking, problem solving and constant

c h d l c n ~ c s . Studcnts are immerséd in new ideas; ideas that challenge thcir own

pcrspcctives and vaIues. These types of activities create real litç situations wherc: studcnts

have to bc critical, work together, and above d l , communicate in order to make decisions

thlit will riiriifcct the direction the group takes. "Experiential learning cssentidly involves an

exploration of persona1 feelings, attutudcs and values through which thc dcvclomcnt of

cognitive skiiis can take place, cither dunng the experience, or on rdlcction thèrcal-tcr"

(Sclhy, 1995, p. 45).

Itrrtner-sion Ekperiences

Studcnts cannot tnily mwt aii the aims and objectiva of global ducrition without

bcing actively involved in a =al life situation. David Selby rekrs to this as "btting thc

ou~5idc world in, letting ihc inside world out." It is paramount that childrcn nccd to lem

out of the classroom. One cannot iïna1ly learn about c=cological litcracy. for cxamplc, in

any other setting but the outdoors. How else can a studcnt expcricnce the interdependencc

oT an ccosystcm'? It has b e n my experience that students knef i t Liom living with cach

othcr and within the natural world for a prolonged period of time. On week-long outdoor

espcriencts. students lïve and work mgsrhrr wrnty-four hours a &y. and truiy function

a a f m i l y unir Cooperallon. compassion. playhg together. carllig and sharïng d l corne

togctfit'r during bis cime. The bensfits can k sssn in the classroorn and c m k. extendcd to

rhcir CJN-n families at home. Xi schools should k t - e an opportuni- to paniciparrt in an

outdoor cducation program. in many c-s. srudents do not know how t coopenit: and

work ils a family uni^ -41 people nard to work and play togzther harmoniously.

-4s wcll. s tukn t s have 1.0 k o m e involved in cornrnunitiss 3t di les& in order to

cxpcricnc~ scimt: of the aims and objectives of global education. Since one of rht. aims of

rhis ali~.rnativ<: program is to provide lsaming sxpzriences t int givr studrnrs the îhiLit!. to

vicw the ~rorld as a planstary society. studcnts nrcd to k involved in local community

action projccts. "'Involvement Litsncÿ' is not simply a question of hrlping siudents

dcvclop and hone theu socid action skills. important as that is. It encornpasses the

~.xplor;ition and cvduation of' the range of avenues and stratcgiss open to hose who tvish io

ct'fitct changc" (Selby. 1995, p. 3 17).

Thc Contcxt

Glohd Educauon will be thé context for the alternative science program. Through

global cducation. students will be able to scc how science is rclatcd to othrr courses thry

study and. most importantly, to the world in which they live. Ronald Bymcs ( 1997) writès

01- global cducation's promise to rcinvigonti: classroorn l ik . He borrows a detïnition of

giohal cducation, bascd on what it ofkn involves, frorn Tye and Tye ( 1992).

Global Education 64

GIobaI cducation involvcs 1. the study of problems and issues that cut

across national boundaria, and the interconncctednas of the systcms

involved--economic, environmental, cultural, political. and technological; 2.

the cultivation of cross-cultural understanding, which includes development

of the ski11 of perspective-taking--that is k i n g able to x e life from somconc

clse's point of view. Global perspectives an= important at every grade Ievel,

in cvery c u ~ c u l a r subject area, and for all children and adults (Bymes,

1997, p. 96).

The Role of Science in Global Education

The importance of ecotogical thinking is very much part of global and science

cducation. Generally, students have experienced a very shallow vicw of cnvironmcntal

studics. This is in part due to the fact that schools have made some effort to "grcen" their

cnvironments, such as rcducing garbage and waste, setting-up rccycling and composting

programs, and rc-using paper. However, environmental action activities cm not stop thère.

"Si~nilicant as such dcvelopments are, they cm easily seduce us into lxlieving ba t they

amount to suflïcicnt educationai responx to the environmental crisis we face"

(Sclby, 2000, p. 88).

Evcn though wc have convinced students and our communities to rccyclc and

rcusc. studénts stili think as consumers, such that success involvès owning a home with a

thrcc door garage and at l e s t thrw cars. Our students' environmcntal ethic is supcriicial.

Students O S aII ages are very imprcssionablc and many of thcir values arc fomed hy mcdia

and by classmatcs. Tcachcrs also have a great dcal of intluence with shaping the valucs of

young mincis. It is one of their responsibilitics to cncouragc studènts to think rnorally,

compassionately and responsibly. Teachcrs need to scnd messages to students that

promotc morc signiîicant values ihan the ones they sce on television. This is donc by

sctting an cxampIc. As well, science tcachers need to spend more rime in class discussing

Global Education 65

issucs hat rcllect more signiîicant values. Science needs to preparc: students for the

twcnty-t'irst century.

This preparation must involve much more than the transmission of scientific

knowledge. It must instill values, skills, and attitudes that will allow

cffectivc participation in a world characterized by increrising global

intcrdcpcndencc and enable studcnts to critically examine the global issucs

afkcting humankind (van der Beek. 1992. p. 18).

By ~caching science with a global perspective these mort: signilicant values havc a = ~ r r a t c r

chancc of permrating through to the students. In keeping with the axiom. "think globally.

act locally", one has to look to the local community tirst. Teachérs need to sct rhc

c x m p l c . Tcachers should be active in the community: either politicaily, standing up for

ihcir convictions. o r through heading up charity fund raisers. or building pcacc

rnonumcnts. or even singing in a church choir. Studenis take note of this involverncnt.

Studcnts nccd to work with the community to devclop as human beings. 0th our

clrissroorns becomè isolated from thc community. An altcrnativc science cun-iculum musi

involvc thc local community and exposure to comrnunities rnuch diffcrent than thcir own

(Hodson. 1999). As mentioned by Tye and Tye above. global education is thc story OC

intcrconncctcd systcms. Therel'orc. scicncr: and tcchnology must not exist in isolation li-om

cvcrything clsc.

Samplcs of GPS Curriculum

Grade ninc advanccd -science: m e n nlant and food production unit,

Van der Beek (1992) writes of a gradé nine science unit on green plants that was

dcsigncd from a global perspective. This unit on green plants was rr good cxamplc of how

global cducation could he integrated into established cumculum. Aithough the "Common

Global Education 66

Curriculum" (the provincial cumculum used by Ontario teachers through grades 1-9 at the

timc this plant unit was written) has b e n replaced, this example of teaching science with a

rlobal perspective is still very relcvant. Tcachers will tind that thcy c m insen global

pcrspcctivès for scicncc (GPS) into existing m a s of the cumculum just as van der Beek,

the science CO-ordinator for the Lincoln County Board of Education. Ontario. and other

tc;ichcrs have done.

In Lincoln County, van der Beek. tcachcrs and grade nine studcnt'; dècided that

lcarning about the macro and micro parts of a grcen plant may not neccssarily bè Lhc most

important knowledge thèy nced to know, Plant-rclated issues such as glohd warming.

human rights. deforestation, hunger and starvation wcre considcred much mon: relcvant

and important to students. T h e s issues are of concem to everyonc. whcrcas vcry fcw

s~udcnts will cver nccd to now about choroplasts, vacuoles and othcr micro-orgruielles of a

plant ka t - Therdore. the objectives of the old cuniculom unit were changcd as follows.

First. it was dccidsd that thc activitics for the plant unit nccded to address the values ol'

tcaching for a global perspective. Second, was that coopcrative Icarning would be an

important part of thc learnin_e process in this unit. Third, g r a m attention was plxcd on

studcnts' pnor knowlédge and their reasoning skills. Furthcrrnorc, contcnt of the plant

rclatcd issues w u to bc integrated into other subject axas. The ncw cumculum unit lookcd

vcry difltircnt from the traditional one. Howevcr, it did cover al1 thc content rquired rit thc

timc by thc Ministry of Education, in addition to making students awrirc of some globai

issucs, As wèll. studcnis wcrc introduccd to a new approach to Icarning.

Thc unit k g a n with student discussion of a story called 'The GlobaI Wch". in

which The studenis icarncd about a girl and thc wcb of global connections in hcr l ik . The

story scrvcd as a good inuoduction for the students' introduction into plants. The lirst

activity involvcd having the students rexarch somc plants and plant products (such as

coCICc and tca) that had k e n put on display in order to tind out detriiIs, including whcre thc

plants arc grown, what xctor of the population picks thc plant product. what scctor of thc

Global Education 67

population malces the most money from the plant product, and how the product is

proccssèd. The resarch assignrnent then Led to a human rights discussion.

Larning about strirch was part of the provincial cumculum for this unit. The focus

ut' this part of the unit was on m a t consumption and its effects on the environment, which

Icd to discussions and assignments on the diets OC marginalized peop1t.s. Another issue

studicd was that of global warming. for which the students participatcd i n a numher of

traditional laboratory activities demonstrating the carbon dioxidc cycle. Thc studcnts also

prtrticipatcd in a number of simulation g m e s , one of which was cntitlcd "Wimcrs and

Loscrs in the Global Viilrtgè." There are many variations of this gamc, ont= of which will

hc cxplaincd in chapter 5 of this thesis, "Food for Thought" (pp. 76-79). Esséntially.

studcnts are dividèd into the !ive regions of the world. The largest group of students

rcprcscntcd Asia and was sent to the back OC the class, The North American group was

scnt to the front of the class. The objrjct of the garne was to sce how many wads of paper

could bc thrown into a basket locried at the front of the classroom. Obviously, the North

Amcricrin group won because they were closest to the basket. The point o l this simulation

was simply to demonstrate inequities in global status. The world is divided into si small

minori~y of wcalthy people and a Iarge majority of poor.

At the beginning of this plant unit the activities wcre very traditional in their

approach. such that students wcrc provided with materials and information in ordcr to

cornplctt. thc activities. This is known as the transmission approach to tcaching. Howèver.

as the unit progresscd, the activitiés becarnc more student-centered. For cxmplc , studcnts

wcrc dcsigning their own cxperiments to show how plants remove carbon dioxidè from thc

cnvironmcnt, Thc children's learning is bascd on applying their current knowlcdge to

gcncratc thcir own questions and work, with guidance, toward gctting answcrs. This is thc

constructivist approach to teaching and learning science (Hodson. 1998. pp, 34-44). Thc

èvaluation of this green plant unit also varied ïrom traditiond units. Studcnts did not have

to writc a trsiditional test to convey their knowledgc, skills and attitudes toward g w n

Global Education 68

plants. Instead they could design and present their own s k t , video, poster, dcbate or

writin? to demonstrate theu leaming.

Tcachinrr Chernisp with a global pers-pectivc

Prtuick Hrizlewood developed an altcmative science program for ri third ycar

chcmisuy course in England (approximately equivalent to a grade nine chcrnistry unit in

Ontario). Uis alternative sciencc program was a wrrilic success in wrms of rittracLing "lcss

riblc" studcnts to chèmistry. This chemistry course was considercd to bc aitcrnative

bccausc "an understanding of chemistry is developcd within a frarnework in which western

vicwpoints arc conuasted with third world viewpoints" (Hxdcwood. 1985, p. 47). The

main ohjcctivès of the coursr: were a s tollows. First, students werc to dcvclop an

ripprccirition of chemistry and its globai intluence. Second, students wert. to explorc

cumcni world issues in reIation to chemistry, t'rom both western and third world

vicwpoints. And Iinally. the students* work would hclp them form a basic understanding

ol' fundamcntal chernical p ~ c i p l e s .

The content of this course was very sirnilar to the traditional chemistry course. The

cl-icmical concepts wcre thcn interspersed within topics of global concèrn. The first topic,

for cxamplc. was watcr. The students were expccted to tind out wherè it comcs liom and

how it is uscd in the home. in industry. and in agriculture. Investigations includcd

analyzing watcr to test for watcr hardness and solubility. Findly, the students wèrè to

cornparc watcr samplcs for acceptable Icvds of purity. These acceptable levels were thcn

cornparcd to operriting levéls elsewhere in England.

Anothcr topic was metals and alloys. The contcnt of this coursc includcd

cxamining thc properties and uses of metals and ailoys, such as stct'l. AL thé same timc,

studcnts studiéd the extraction of metal ores and their effects on the environmcnt. C o p p r

mining in South Mrica and tin mining in Bolivia werc w d as cxamples.

Global Education 69

Hazlewood mentions in his article (1985) that there wert: somc shortî'rills in the tirst

year of implementing this course. A course of this nature nmds to bt: constantly reviscd.

"Many of our uwn views, attitudes and perceptions of situations / issucs an: decidedly

limited ... it would certainly scem that in the attempt to develop science courses of this typ:

much thinking needs to bè done to reassess one's basic philosophy" (p. 46).

At this point in this thesis it would be productive to examine some other viewpoints

rcgarding ri need for global perspectives in science. In particular, the role of environmental

cducation and tcaching for sustttinability in scicnce curriculum needs to k considered.

Thc Environment and Sustainabilitv

Teaching about sustainability is critical to a child's Icarning. T o this end. terichcrs

nccd to tcach relevant science cumculum in our schools. (Hodson, 1994) devised a list of

scicncc arcas that he thought would bt: relevant for today's studcnts to study: (a) agriculture

(Iood production), (b) energy resourccs. (c) Iand, water. and mincml rcsourccs, (d)

industry and tcçhnology, (e) the environment, (t') communications. and ( s ) ethics and

social rcsponsibilities. Ail of these science areas are linked to the environment and

susiainability. Howcvcr, if these m a s were to bc taught in schools, rhcy would have to lx

cxamincd criticaily. Gcnerally. sustainability refers to "improving thc qudity of human I ik

whilc living within the carrying capacity of supporting ecosysiems" (Scott and Oulton, p.

2 14). Thercforc, sustainability rcquires action in the present to protèct the Lùturc. Hicks

( 1994) rct'crs to sustainability as envisioning prefcrable hturcs. Hicks requires pcoplc: to

think of what thc future will look like if wè take stcps towards hxornin, 0 a morc

"ccologically sustainahlc community" (sec chaptcr two of this thcsis, pagc 15).

Sincc altcmauve hturcs is a key component of a GPS curriculum, then a more

bioccntric vision would have to be adopted. "For any kind OC global sustainability tc occur,

i t is mandatory for al1 social thought and practice to make a major conceptual shift from

anthropoc-ciiuism to ecocentrism; a necessary correlation is for education ta effcct thc samé

Global Educsition 70

change" (Bowen, 1988, p. 13). Science and technology cannot be put aside but much less

productivity is necessary to move towards a more sustainable hturc. Past approachès of

scicncc must change to a new "conccption of science and technology bascd holist.

sustainablc foundations" (Bowen, 1988, p. 14).

Essèntially, with thex proposed alternative science areas, traditionai course content

would k. changèd. Classroom priorities would not lie so much in brilancing equations. but

rathcr in studying mèthods of food production and loss of h l m d to sprawling cities.

Tcachcrs nccd to help studènts learn to deal with a changing worId ~ h a i is going to at'fècr

thcir livcs. Students must l e m that heir actions now wiii dictate their future.

Global Education 7 1

Chapter 5: A Global Persmctive for Science Cumculum

Introduction

Thus far, 1 have ntionalized global education as a means to deliver an alternative

science program. As well, 1 have determined the courses and grdde level at which to

impiement this global science prograrn. Next. I shall address the ultimate purpose of this

thesis, which is to outline and discuss a global science program that addresses some of the

world's environmental, political and socio-econornic problems. These problems include

over-population. envuonmental degradation, globalization, conflict and oppression of

peoples, growth and devdopment, and the inequitable distribution of wealth between the

rich and poor. In addition, a global science prograrn of this nature needs to encourage

alternative visions for the future. Such visions would include improving the quality of life

for ail people. encouraging ecological Iiteracy for al1 people and introducing some

alternative perspectives on life such as ecoferninism, people centered development. native

spirituality, and celebration.

Backoi-ound -

At one time, humankind still had a connection m d respect for the world around

her. Human beings experienced themselves as part of the natural order. People had a

niche on this Earth, just as the birds and fiowers do. The Native people of North America,

for example, had the highest respect for animais. They did not domesticate them: in fact.

after a hunt of caribou, there would often be a ceremony of praise given to the spirit of the

animal. Whereas European settlers believed they had to tame the wilderness in order live in

the New WorId, the Native peoples did not believe there was a wilderness for anyone to

tame. Humans had their place in the world, which was a living, breathing, vibrant creature

itself. Any taming of the wilderness would just upset the balance of the natural order.

Later, during the 17th and 18th century, scientists and philosophers were beginning to

Global Education 72

separate humans from the natural world. Their so-called "progressive" thinking has led us

to many of our present world trends and issues. It was at this time that the Western view

of the world becarne very mechanistic. Modem science would base many of ifs principles

on this compartmentalist, mechanistic view of the universe.

Coming into our century, there was a deep and abiding faith in the human intellect.

technology and the powers of modem science ... Now let US look again at the

terminal decade of the twentieth century. In contrast to the grand optirnism of the

terminal decade of the nineteenth century. we are living in a decade of conflicting

voices and visions (O'Sullivan, 1999, p. 14).

Some modem thinkers are trying to reverse this thinking of severaI hundred years.

Scientists such as Bohm, Capra. and Zohar (Selby, 1999, p. 128). for example have

understood that the universe is a complex systern that functions through many

interconnected parts. No longer can scientists examine components of the universe in

isolation. It is in part from this thinking that global science is born -- the notion that

science educators need to convey to the students that everything they learn in science has

many connections with the world and their lives.

The GPS cumculum was originally based on Robin Richardson's framework of

four interconnected areas (1979): the background of world society's problems: the four

main worId problems (poverty, pollution / depletion, conflict, and oppression); action

to tackle world society's problems; and findly the values of how society should be

orpnized and the persona1 needs of individuais (See figure 5.1 ). The first unit of the GPS

curricuIum, Issues and Trends, would represent the background and the problems of world

society; and the second unit, Alternative Visions, would represent the action and vdues

areas. However, even though these areas were interconnected, 1 wanted to mode1 my GPS

curriculum on a more contemporary, holistic framework.

Global Education 73

Figure 5.1: Richardson's Framework for Studying Contemporary World

Society (1979)

i Action I I i

' Problems i

i \ / Background , I

Thus. my attention was drawn to Pike and Selby's four dimensional frarnework for

ulobal education ( 1999. 2000). By using their framework 1 could stilI use the two units z

Issues and Trends. and Future Visions because they were related CO "worldmindedness"

and "chi ld-centeredness".

The first unit, issues and trends, provides opportunities for students to l e m about

world issues frorn a global perspective. This unit incorporates worldmindedness and child

centeredness. "It (global education) addresses issues of development. equity. pcace. social

and environmental justice, and environmental sustainability. Its scope encompasses the

personal. the local, the national and the planetary" (Selby. 1999, p. 126).

The second unit, dternative visions, also contains elemcnts of worldmindedness

and child centeredness. Child centeredness is about encouraging students to l e m through

ex plorrition and discovery -- developing persona1 growth. Pike and Seiby comment that

&ha1 education brings these two strands of educational thinking and practice togethcr. It .+

is rny hope as well for the alternative visions unit to promote these two strands of

educational thinking and practice.

Global Education 74

Global education is holistic and ti-ansformative. "in its transformative, holistic and

biocentric modes. global education is sister to two significant 'global proposais'.. .ho! ist ic

education and transformative Iearning (Selby, 1999, p. 128). 1 wanted my GPS

cumculum to include these intentions. Global education has been intluenced by quantum

research. Quantum research contradicts traditionai, mechanistic scientific thinking. Instead

of trying to understand something in terrns of isolating the "parts" of the "whole", one

must look at the dynarnics of the "whole" to l e m about the "parts". Theretore, dl "parts"

of the universe must be interconnecied with each other to forrn the "whole" --nothhg exists

in isolation.

Global education, as mentioned in chapter two of this thesis (pp. 17- 18). involves a

systems approach: in order to fulIy understand a global issue, dl connections of i t s

components from the personal to the interpersonal and from the local to the global must be

exarnined. Thus. Pike and Selby's four dimensional mode1 is most appropriate for the GPS

curriculum and transformative Iearning (See figure 5.2). These dimensions wcre discussed

on pages 20 to 22 of chapter 2.

Figure 5.2: Pike and Selby's Four Dimensional Model for Global Education

Dimension

Spatial Dimension

Inner n ( Dimension )

Global Educütion 75

The Globai Persnectives for Science Curriculum

Unit One: Issues and Trends

Unit One of the GPS curriculum can be implemented at any time and in any of the

courses mentioned in chapter three of this thesis. Students c m simply choose an issue of

relevance or interest to the course they are studying. Ail the issues and trends outlined in

the tirst chapter of this thesis are cross-cumcular topics of unit one.

The rerison for designing the first section of the GPS cumculum as "lssues and

Trends." was so that the GPS curriculum would f i t into Pike and Selby's four dimensional

mode1 for global education. There are three aspects of the "issues" dimension of their four

dimensional model. First, students need to learn about key global issues and trends which

1 \41 have "multi-levelled, including personal and local. manifestations" (Selby. 1999, p.

13 1 ). Second, as the word "issue" implies, the subject matter is controversial

(Richardson, 1979). It is important for students to understand that there are many

perspectives on global environmental, social, political and econornic issues. And third.

these issues are very complex and interconnected. Therefore, some social issues may also

be iinked to economic or political issues.

When implementing the GPS curriculum it is important to consider the other three

dinlensions of Pike and Selby's model. When studying trends and issues. students need to

be aware o f interdependence (spatiai dimension). At a persona1 Ievel this entails one's

inncr-self and on a larger scale how systems affect their personal well-being. As well. the

inner dimension must be recognized. The medium and the message must be one and the

same. In other words the process of leaming is just as important as the content. And

tinrilly. the futures dimension must be considered. In keeping with the interconnectedness

of Pike and Selby's four dimensional framework, it is recornmended that activities from

the "Alternative visions" unit be used with the "Issues and trends" unit.

Global Education 76

The first unit of the GPS cumculum provides activities which help students

make connections with science. technology. society and the environment. At this time two

activities, "Food for Thought" and "Critical Appraisal of Science Articles" will be

addressed.

Food for Thou~h t

The tlrst interactive activity, "Food for Thought" (Zero Population Growth, 1996.

pp. 128-38). can take upwards of five, forty-five minute classes to complete. The activity

is focused on population but expands to rnany related issues. This rictivity clin be

inipleri~ented at any time and in any course where population issues rnay arise. The most

opportune time may be during a grade eleven Canadian and World Studies course. World

population is a very complex environmental issue that is connected to econornics, politics.

and culture. It is an issue that is k i n g followed by the media. since the world population

has recently reached six billion. Many issues, such as food production and carrying

capacity . resource management, energy consurnption and health care. arise w hen

population growth is discussed.

"Food for Thought" demonstrates the inequitable distribution of people and

rcsources riround the world. The students have a chance to role-play by becoming

ambassadors of the world's regions (Asia, Africa. Europe. North Amerka. and Latin

America) and also representatives of their region's populations. Through a series of

information cards and discussion questions, the students should be able to gain a geat deal

of insight into population demographics, quality of life, land use patterns. and energy

consumption and w d t h . For the last section, energy consumption and wealth. the

students use toothpicks and candies to represent each region's share of wealth.

(See Appendix B: Ambassador Cards)

The first section of this activity deals with population demographics. which include

birth rates. dcath rates and doubling time. Circular pieces of wool representing the land

Global Education 77

areri of the five regions of the world, made to scale, are spread out in a large room.

Students are asked to go inside each circle. The proportion of students participriting in the

rictivity would be representative of the regions' populations.

(See Table 5.1 ) For exarnple. North America's circle would be less full than Asia's. Then

the populations are doubled and students quickly see the concept of carrying capacity.

After the activity, the ambassadors ask questions from the cards to start a discussion about

increasing populations. This section provides opportunity for students to think about what

rcsources would be üvailabie to people if the Earth's population were to double.

Table 5.1: Region Information Chart (Zero Population Growth, 1996)

Europe Asia

28 ft. 1 32 ft. 35 ft. 45 ft. 48 ft.

Population in Millions

With 28 participants ( 1 = 200 million)

Regions Percent of World Land Area

Percent of Region's Land that is Arable

Per Cap. Energy Consumption (mcasured in barre1 of oil - represented by toothpicks)

Per Capita GNP I candy = S 3 0 US

Table 5.1 has been borrowed from Zero Population Growth's People and the Planet,

p. 129.

Global Education 78

The next session deals with quality of life, which includes fertility rates, mortality

rates, life expectancy and tevel of education. This would be an opportunity to examine

some of the social systems in different countries around the world. For example. students

will be able to make correlations between education and nutrition, and education and

decreased mortality rates. There are no resources to make this section hands-on. The

ambassadors simply ask questions from their cards to begin a discussion.

Land use patterns are also examined in this activity. The students will learn that

43% of the world's population is urbanized. They also l e m ho t much of this population

is spreading to suburban areas, which of course restricts the arnount of land for hrming.

iMany environmental problems will result from this pattern of land use -- for example.

increased pollution, sanitation and health problems. Again. there are no resources to make

this section hands-on. The ambassadors simply ask questions from their cards to begin a

discussion. However. the activity, "Earth: the Apple of my Eye" (Zero Population

Growth. 1994, p. 54), would be good to introduce at this point to visudly show a

representrition of land use.

The final section, w hich addresses energy consumption and weal th. teaches

w d e n t s about industriai use and gross national products. This would be a good point at

which to introduce discussion of the World Bank and the rnany issues surrounding its role

in world economic development. At this time, the students representing the world's

different regions are given bags of toothpicks which represent the amount of energy

consunled by eüch citizen of that region in a year, and candies which represent each

person's average earning in Amencan dollars. The bags are then given to the ambassadors

who address questions to their group. The questions deal with consumption. garbage

produced from consumption, and immigration to less densely populated areas. Questions

deaIing wi th immigration ask arnbassadors what conditions they will impose on immigrants

and whether preference will be given to refugees from war-tom nations.

Global Education 79

Students dso have an opportunity to impiement a United Nations' Advisory

Committee. which needs to respond to questions about the unequal distribution of wealth.

Also the cornmittee would have to deai with the following questions: "Should donor

countries link aid to policies that rnight enable recipient countries to become self-sufficient

in the future'? What should be done about environmental problems caused by one region

but affecting others?'((Zero Population Growth, 1996, p. 136). Al1 these questions are

presented in such a way that students can draw on their own prïor knowledge of the

world's different regions and the new knowiedge that they have lemed throughout this

activity. Of course. "Food for Thought" is a discussion based activity in which al1 students

are encouraged to participate. The next activity, "Student Guidelines for Critical Appraisd

of Science Articles," is fwused on instnicting students in methods for criticai reading.

Critical Anpisal of Science Articles

Leming to be critical of media is an important ski11 to have as an informed global

citizen. "It is important for students to recognise when language is king used

manipulatively and to develop the confidence to allow their own person 'voice' to imbue

their writing" (Pike and Selby, 1995. p. 47). To this end. students require guidelines to

direct them how to read articles in newspapers and on the intemet. and to deconstruct what

they watch on television, and what they heu from politicians. Many of the activities in the

GPS curriculum will involve discussion of issues and readings from journals. newspapers

and nlaguines. The students will also have the opportunity to examine websites on the

internet and evaluate them critically.

There are two strategies that 1 feel would be beneficial to aid students in becoming

critical readers and participating in discussion of controversial issues. The first is a set of

guidelines that 1 helped devise during a course in science education at OISE. The

guidelines c m be followed when reading any article (see Appendix C: Student

Guidelines for Critical Appraisal of Science Articles).

Global Education 80

The second strates is a Iist of questions that students c m ask themselves to help

promote reasoning skills in a discussion. In any philosophical discussion, the issue should

relate to our own experiences at a personal level and then move to a wider perspective

(see Appendix D: Questions to Promote Reasoning Skilis).

"Critical Appraisal of Science Articles" is an activity that c m fit into any course of

the present grade eleven curriculum because critical reading is mandated in dl courses. and

sspecially in English credits.

The media have collectively become the largest vehicle for comrnunicating science

to students outside of school. Even the rnost innocent-looking scientific story not onIy

conveys information, but also helps to modiQ Our attitudes towards. and ideas about,

science and scientists. (Silverstone, 1989, p. 188) These additional "messages" give rise

to concem. For example, the media often present surnmaries of scientific news and

discoveries. yet omit important details and in depth analysis. This is in part due to the

pcrceived public need for instantaneous news and "sound bite" presentation styles.

Sometimes articles o r news segments are slanted toward a favoured opinion of readers or

viewers. Clearly. the public needs to know how to read or listen to a scientific report. One

niust be able to deterniine whether or not a story is beiievable. Articles and advertisements

mrry present a biüsed view on a scientific discovery and sections of the media may have

distorted. or negative, views of science and scientists. For example. scientists are often

portraycd a'; unsociable beings who spend too much time in the Iaboratory -- a view that is

widespread amont the general population. For these reasons, it is necessary for the public

to l e m to read articles, view television, surf the internet, and listen to radio news more

c r i t i l Critical appraisal of the media's perception of science and scientists is a

paramount skill for children to leam. If teachers c m show students how to rezld, think and

argue critically, they may continue to apply these skills throughout their lives. 'The Red

McCoy" (Pike and Selby, 2000, p. 145-49) is a great activity that challenges prevailing

"Wcstcentric", sexist and racist images of scientists. This activity involves students

Global Education 8 1

learning to read articles criticaily. It is an ideal activity to use before or after the "Critical

Appraisal of Science Articles" activity.

The guidelines have been designed to help students leam to be critical readers of

scientific articles in the media. However, in applying these guidelines. it is not assumed

that al1 media on science rnisrepresents the mth. The fact that there are numerous essays.

reports and documentaries which carry the message as carefutly and objectively as possible

is also important. Thus, the use of these guidelines should assist students in deterrnining to

what degree an article's portrayal of science is accurate. Once these yidelines have been

applied by students. their findings c m be presented in the form of a wrîtten critique or oral

presentation. If students tmly becorne passionate about the article they have appraised,

then further action c m be taken. For example, after students have critiqued an article in the

local paper. they may choose to write a letter to the newspaper's editor. Another optional

extension of this activity would be to apply critical appraisd skills to the intemet.

There is currently a wedth of infomation available on the internet. and the volume

of available infomation is growing at a phenomenal =te. The activity extension. entitled

"Critical Surfing", is an opportunity for students to surf the intemet for websites as they

utould trawl a newspaper for articles, and to examine thern using the guidelines.

I f the internet is available at school, then the activity can be done in pairs or small

groups. After a site has been chosen and critiqued, it can be discussed by the students in

srnail groups or as a class. For example, the Boreal Forest Watch, available through the

school net. presents a positivist, high-tech image of science. Students could critique this

site and discuss the pros and cons of portraying science from the positivist perspective.

Another site that couid be exarnined is the Canadian Environmental Careers Resource

Manual. This site provides copious information about environmental career opportunities

(see Appendix E: Boreal Forest Watch Site and Appendix F: Canadian

Environmental Careers Resource Manual). Students can read about the various

carcers on the website. read interviews given by people presently working in the field, and

Global Education 82

maybe even visit them. November fourth of each year is Careers Day in schools

throughout Ontario. Students may even be able to partake in a carrer of interest for a düy --

the opportunities are endless.

At this time it woutd be appropriate to mention the deconstniction of television and

film. Media deconstruction activities help students to develop the skills needed to decode

media messages and to "understand the motivations and constraints of those who construct

such messages" (Pike and Selby, 2000. p. 224). As well students will have the

opportunity to see the media as a source of power and influence. A number of the

rictivities in chapter seven, "Mass Media", of Pike and Selby's In the Global

Classroom, Book 2 are ideal in this respect.

In conclusion, the purpose of these selected activities is to enlighten students on

many issues and trends in the world today. and to help [hem form and share their

ptlrspectives on them. The second unit of the GPS curriculum focuses on the dtemative

futures. Activities that foster cooperation, building self-esteem, compassion and

celebrzrtion will be discussed. Even though the unit focuses on Pike and Selby's temporal

dimension. the other dimensions are considered, The selected activities will help students

"w\.eavc the mdtifaceted and interlocking threads of giobd education theory into a rich and

seamless tapestry" (Pike and Selby, 1999, p. 12)

Unit Two: AItemritive Visions

Leaniing is self motivated and directed; it focuses on the aesthetic. moral.

physical and spiritual needs of the student as well as on cognitive

attainment; knowledge building entails a dynamic interaction between

students suid multiple sources of information; and the functions of

"teaching" and "learning" are willingly undertaken by both teachcr and

students (Pike and Selby, 1999, p. 24).

Global Education 83

1 n troduc t ion

In this unit a nurnber of strategies that will foster a paradigm shift wilI be examined.

As q u e d previously. we are in need of a radical paradigm shift in our society. one that

will bring us back in touch with the universe: "We are talking about a major revolution in

our view of the world that carne with the püradigrn of modernism" (O'SulIivan, 1999.

prologue). Essentially we need to aiter our lifestyles towards a better quafity of life. This

aiterrition will require u s to be f i i l i a r with the Universe Story. to become ecologically

literate. to ceiebrate, to become people-centered not self- centred. to recognize peoples'

ciifferences and to recognize our subjectivity with al1 living creatures.

The world is souIful and is a prima1 rnatrix for us to enter and grow into the

life Stream. Education for a quality of life is our way of growing into life

with energy, vitality and joy. Living the fullest life possible is a life that has

ri sense of human needs that honours differentiation, subjectivity and

community both within the human cornrnunity and extended to the very life

of the earth and universe itself (O'Sullivan, 1999, p. 237).

This unit on alternative vision has k e n divided into several sections: quality of life;

ecological liiericy; people-centered movements; ecofeminism: native spirituality: and the

universe story.

It is imperative that students participate in transfomative activities throuphout this

unit. Transforrnative activities are those that foster the etements of Pike and Selby's four

dimensional model: interdependence, interconnectedness, perspective. the consideration of

alternative futures, and the inward and outward journeys to personal development and

social responsibility (1999). Several transformative, cross-curricular activities from

Graham Pike and David Selby's books on global education ( 1988, 1995. 1999. 2000) and

Global Education 84

advice for designing a multiple intelligences lesson will be discussed in detail. However,

before these activities c m be introduced, there needs to be a s u m r n q of the alternative

visions.

Oualitv of Life

As mentioned in the previous unit, Westerners live in a very cornpetitive, consumer

oriented society. Success is measured in dollar value and by the number of luxury items in

her or his possession. But do comrnodities really make people happy'? Quality of life

èducation is about re-evaiuating one's perspective on living through which we will l e m

not to live for "wants" but for "needs" (Duming, 1991).

Around the world today, the standard of living is usually rneaured by the Gross

National Product (GNP). but that represents less than 40 percent of the total productive

economy of a nation. The GNP does not take into consideration volunteer work, heaith

care or education. Should these aspects of Iife, what is known as the informa1 economy.

be considered as weli as manufücturing, production. and consumption ( Lemkow , 1 g o ) ?

Clearly. people need to consider and give higher regard to the informai economy if they are

to i~nprovc thcir quality of life.

Another argument for "Quaiity of Life" cornes from Anthony Giddens. who writes

of "life politics". There are essentidly three characteristics of "life politics". First. life

politics deaf with lifestyle: "Life politics involve decisions flowing from ti-eedom of

choicc ... life politics is a politics of decisions" (Giddens. 199 1. p. 2 14). Second. life

politics also involve adopting a 'deep ecology' in our lives. which is based on moving

away frorn consumption. A deep ecology recognizes an interdependence of al1 living

things. "A movement away from econornic accumulation might involve subs~ituting

personal growth -- the cultivation of the potentialities for self-expression and creativity--for

unfettered econornic growth processes" (Giddens, 1991, p. 223). And third, it involves

rnoving frorn an anthropocentric view of the world towards a biocentric view.

Global Education 85

The invasion of the naturd world by abstract systems bnngs nature to an end ries ri

domain external to human knowledge and involvement. The tremendous extension

of human control over nature cornes up against its limits ... As with other substantive

moral questions, these d l in some way involve lifestyle options

(Giddens, 199 1, pp. 224-25).

Another dimension of "quality of life" consists of renewal of values of community and

citizenship. Citizenship involves acting on a local. regional and a global level. As

nlentioned in the previous unit, people are becoming consumers and losing their status as

citizens. It seems today that the concept of global competitiveness is forcing the curriculum

ta be geared towards the global economy. "Said one provincial ministry of education

official at a recent meeting: '1 think there are two essentials in kindergrten. The first is to

zet thzm ready for keyboarding. The other is to get these little kids to start thinking of C

. .. themsclves as Me Inc. (Robertson, 1998, p. 30). Humans are no longer "homo sapiens"

but rrither "homo economicus" (Spretnak, 1997, p. 2 19). But thoughtful teachers do not

want to crerite robots, they want students to become citizens. And they want a curriculum

that will "prepare students for 'plural and parriIlel citizenship' -- allegiance at a range of

1~vels. local to slobal" (Pike and Seiby, 1995, p. 23).

Good "world citizens" will refuse to be influenced by the propasanda of

govemments and the media. They will be sensitive to the need to match

consumcrism with sustainable development, and to use their voting powcr to

ensure that economic and financiai policies reflect proper c x c of the world's

resources (O'Sullivan, 1999, p. 253).

Global Education 86

As we think about citizenship on a locd. regional and global level, it is important that we

l e m to alter the quality of our lives on a personal level. At the personal level, we c m get

the most out of Iife by adopting "flow," in everyday activities. Flow is the optimai

experience that is created when one has a sense that her o r his skills are adequate to cope

with the situation at hand. Concentration is so great that there is Little attention to think

about li fe's problems and self consciousness disappears (Csikszentrnihihalyi. 199 1 ). By

rnakin,a the ordinary a little different, "flow" can be enhanced. In his wriring on flow.

Csikszentmihihalyi describes how the natives of the Shushwap region of British Columbia

use tlow to enhance their lives. 'There were new strearns to figure out. new game trails to

lcrirn, new areas where the bdsam root would be plentifut. Now life would regain its

meanins and be wonh Living, Everyone would feel rejuvenated and healthy"

(Csikszentmihihalyi, 199 1. p. 80).

The activities in this chapter wilI involve improving our individual lives through

alternütive means of success, getting involved with community, and trying to reüch optimal

experiences in our everyday lives.

Ecolooical Li teracy

EcoIogical literacy is very much associated with quality of life. It too requires a

radical paradigrnatic shift. Like Lernkow, David Orr has some alternative market strategies

thüt hc asserts would iead to an improved world. He proposes a least-cost approach: "lezst

cost decisions in energy and other resources converge with ethicai decisions that promote

long-term collective welfare, broadly defined" (On. 1992, p. 66). We also need to look

toward bioregionalism when considering economics. "Bioregiondism is the name often

givcn to the various attempts to make this juncture by rejuvenating regional and local

institutions" (Orr. 1992, p. 73). Regions in the third world, in particular. are k i n g robbed

of their rcsources. 1 would agree that there must be more controls on resource depletion

and on the redistribution of wealth arnongst the people of the region.

Global Education 87

Ecological litency also involves moving toward a sustainable future. Pm of this

rnovement consists of looking at alternative economics. as well ris reforrns in social justice.

Face and democracy. By implication, the interrelatedness of biology. geology. ecology

and physics is central. To develop this form of literacy. students nerd to understand the

history of their society. as well as why it has ken so destructive. Once these areas have

been studied. ecologicdly litente students wilI be directed toward presewing a better life

through prudence. stewardship and. of course, celebration of creation (Orr. 1992. p. 95).

The activities from this perspective. focus on case studies from various regions

tiround the world. Teachers need to address alternative economics and whether or not these

changes would benefit these regions. Aiso, they need to look towards equality and peace:

and away from racism, sexism, and violence -- moving away from "white privilege"

(O'Sullivan. 1999. p. 162). Views of people who live rnarginally around the world. rather

than western vicws on how they live need to be discussed. We live in a complex world full

of rnany differences and need to pay close attention to them. Men have traditionally k e n in

the position of privilcge throughout time. In studies of non-sexist education teachers need

address change. The movement toward equality between men and women in the work

force cm ais0 address the concern regarding male violence against women and children.

Violence in society has to be confronted at different levels (O0Sullivan. 1999). On the

planetq ievel, violence can be addressed by moving away from anthropocenirism. At the

regional level, we need to examine conflict between cultures and nation states. Finally. at

the personal Ievei, we need to examine the sources of intimacy between men. women and

family. xs well as conflict within oneself.

Global Education 88

When we move to the level of the personai in considering peüce education we are

talking about the structures of intimacy as well as one's relationship with oneself.

The most prominent area where some f o m of peace education is warranted is the

area of intimacy between men and women and the intimacy structure of the family

(O'Sullivan, 1999, p. 175).

People-Centered Develooment

The movement towards people-centred development incorporates al1 the values that

have been discussed thus far in this unit. People-centred development is a vision opposed

to growth-centred development. It aspires to returning power to the people and away frorn

institutions. The main principie of people centred development is to put equity t i n t in

order to make improvements in human well-king.

Korten suggests that a people-centered development would be an alternative to the

conventional growth-centered development thought and policy. "As individual people and

organizations we must work to rneld ourselves into a global force through the formation o f

coalitions and alliances that ultimately meld millions of people into a global movement for

change" ( Korren, 1995. p. 15). As Korten asserts, give people access to their own assets

and growth will take c m of itself. By giving people power and sharing beliefs and

property we ran effect signifiant change. The classroom constitutes an or~anization of

people that c m make changes toward a better future. By adopting some of Korten's

principles. a class of students can define their own people-centred movement. "As

individual people and organizations we must work to meld ourselves into a global force

through the formation of coalitions and alliances that ultimately meld millions of people in a

global movement for change" (Korten, 1991, p. 15). However. this seems to contrüdict

the biocentric nature of rny GPS curriculum. 1 think that it is important to note that students

have the opportunity to view a variety of alternative visions. Yes. his global people's

movement is anthropocentric but his intention is to change the three elements of which he

Global Education 89

believes f o m Our present global crisis: poverty, environmental destruction. and communal

violence.

Ecofeminism

Ecofeminism is a vision that dethrones what is construed as male patriarchy in

today's society. Frorn this perspective, traditional feminine qualities such as cxing and

nurturing must be adopted on a broad scale, and some traditional male qualities sucli as

a~gressivsness and violence need to be abolished. It is agreed that in order for our Earth to

rcmain sustainable. "A feminist analysis of environmental problems thus needs to be rooted

in an analysis of the social, cultural, and political institutions that are responsible for

environmental distress" (Seager, 1993 p. 3). 1 now turn to views of some representative

fcniinist writers to elicit how the feminist movement is part of a viable vision towards a

sustainr\ble future. "An ecofeminist vision of sustainability goes full circle. integrating

humans and environment, linking analysis with action and women with the e a r t h

(Hessing. 1993. p. 2 1 ).

Ecofeminism cannot be associated with "deep" ecology. While ecofeminists shüre

the notion that anthropocentrism is the root cause of the environmental crisis. many

ecofemminists take a further step by laying the blame on androcentrism (male-

centeredness). "Ecofeminists are cntical of deep ecology's rnasculinist bias and of its

friilure to address issues of gendef' (Russell and Bell, 1996. p. 173). Dark "green"

teaching and learning, may more closely resemble ecofeminist view because it does

address gender issues.

There are many different interpretations of ecofeminism. One particular form of

ecofemisism, which Russell and Bell support, is social ecofeminism: "Socialist

ecofeminists advocate a reassessment of cultural and historical attitudes toward nature and

consider an analysis of the systernic oppression of women and nature essential to social

Global Education 90

transformation" (Russell and Bell, 1996, pp. 172-73)- Ecoferninists advocate that an

alternative vision for the future would involve caring for the environment.

In Our own practice, educating from an ecofeminist perspective based in a

politicized ethic of care mems that we have a dual purpose: helping students

identify and participate in issues that are locally important and persondly

meüningful while ensuring that they make connections between these issues and the

'bis picture' ... Teaching from a ecofemisnist perspective with the goal of

developing in students a politicized ethic of care is, in our opinion as sound

beginning (Russell and Bell, 1996, pp. 176- 179).

Native S~iritualitv

Native peoples from around the world have traditionally kept a close association

with the nritural world. We can adopt many of their values in our vision of a promisin,o

future. Often natives passed on their values and traditions through storytelling. Great

stories of creation conveyed a person's place in the world. Once the stories were known.

pcople celebrated them. We need to develop our own stories to share and celebrate with

others.

The primary object of the story is the realization of wonder and

delight ... The stories in this present collection centre upon one of the most

important realizations of al1 considerations in human experience: the

relationship between man and nature. In the Amencan world this

relationship is so crucial as to be definitive of the way in which man

formulates his own best idea of himself. In the presence of these stories we

have an affirmation of the human spirit. It is a just and wondrous

celebration (Bmchac and Caduto , 1989, p. xvii).

Global Education 9 1

There are many indigenous perspectives that cm be considered for an alternative

vision. Many values of indigenous visions for the future are biwentric in nature. but

because people come from different areas of the world, their connections to it are going to

Vary. Selby ( 1995, p. 12) uses quotes from a variety of indigenous peoples to heIp us

understand humanity's relationship with animals and the environment. they are "testimony

to the priceless contribution indigenous groups are making to the development

(rediscovcry'?) of a humane and life-loving ethic" (Selby, 1995, p. 12)

The Universe Storv

The story of the universe is something we d l , as humans, need to understand. We

rire made of the stars--the components of the ancient universe are stilI the ones present on

Earth today. "Always and everywhere, it is the universe that holds al1 things together ... The

uraceful expansion of the original body is the Iife blood of al1 future bodies of the universe" s

(Swimme and Berry. 1992, p. 18 and 27). We are not above any living creature. including

the Earth. Fifteen billion years ago the Universe was born in a huge explosion called the

Bis Bang. Over billions of years, gases grouped together in various creütive fashions to

form the stars and galaxies, and four billion years ago the Earth was born. Remarkably,

the Eu th was eventually able to support life. The tlrst f o m s of life were unicelIuIar that.

l ike the stars and the galaxies, had their own creative order. From unicellular organisms

(prokaryotes). multicellular organisms arose (eukaryotes), and then about four million

years ügo humans walked on the Earth. ironically, even though we have k e n on the Earth

for ri very short time. compared to other species we have created many problenls.

Global Education 92

The future of Earth's cornmunity rests in significant ways upon the decisions to be

made by the humans who have insened themselves so deeply into even the genetic

codes of Earth's process. This future will be worked out in the tensions between

those committed to the Technozoic, a future of increased exploitation of the Eürth a s

resource, al1 for the benefit o f humans, and those cornmitted to the Ecozoic. a new

mode of human-Earth relations, one where the well-king of the entire Earth

community is the primary concern (Swimme and Berry, 1992. pp. 14-15).

According to Swimme and Beny ( 19%) the universe has three basic tendencies: diversity.

subjectivity and communion. Diversity simply means that we are just one unique species

and each of us as an individual is unique among humans: "Each person is a unique

expression of the universe unfolding" (O'Sullivan, 1999. p. 19 1 ). According to

O'Sullivan. subjectivity refers to the idea of a soul. There is an inner essence that connects

us with every other living thing in the universe, and finally communion. which is our

existence in community. "Much of our existence finds ultimate fultlllment in relatedness"

(O'Sullivan. 1999. p. 192). Communion is k i n g intimate with nature and it involves

celebration. By recognizing these three principles we will have made a start towards a

more biocentric view of the Earth. A view which encourages equal partnerships with each

other, a celebration of comrnunity, and a carïng for the Earth.

Nothing bestows existence on itself. Nothing survives by itself. Nothing

is fulfilled in itself. Nothing has existence o r meaning o r fulfillment except

in union with the larger community of existence ... Once we accept that WC

exist as a component member of this larger community o f existence then

we crin begin to act in a more appropriate human way. W e might éven

enter once again into the great celebration, the universe itself (Berry. 1996. ).

Global Education 93

This quotation cornes from a paper presented at the Umbrian school of painters and gives a

~ o o d introduction to celebration. When astronauts first went into space they were amazed 2

by the beauty of the Earth againsty the backdrop of space. They marvelled in a sense of

awe. The quantitative purposes of their missions becarne less important than the beauty

tney were viewing. It is unlikely that many of us witl have the opportunity to go into space

and view the Earth, but we cm definitely marvel in the naturd mystery of the planet. We

crin also celebrate this mysticism and beauty of the Earth and the universe through silence,

.\on2 and dance. After d l . each of us is different but we al1 share the same "gift of Me"

(O'Sullivan. 1999, epilogue).

Celebration wifl be the focus of this final chapter. Hopefully. we will be able to

share the beauty and intricacy of the Earth with others for the rest of our lives. As well. it

is intended that everyone will look at the Earth in awe. The relationship between the Earth

and each of us should be an intimate one.

The purpose of the global perspectives for science curriculum was to address a

number of significant global issues and trends. Creation of this project involves a cal1 for

change which was presented throughout the program. The students will have ample

opponunity to view the world as a planetary society by examining alternative visions for

the future. Thsy will have the opportunity to learn how to spe& up for their convictions

through protest letters. community activities and projects. This curriculum is based upon a

biocentric viewpoint and demonstrates sources of interdependence between people and

nature.

Global Education 94

This unbreakable bond of relatedness is increasingly apparent to scientists,

although it ultimtely escapes scientific formulation or understanding. By

virtue of this relütedness, everything is intimately present to everything else

in the universe. Nothing is completely itseIf without everything else. This

unity prevails over the boundaries of space and time. The universe is both

communion and community. We ourselves are that communion in a special

mode of reflective awareness (O'Sullivan, 1999, p. 215).

SarnpIe Activities for the "Alternative Visions" Unit

Activities from Pike and Selby's global education resources and the "Planning a

~blultiple Intelligences Lesson" have k e n chosen for this unit because they provide an

cnvironment for participatory learning. These activities encourage students to examine

theniselves and their beliefs, take risks in their learning, shâre ideas and feelings. discuss

issues and make connections with people, cultures and the environment. "At the h e m of

globaI education lies the concept of connectedness. Its cenuality is evident at a number of

Icvels. In its most obvious manifestation, connectedness characterizes the complcx web of

global connecticns" (Pike and Selby, 1999. p. 54).

Global Education 95

Plannino; a Multiple Intelli~ences Lesson

Obviously, there is no one best way to educate al1 children. Indeed. the biggest

mistake of p s t centuries has k e n to treat d l children as if they were vüriants of the

same individual and thus to feel justifîed in teaching the sarne subjects in the same

ways. We must discover areas of suength and chmcteristic approüches to

leaming. And. as much as possible, we must bring the teaching to where the child

is ... When wr educate better and when we educate in a more persondizrd way. then

chi ldrcn will l e m better (Siegel and Shaughnessy. 1994).

Gardner believes that we need to make education personalized. Teachers should

provide students with the opponunity to use methods of learning that work best for them

(se l chapter four of this thesis pp. 5 1-52). As a tool to help teachers create lessons that

incorporate the eight intelligences an activity has k e n borrowed from a teacher training

package from the Faculty of Education at the University of Toronto (refer to Appendix F:

Planning A Multiple Intelligences Lesson). An objective of global education is to

enipower students to be responsible for their own learning. Teaching for multiple

intelligences promotes student empowerment. When students design their own lessons.

they are more likely to l e m about the given concept. In consequence. there will be greater

hrirrnony between "medium" and "message." Learning "in" or "through" humaneness

takcs matters an important stage funher (Selby, 1995), resulting in higher levels of

in teraction and discussion.

Global Education 96

WoolIv Thinking

This culrninating activity from Pike and SeIby's Global Teacher, Global

Learner ( 1988, pp. 13 1-42) is ideal for exploring relationships between issues m d topics

that have already been introduced in class. "Woolly Thinking" is an activity that can be

used in any of the grade eleven courses conducive to a GPS curriculum. Resources for a

class of thirty students would include: 10 sheets of construction paper. 10 sets of labels (3

pcr set and each set a different colour), 30 safety-pins, scrap paper and 1 O balls of yarn to

match the I r r b e k

Essentially, ten topics c m be chosen by the teacher or students. written individually

on construction paper and attached to the walls of the classroom. Topics could include

environmental pollution, unemployment, third worfd under-development. terrorism /

ti-eedom fighting, human rights violations, urbanisation and malnutrition. Students then

choosc a topic and stand under the appropriate piece of paper. In a class of thirty, three

students would be under each topic. Each group of three would then brainstorm the issues

srirrounding their topic and appoint a "static" negotiator or ambassador, and two "mobile"

negotiators. Colour coded labels wouid then be given to each rnember of the group. The

"stritic" negotiators tie colour coded yarn to their waists and join in negotiations with the

"n~obile" negotiators of the other nine groups. As well, the "mobile" negotiators are able to

join in negotiations with each other Al1 the "static" negotiators are to arrange themselves in

a circie in the middle of the classroorn.

The role of the "mobile" and "static" negotiators is to m i e connections between

topics. Each time a connection is discussed and agreed by the two parties, the two balls of

wool are passed across the circle and wrapped around the waists of the "static*' negotiators.

The "mobile" negotiators are also needed to record the agreements of the two parties. This

procedure of discussing issues and wrapping of wool continues until each group has made

connections with the other nine groups and a web of wool has k e n formed.

Global Education 97

Once the web has been completed the "static" negotiators c m sit down and students

can discuss the connections. o r lack thereof. between the issues. This is a very interactive

activity that students c m enjoy and it serves as a review of issues they have previously

discussed. The reconunended time allotment is twenty-five minutes. However. the post-

discussion could take much longer.

Water Droolet Fantasv

The "Water Droplet Fantasy" is a fine exarnple of guided visualization. This is a

technique used by terichers to relax students and to help activate their imaginations. It has

becn taken from Pike and Selby's Reconnecting: from the National to Global

Curriculum ( 1995, pp. 146-47). The "Water Droplet Fmtasy" guides students through

the watercycle and also shows how water is transported through a plant. Therefore. this

particular üctivity would be appropriate for the generai science or biology courses.

Iiowever, guided visuaiization can be used in any of the courses conducive to the GPS

curriculum. Teachers can apply the story of the "Water Droplet Fantasy" to any issue or

concept. For example, students could be guided through the micro-organelles of an animal

cell. or follow a drop of blood through the human body.

Another rdated activity from Global Teacher, Global Learner is "A Guided

Frintasy Discovering our Own Wisdom: A Fantasy Journey", pp. i 87- 19 1. The activity

crin be done in any tranquil area. Students are to get themselves into a relaxed position.

either lying horizontdly on the floor of the classroom or, in a field or park. If the class is

to be conducted indoors, the teacher needs to set the background by playing some very

gentle music or sound, such as a recording of ocean waves or birds singing. As weil it

ofien hcIps if the lights are turned-off or dirnmed. If the class is conducted outside there is

no need for music, as the sounds of nature will help create the ideai nniood. In the city this

may prove to be more difficult. Once the setting has k e n created the teacher should lead

the students through a relaxation procedure. Then in a calming voice should read the

Global Education 98

-'Water Droplet Fantasy" (see Appendix H: Water Droplet Fantasy). Once the

activity has been completed students can discuss the experience or even express their

t houghts through drawing, painting, or verse.

An activity of this nature is important because teachers of a global science

curricuIurn need to address multiple learning styles. "Becoming aware of the factors which

constitute learning styles not only deepens understanding of ourselves but ako gives us the

opportunity for some control over our learning experiences, thereby increasing our leming

potcntirii" (Pike and Selby. 1995. p. 30).

The Global Rose

This activity comes from Pike and Selby's most recent colkction of global

education activities In the Global Classroom: Book 1 (1999. pp. 79-80). The

purpose of this activity is to explore issues from a variety of perspectives. It is very similar

to "WoolIy Thinking" and is ideal for a review class in any course. Following a class

discussion. presentation or film, students c m be given a copy of the "Global Rose" (see

figure 5.4) This "Global Rose" is made of petals representing areas of global issues such

as peace / contkt. distribution of wealth 1 power, and environment 1 health: it has a centrd

area called "me".

Global Education 99

Figure 5.4: The Global Rose

Global Education 100

The students c m be arranged in groups to discuss the day's class from the perspective of

each petal's heading. Notes cm be wntten in the space inside each petril. In the central

"me" space students are to note implications of the content presented in class. It is

important for students to thinli about the future as well as the present. Of course. in

discussing the various issues of the " Global Rose", students need to begin thinking of the

future for themselves. Very often we tend to let others dztennine the future for us. We

cannot let authorities in govemment and in business determine our future without our input.

"If we Ieave the "experts" to think about the future for us, we thereby choose a certain kind

of future -- a future dorninated by experts" (Robertson. 1983. p. IO).

Robertson outlines five possible futures. The tïrst is "Business as Usual". which is

the future of the present "white rniddle-class". This perspective acknow ledges that there

are world problems but none that will drastically affect Europe and North Arnerica. People

holding this perspective are content with the status-quo. The second view of the future is

that of disaster. The world is doomed by nuclear war, poverty. disease and crime. This

Lriew is held by pessimists. The final three views share the notion that there is a senous

concern for the future but, unlike the second perspective, disaster can be rivoided. These

three views of the future are that, (a) authoritarianism rule by lef o r right o n the politicai

spectrum will be needed to avert crisis, (b) science and technology is the answer to solving

the world's crises. or (c) creating a "balance within ourselves. a balance between ourselves

and other people, a balance between peopie and nature" will solve the world's crises

(Robertson, 1983. p. 13).

Hopefully, through using the "Global Rose'' activity on a regular brisis. the idea of

possible futures will be discussed and students will begin to see these alternative

perspectives. With practice. students will be able to view the future from any issue of the

prescrit.

In conclusion, the activities chosen for the unit "Alternative Visions" have the

potentiai to be very transforrnative. Unlike the activities found in the mainstrem

Global Education 10 1

cumculum, they enable students to think about alternative visions of the future. Students

will leave this unit having participated in activities that challenge their ways of thinking

about their world, their lifestyles, and behaviours. The final chapter of this thesis will

involve the "weaving" together of concepts and resources discussed previously. As well.

the potential obstacles for implementing a GPS curriculum will be discussed. To end this

chüpter 1 include a sample list of activities and resources for my GPS cumculum (figure

Figure 5.5: Sample Activities and Resources for a GPS Curriculum

Unit 1: Issues and Trends

Historical Developments Peace Activities (Pike and Selby 2000) Rights and Responsiblities (Pike and Selby 2000) Percption Activities (Pike and Selby, 1999) An International Greenhouse (ZPG, 1996)) Methane Matters (ZPG, t 996) The Acid Tests (ZPG, 1996) Clearing the Air (ZPG, 1996) Colonial Independence (Andrews et al., 1996)) Exploring Nationai Images (Andrews et al., 1996))

Population Understanding Population Dynarnics (ZPG, 1996)

Consumption Equity Activities (Pike and Selby, 2000) Food for Thought (ZPG, 1996) Waste a Weigh (ZPG, 1996)) Are People the Problern (ZPG, 1996) Getting Around (ZPG, 1996) An Energising Policy (ZPG, 1996)

Globalization Mass Media Activities (Pike and Selby. 2000) Food for Thought (ZPG, 1996) Roll on Mighty River (ZPG, 1996) To Log or Not to Log (ZPG, 1996) Newspapers and Magazines (Andrews et al.. 1996)

Global Education102

Issues Analysis Report (Andrews et al.. 1996) Trade and the Environment (Andrews et al.. 1996) Competition in the Marketplace (Andrews et al.. 1996) Advertking and the Environment (Andrews et al., 1996)

Growth and Development Economy, Dev.,Global Justice Activities (Pike and Selby, 2000) Technology Activities (Pike and Selby , 1999) A Non bearing Account (ZPG, 1996) Lots of Lemna (ZPG, 1996) A Toss of the Dice (ZPG, 1996) Power of the Pyrarnids (ZPG, 1996) Demographic Facts of Li fe (ZPG, 1996) Population Growth--It Al1 Adds Up (ZPG, 1996 j Techno-fixes (OSEE, 1996) The Impact of Technology and Chemistry on Society (Andrews et al., 1996)

Unit 2: Alternative Visions

Quality of Life Futures Activities (Pike and Selby. 1999) Citizenship Activities (Pike and Selby, 2000) Health Activities (Pike and Selby, 1999) In Search of Sustainable Life (ZPG, 1996) Go for the Green (ZPG, 1996) Good News, Bad News (ZPG, 1996) It's in the Bag (ZPG, 1996) Taikin, Trash in Tropico (ZPG, 1996) Fantastic Stories of the Environment (Andrews et al.. 1996) Futures Preferred and Liked (Andrews et al., 1996)

Ecological Literacy Environment and Sustainability Activities (Pike and Selby, 1999) Critical Surfing (Archibald, 1998) Population Scavenger Hunt (ZPG, 1996) Bye, Bye Birdie (ZPG, 1996) No Water Off a Duck's Back (ZPG, 1996) Eco-Ethics (ZPG, 1996) Environrnentally Frïendly Fanning (Andrews et d., 1996) Environmental Ethics (Andrews et al., 1996)

People Centered Development Think Globally, Act Locally (ZPG, 1996) The Hunger Banquet (ZPG, 1996) Rights and Responsibilities (Andrews et al., 1996 j

Ecofeminism Women the Criticai Link (ZPG, 1996) A Wornan's Place (ZPG, 1996) Gender Quest (ZPG, 1996)

Global Education 1 O3

Native Spirituality Music and the Environmentai Education (Andrews et al., 1996) Abonginai Canadian Myths (Andrews et el, 1996) Abonpinal Environmentai Perspectives (Andrews et al., 1996)

The Universe Story and Celebration Interconnections (Pike and Selby, 1999) Changing Values (ZPG, 1996) Music Inspired by Nature (Andrews et al., 1996) Natural Aesthetics (Andrews et al., 19%) Earth Prayers, Poems and Invocations (Andrews et al

Resource List of Recommended GPS Activities

Andrews. B. et al. ( 1996).Torwrds un Ecozoic Crrrricrrlrrrn: The Infrtsion Mode1 Crrrric.rrlrrrnDeveluprnent Project of the Ontario Socieq for En rit-otunentd Eclrrmtion. CD-ROM

Bruchac, J., & Caduto, M. (1989). Keepers of the Eartir, Narive Stories c d Etzvirorirrzerrtnl Activities for Cirildrert. Saskatoon, Saskatchewan: Fifth House Publishers.

Wasserman, P. (Ed.). Cortrrtitlg on Peuple. ( 1994), Washington, DC: Zero Population Growth.

Wasserman, P. (Ed.). Eartii Mutters . ( 1996). Washington DC: Zero Population Growth.

Pike. G.. & Selby, D.. (1988) Global Teaciier, Global Lerrnier. London: Hodder and S toughton

Pike, G.. & Selby, D.( 1995). Recorinectirtg frorri Natiotial 10 Global Crtrricrrl~rni. Goldaming, U.K.: WWF UK.

Pike, G.. & Selby, D.(1999). Itr the Global Classrooni: Book 1. Toronto: Pippin Publishint Corporation.

Pike, G., & Selby, D. (2000). In the Global Citssroorn: Book 2. Toronto: Pippin Pu blishing Corporation.

Hicks. D.( 1994) Edrrcaring for the Furrrre.. Godalming, U.K : WWF UK.

GlobaI Education 104

Cha~ter 6: Conclusion

To surnrnarize this thesis, the first two chapters served as an intrduction to the

global education literature. The first chapter outlined the present state of the world. This

was critical in order to get a sense of the world issues as they exist today. These pressing

globd concerns, brought forward by Western developments in lifestyle and tradition,

legitimize the need for creating an alternative and progressive program of study. The

second chapter introduced global education as the means to conduct such an alternative

program; globai education was defmed and the approaches to teaching it were examined.

Fol lowing this bac kground discussion of global education, the presen t Ontario Secondary

Curriculum was examined. Chapter three involved finding opportunities for the infusion of

global education into existing courses. Chapter four further developed discussion of the

rationale for developing the GPS cumculurn. This discussion included reasons to integrate

science into other subject areas and for perceptions of science to change. Chapter five

presented a GPS curriculum. A number of GPS activities were discussed in detail. and a

selection of alternative visions for the future was outlined. Finally, the binary purpose of

the current chapter is to present some of the obstacles a GPS curriculum may have for

implementrition into the classrooms, and to synthesize the connections of the global

education literature and my GPS cumculum.

For more than two decades now, giobal education has been associated with

c ~ n - i ~ u l ~ m reform advocating a more global perspective on the world. Its detining

aim is towards a less ethnocentric, Iess single-focused worldview. Students are

encouraged to examine the world from varying perspectives and to become aware

of the complex interrelationships that characterize it (Werner and Case. 1997, p.

177).

Global Education 105

Comments on an Attainable Global Persnective: Overcomin~ the Obstacle of GPS

CurricuIum Imdementation

Teüchers are feeling the pressures of implementing the new Ontario Cumculum in

both elementary and secondary schools. This is very apparent ris thousands of teachers

have taken several weeks of the surnrners of the past couple years to attend workshops.

sponsored by the governrnent, on teaching the new curriculum. The idea of asking

teachers to teach with global perspectives in addition to meeting al1 the expectations of the

ncw cumcuIum may appear burdensorne. Thus, this may be the greütest obstacle for

implementing the GPS cumculum. Administrators and teachers a i ik may presume that

there is already too much materiai to be irnplemented into their programs.

Ho wever, this obstacle cm be overcome once teachers understand that teaching

with giobal perspectives does not entai1 re-writing the cumculum and adding new

expectations. In fact. the implementation of the GPS curriculum is very easy to use with

the new provincial course guidelines.

It could be argued that schools have traditionaily placed importance on the so-called

Iéarning tiom the left hemisphere of the brain, which involves the abstract and the rational.

Leming from the right side of the brain, the ernotionai and intuitive. is generally

undewalued. Selby ( 1995. p. 45) refers to these forrns of learning as the "relational modes

of knowing." It has been my argument throughout this thesis that the GPS curriculum

promotes global perspectives and incorporates the relational modes of knowinz. From a

teacher's perspective learning needs to be more holistic and include elements of learning

from both hemispheres of the brain. As mentioned in chapter five (sce page 74). the

provincial govemment would like schools to be run more like a business. The outcome is

that the new cumculum has k e n devised with so many expectations in each of the

traditional subject areas that teachers feel that they have to resort to traditionai strategies of

teaching, just to survive. Regrettably, the students suffer.

Global Education 106

Jane's l eming is usually cornpartmentalized into constricted frameworks of study.

each with its own label, self-referential programme and tidy rationale ... Doing well

in school is about competing rather than cooperating, about recalling f x t s and

ideas, about finding meaning through analysis, about understanding how a

succession of stages or events led on to or caused one another (Selby. 199 1. p.3 1).

The GPS curriculum is the solution to this problem. 1 anticipate that once teachers discover

that usins global education activities will enhance student learning, and still meet the

expectations of the provincial cumculum, they will want to use it. Of course. the major

hurdle is assembling a group of enthusiastic, cornmitted teachers and convincing them that

tcaching with a global perspective will not add to their already busy schedules.

Incornoration of global education themes into the cumculum

Wemer and Case (1997) have proposed that teachers c m transf~rrn their iessons

into "globally relevant" experiences for their students. This transformation c m be

accomplished by incorporating four themes into the traditionai social studies curriculum:

( 1 ) interconnections ( 2 ) perspectivity (3) caring and (4) alternatives. 1 would propose that

these themes c m he applied to science education as well as to social studies. By

incorporrtting these four themes into a science program, the program will transformed into

global science, Moreover, Werner and Case's four themes will serve as an evaluation tool

for the GPS curriculum. My evaluation wiIl be done by drawing upon samples of the

literature in the first two chapters of my thesis and their connections with the GPS

curriculum activities.

Global Education 107

Interconnections

The notion of interdependence is omnipresent in any global education program.

Simply stated, this fundamental principle is that nothing exists in isolation. Wemer and

Crise ( 1997) propose that there are two forms of interconnections: international and inter-

system connections. International connections refer to the muItiple cause and impacts that

cross national boundaries in unexpected ways; inter-system connections involve

interactions arnong economic, cultural and political global systems. These global systems

are very much connected to the topics of the GPS curriculum. issues such as over

population, environmentai degradation, globalization, world conflict and the inequitable

distribution of wedth al1 have global system overtones. For exmple, if a class were to

study the properties of water, a teacher could help students make connections wi th drought,

Iack of clean drinking water, and the marketing of fresh water resources. When issues

such as these are discussed as a class, connections with econornic and politicd systems will

be made.

These two forms of interconnectedness are important for a ~ l o b a l education

program: however, they do Iack a personal level of connection. Thus, Pike and Selby's

four dimensional model of global education (1999) seems more appropriate for the GPS

curriculum. The spatial dimension of Pike and Selby's four dimensional model includes

child-centeredness, and inclusion of the connectedness with the world at the intrapersonal

rind interpersonal levels. The activities that are used in the GPS cumculum are also child-

centered. Many of the activities focus on boosting self-esteem and cal1 for srudents to think

about their own perceptions of the worid.

Persncctivitv

The second theme is perspectivity. This concept refers to how individuals view the

world. These views are never universally shared. Wemer and Case propose that

perspectivity involves empathy, representation and reflexivity. With respect to empathy,

Global Education 1 O 8

"students are to be encouraged to recognize and emphatically enter into the views of others"

( 1997, p. 18 1 I. When judgments are made based only upon personal views. the scope of

learning is very narrow. However, when oiher perspectives are shared. learning becomes

much more diverse and dynamic.

The second aspect of perspectivity is representation. Teachers m d students need to

be aware that available resources merely provide representations of people from around the

world. Sometimes these representations are stereotypes whose inaccuracy needs to be

acknowled,oed. Texhing suategies that involve role-playing are critic4 for introducing

perspectivity. As well. a teacher needs to have a variety of resources available to supply

students with various views on a particular issue, The activities of the GPS currh.hm are

taken from a variety of sources, from authors and environmentai interest groups who

promote learning through role-playing and reading stcries from other people's

perspectives. Authors such as David Selby and Graham Pike. and environmental interest

croups such as the Ontario Society for Environmental Education, have taken a great deal of - time and effort to compile resources for their activities. These efforts have k e n taken s o

that students c m have the opportunity to see issues through as many lenses as possible.

Activities designed by these authors and interest groups have been used to aid chiIdren in

learning about population growth, environmental pollution. globalization. growth and

development, and the inequitable distribution of wealth among people.

Finülly, the third aspect of perspectivity is reflexivity which refers to "our"

assumptions of other peoples. "It is not enough to recognize the voices of others without

also asking how one's own perspectives, as manifested in consumer habits and voting

preferences, may help to maintain the oppression, poverty, and mqindizat ion of people

clsewhere" (Werner and Case, 1977, p. 183). Reflexivity may also involve distinguishing

between ecocentric and anthropocentric views. This distinction, is a critical element of a

GPS curriculum, as described in chapter four of this thesis . Many of the activities of a

GPS curriculum involve leaming about environmental issues from various perspectives.

Global Education 109

For instance. some of the activities from the ecofeminist section of the alternatives futures

unit offer contrasting biocentric views to world environmentai problems. ln the school

setti ng. mainly because of rigid schedules and time constraints. perspectivity often gets

short-changed or neglected. The danger is that students will develop superficial views of

an issue. Students need to be immersed in diversity and that often involves controversial

issues.

To be immersed in diversity means not only appreciating a culture's dance.

storytelling and costumes, but also discussing prejudice, discrimination and oppression of

a people. Schools celebrate their ethnic make-up dunng Heritage Days. During this time

students present projects on their ethnic backgrounds, and ,ouest speakers tell stories and

teach dances from ail over the world. However, such theme days are insufficient for

teaching diversity. The first unit of the GPS cumculum provides opportunity for students

to examine political, environmental and social issues that lie beneath the cornfortable and

colourfui activities of Heritage Days. In chapter four of this thesis an example of a global

science unit was presented: students were not only studying the functions and anatomy of

cof'fee plants, but dso the socio-econornic circumstances of the countries in which they

erow. Students not oniy l e m about scientific cumcuIum content, such as where in the C

world coftèe comes from, but also the living conditions of coffee beün pickers and

inequitable distribution of wealth in the coffee business.

Caring

The third thcme is caring. Learning will only occur when it is relevant to the

lertrner. "One of the tragedies of current cumculum is how little students actually care übout

what they are expected to learn" (Werner and Case, 1997, p. 187). The environment is an

obvious area of study übout which students are concerned and willing to l e m more.

(Hausbeck, Milbrath, and Enright, 1992). In many of the environmental education

activities in the GPS curriculum, students choose what they are to study and how their

Globd Educrition 1 10

learning should be presented. Once students are empowered and take responsibility for

their leaming through caring, they will become better global citizens (Swee-Hin. 1993. p.

9) and their learning will be richer. One of the prime objectives any teacher should have is

to teach students to care. The ability to thus motivate one's students differentiates great

t e x hers from good teachers.

Heightened student engagement often accompanies participatory learning ... Global

educators foster participatory leaming through simulations and other student-

ccntered learning activities. These activities compei global educators to forego the

teacher's traditional role in the front of the clrissroom in favor of alternating m o n g

instructional roles. Alternating these roles helps students develop important analytic

and interpersonal skills, promotes new patterns of classroom communication, and

hsightens student engagement (Byrnes, 1997, p. 100).

The list of GPS activities includes a wealth of participatory leming activities.

"Woolly Thinking". for example. encourriges students to engage in discussion with each

other. it is apparent that the majority of students are not Iearning about science, for

instance, because they do not care about it. "Few students ever achieve ri personal

understanding of science; few students ever really own the science they study in school"

(Hodson. 1998, p. 6). Student drop-out rates will decline and teacher success stories will

escdate when participatory learning is adopted, and students start to become interested in

their studies. Participatory learning not only empowers students but also promotes caring

for others. Many participatory activities involve cooperative learning and sharing.

Global Education 1 1 1

Alternatives

It is not enough for teachers merely to address current realities (Werner and Case.

1997. p. 188); one of the principai objectives of the GPS cun-iculum is to present

alternative futures. The work of Hicks on educating for the future together with Pike and

Selby's temporal dimension of globai education, support the importance of teaching for

alternative futures. Many of the activities of my GPS curriculum involve problem solving

and action activities which encourage students to think about their preferred futures.

Pike and Selby's tempord dimension cdls for students to retlect upon alternative

futures ( 1999. pp. 13 1-32), which are then divided into several categories. The first of

thcse catqories is the probable futures which are likely to occur if present issues and

trends continue. Students will develop a sound understanding of what the probable futures

will entai1 after discussing and completing the activities in the Issues and Trends unit of the

GPS curriculum. The last two futures, possible and preferabIe. involve students reflecting

upon the issues and trends discussed throughout the GPS curriculum. After completing

some of the activities and readings from the second unit on alternative visions in the GPS

curriculum, students would be able to compare their preferable futures with those of others.

Werner and Case ( 1997, p. 189) write about the "sustainable future". which is

based upon a "sustainable environment, society, and economy, as a criterion for judging

human actions." Padua's definition of sustainability implies that people need to change

t heir bc haviours and set new priorities for the future: "Sustainability implies changing

values and setting new priorities" ( 1993, p. 14).

Final Thouohts

The purpose of creating an aiternative program of study, the GPS curriculum, was

two-fold. First, 1 would argue that there is a need to make l eming persona1 for the

students. Ti-aditionally, teachers have conducted their classes using the transmission

approach. In this approach, the teacher is the possessor of di the knowledge and passes it

Globül Education 1 12

down to the students. Emphasis is placed on textbook learning and pre-fabncated

worksheets: students have little involvement in the leamint process. Teachers fiil pupils'

minds with knowledge and there is no time for students to reflect on their p s t experiences

and to devise their own perception and opinions.

Second, it has been increasingly apparent that students need to l e m through a

global perspective. Students live in a world that is changing very quickly. Technology has

made life very convenient for some but has also separated people from the natural world.

To illustrate, when students have been asked where beef cornes frorn. zi common response

from young metroplitan mouths is "the grocery store. where else?. These so-called

advances in science and technology have helped some people live longer and happier lives:

however. they have also caused many problems from the persona1 level through to the

global Ievel. [t is easy for the fortunate to marvel at the progress of technology. to bask in - the wealth of I U X U ~ ~ ~ S and possessions, and not think of any repercussions. However. not

al1 c m enjoy this apparent ecstasy. The fortunate of this world have riccumulated their

weaith at a cost to other people and to the Earth. I argue that students need to l e m that the

"first Iaw of ecology" is applied to everything they do. That is, everything is connected to

sverything elss. such that ail single actions have a multipiicity of repercussions.

The framework of this thesis was to create an alternative science program. In doing

so. however, it became very evident that a science program could not change in isolation

from other subjects in school. In order to meet the two main objectives of creating an

alternative and progressive program of study, ail courses need to be transformed. Global

cducation is the approach to teaching that is needed for this transformation.

Global education is the key to a ~msforrnative teaching and l eming practice

because i t addresses a number of concerns. Lyons (1992) makes reference to an

unpublished submission by a parent group from Grey County, Ontario, for a global school

curriculum. Their notion of a global school syllabus was very sirnilar to the GPS

curriculum. It involved a curricuhm that encourages students to acquire knowledge that

Global Education 1 13

was purposeful and personal and required students to explore " rd-wor ld issues. malce

"social contributions" and develop an understanding of interdependence. An important

objective of the global school cumculum is to acknowledge student ownership and

responsibility. 'Through individual and collective efforts, the learner is involved in the

processes of problem identification and solving, decision making, ct-iticd and creative

thinking, conflict resolution, and developing self-esteem and interpersonal relationships"

(Lyons, 1 992. p. 12). In this proposai. a global school needs to encourage a wide range of

leaming processes such as reflecting, collaborating and k i n g involved in relevant

expenences outside the classroorn. As well, the cumculum needs to encompass equality

and justice, and to embrace diversity among the teachers and students.

1 would argue that effective development of a GPS cun-iculum does not Lie in uying

change the entire Ontario curriculum, but mther in infusing global education into it. "In its

simplest forrn, infusion does not impact upon curricuium organization as the subjects

themselves are taught in isolation. Within each subject, however. connections to other

curriculum areas c m be ernphasized, thereby pIanting the seeds of integration in students'

minds" (Pike and Selby, 1999, p. 17).

In conclusion, this thesis has served as a rationaie for transfomative leaming. and a

tiamework for a new global education program for grade eleven students in Ontario. The

GPS curriculum has two components. The first de& with the present state of the world.

Students are presented with resources and participate in activities that draw attention to

some pressing world issues, The second unit provides hope for students who may have

been discouraged by the issues presented in the first unit. The activities throughout the

GPS curriculum encourage student development and empowerment. in addition to

providing opportunities for fostering global perspectives. Teachers need to move towards a

prefcrable future. The GPS cumcuIum is a step in the right direction.

Global Education 1 14

But there may yet be one dilemma: how long can people tinker with the oid

machine when what is needed is a new design dtogether. for a new age?

Frustration with the slow rates of educationd reforrn especially w hen it challenges

vested interests, and the rapidIy changing world for which it is entrusted to prepare

people, lead some educators to cal1 for very radical reforms of the education system

(Smyth, 1999, p. 80).

Globd Education 1 15

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Williams, D. ( 1995). Thinking ecologicdly, act locally: On becornine native to a place. Holistic Edrrcution Review , 52-54.

Wong, H.(1991). Tlie First Days of School. Sunnyvaie, CA: Hrirry Wong Publications.

Global Education 12 1

Appendix A: Ambassador Cards

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1 European Ambassador Card I I 1 I am the European Ambassador. Here are some statistics that shape rny region of the world: 1

A. Europe3 population is estimated at: 728 million B. Our birth rate is: 11 per 1,000 C. Our death rate is: 1 1 per 1,000 D. Our annual growth rate due to natural increase is: -0.1 % E. A t this rate our population will not double. F. Of our 12-1 7 year olds, 89% of the boys and 94% of the giris are enrolfed in xhool. C. European women bear an average of: 1.5 children H. Our infant mortality rate is: 11 per 1,000 1. Our tife expectancy at birtb is: 73 yean J. The percentage of our people living in urban areas is: 74% K. Acres of arable land available per persan: 0.5 acres

ARican Ambassador Card I I , I am the African Ambassadoc Here are some statisticc that shape my region of the woild: I A. Africa's population is estirnated at: 732 million I I 8. Our birth rate is: 41 per 1,000 I C. Our death rate is: 13 per 1,000 I O. Our annual growth rate due to natural increase is: 2.8% I E. At this rate our population will double in: 25 years

F. Of ouf 12-1 7 year olds, 36% of the boys and 30% of the girls are enrolled in school. C. African wornen bear an average of: 5.7 children H. Our infant moRaiity is: 91 per 1,000 1. Our life expectancy at birth is: 55 years j. The percentage of our people living in urban areas is: 31 % K. Acres of arable land available per person: 0.6 acres

Asian Ambassador Card I I I I am the Atian Ambassador. Here are some statistics that hape my region of the worid: , I

A. Asia's population is estimated at: 3 billion, 501 million B. Our birth rate is: 24 per 1,000 C. Our death rate is: 8 per 1,000 D. Our annual growth rate due to natural increase is: 1.6% E. A t this rate our population will double in: 4 3 years F. Of our 12-1 7 year olds, 57% of the boys and 45% of the girls are enrolled in xhool. C. Asian women bear an average of: 2.9 chiidren H. Our infant mortality rate is: 62 per 1,000 1. Our life expectancy at biRh is: 65 years J. The percentage of our people living in urban amas is: 33% K. Acres of arable land available per person: 0.3 acres

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North American Ambassador Card I a m the North American Ambassador. Here are some statistics that shape my region of the world:

A. North America's population is estimated at: 295 million B. Our birth rate is: 15 per 1,000 C. Our death rate is: 9 per 1,000 D. Our annual growth rate due to natural increase is: 0.6% E. At this rate our population will double in: 11 4 years F. Of our 12-1 7 year olds, 99% of the boys and 98% of the giris are enrolled in sctrool. C. North American women bear an average of: 2.0 children H. Our infant mortality rate is: 7 per 1,000 1. Our life expectancy at birth is: 76 yean 1. The percentage of our people living in urban areas is: 75% K. Acres of arable land available per penon: 2.0 acres

Latin Arnerican Arnbassodor Card 1 am the Latin American Ambassador. Here are some statistics that shape my region of the world.

A. Latin Arnerica's population is estimated at: 486 million B. Our birth rate is: 26 per 1,000 C. Our death rate is: 7 per 1,000 O. Our annual growth rate due to natural increase ir: 1-996 E. At this rate Our population will double in: 36 yean F. Of our 12-1 7 year olds, 50% of the boys and 53% of the giris are enrolled in xhool. C. Latin American women bear an average of: 3.1 children H. Our infant mortality rate is: 43 per 1,000 1. Our life expectancy a t birth is: 69 years J. The percentage of our people living in urban areas is: 71 % K. Acres of arable land available per person: 0.7 acres

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Appendix B: Student Guidelines for the Critical Appraisal of Science Articles

Global Education 125

1. Comment Titles, subtitles, and pictures in scientific articles c m often be misleading. The media sometimes chooses certain words and highlights thern. or talces a picture at a particular angle to attract a reader's attention.

Guideline Be sure to read the article thoroughly to ensure that there are no conflicting

arguments or messages.

I I . Comment Scien~ific discoveries are often depicted by the media as instaneous. The public,therefore perceives a scientist's resuits rzs miraculous or accidental. This, of course, it not the case at all. Discoveries often take years of repeated tests and studies by numerous scientists.

Guideline The following are examples of the type of questions one should think about when reading m article about a new scientific discovery or revolation.

1 . What type of test has been done? 1s it m experiment. correlational study or testing of an invention?

2 . What variables are reported in the investigation?

3. What are the strengths and weaknesses of the test?

4. What other information woufd be useful to know More agreeing with the report?

5 . What conclusion were reached by the scientists'?

6 . Are the conclsions reasonable according to the study pertormed?

III. Comment Conclusions can sometimes be biased. Keep in mind that therc may be an alterior motive behind the writing of an artide.

Guideline Keep the following questions in rnind when reading a scientific article:

1 . Has more than one view k e n represented?

3 -. 1s there a political, ethnic, or gender b i s behind the writing of the article? Deterrnine whether or not you are reading fact or opinion.

3 . Is there a concem for the potential effects resulting from the discovery?

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Comment The media may pomay scientists as the qeat and exceptional scientists of the past. This is an unconscious act continues to distort our images of scientists. We often think of scientists as people that look like Albert Einstein; outrageous hair, glasses. lab coat, beakers et cetera.

Guideline Don't be influenced by media that portray scientists as mad. evil people that spend al1 their time alone in a laboratory. This c m sometimes be seen in comic books and cartoons.

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Appendix C: Questions to Promote Reasoning Skills

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Ouestions to Promote Reasonine Skills

1 . Literal Questions Who or what was involved'? What happened? What are the important details? 1s the point that you are making that ... ? Can 1 summarize your point as ... ?

2 . Interpretive Questions Why did it happen? What does it mean? What significance is it to others? What are your reasons for saying that? Are you not assurning something? Explain your point of view. How do you know that? Does what you say presuppose something? 1s what you mean to say that ... ?

What do you mean when you use that word?

3 . Evaluative Questions Was it good? Why'! Did you like it? Why? How was it valuable? What standards did you use to explain its worth'? What other was can you state that? How else c m we view this issue?

4 . Creative Questions What is going to happen next? How do you feel about it? How c m you put this idea into practice? What conclusions can you make? 1s it possible that ... ? Are there other ways of looking at ... ?

Borrowed irom: Hestcr. P., and Killian, D., Cartoons for Thinking: Isslues in Ethics and Values. ( 1984)

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Appendix D: Boreal Forest Watch Site

Global Educat ion 130

Boreal Forest Watch

Boreal Forest Watch is a BOREAS (Boreal Ecosystem-Atmosphere Study) educational outreach program for students from grades 9 through 12 in Northern Canada. Through a wide range of activities in science and other disciplines, students are involved in environmental monitoring in the boreal forest ecosystem, for a long-term assessrnent of the effects of global change on that ecosystem. S ta te-of-the-art technology and principles are investigated and used in Boreal Forest Watch.

Boreal Forest Warch offers teachers and their students a wide range of activities which can easüy be incorporated into existing curricula.

Students are actively engaged in learning about science through direct involvement in Boreal Forest Watch, which has the potential of providing university, government and research scientists with important information regarding forests in the boreal ecosystem. The educational and scientirc components of the program compliment each other so that students, teachers, and research scientists al1 benefit.

See a letter by BFW Founding Teacher: Georee Huczek

The main obi ectives of Boreal Forest Watch are:

1) Students are involved in an educational, activity-based program, in which they learn science by actually doing science;

2) Students learn how to relia bly collect, analyze and interpret data;

3) Students are provided with a wide variety of activities to become involved in understanding and a ppreciating the boreal forest ecosystem;

4) Data collected by students are compiled and made available to other students

Global Education 13 1

and to the scientific community at large for the purpose of environmental monitoring; and,

5 ) Connections between students and scientists are encouraged and developed, to provide students with a greater understanding of the role tbat scientists play in society.

Teachers wbo participate in Boreul Forest Watch are provided with the training and resources required for successful implementation of the program into their curricula.

Back

Global Educat ion 1 32

Appendix E: Canadian Environmental Careers Resource Manual

Global Education 1 33

The Canadian Environmental Careers Resource Manual

The Canadian Environrnental Careers Resource Manual was written by the Environmental Careers Orsanization (ECO) under the supervision and lead authonhip of Noel Desautels. The ECO was founded by Noel Desautels who assernbled volunteer researchers and intewiewers for the book The ECO is a non-profit volunteer organization that operates without paid staff or overhead.

The first edition of the manual was reteased at the ECO-ED world conference on environmental education. in Toronto. October 1992. ECO-ED was the first U.N. sanctioned environmental conference after UNCED, the 1992 environmental summit in Brazii. The book was released as part of an environmental careers seminar at ECO-ED. That seminar drew over 250 people. filling the rwm beyond its capacity with hundreds more on a waiting list. Another seminar was held in March 1993 at Ryerson Polytechnical lnstitute in Toronto with excellent attendance. A few smaller seminars have k n held since and nearly 1,000 copies of earlier. self-published editions of the Manuai have been distributed.

The mission of the ECO is "To inform and inspire Canadian youngadults about the nature and divenity of environmental careen and the strategies for planning and maintainmg such careen. We will do so in a way that minimizes our impact on the environment." The organization now extsts to complete its one remaining-goal - ro ensure that a copy of the Canadian Environrnental Careers Resource Manual is distributed to every senior high school. college and university in Canada without charge.

[Ouick Overview I [Contents I lAbout the Authorl [S~onsors I lCredi ts 1

Global Education 134

Table Contents

Introduction lntroduction

Structure of the Book

Most Asked Ouestions

Greenfields - Scott Black

Section 1

Strategies for Environmental Careers

Career and Li fe Planning Career Straieev Articles

Insiohts - from Career Counsellors Career Planning Books

Section 2

The Range of Environmental Careers

Science and Research Engineering Management and Business

2 Govemment Service Educarion

Communications and Public Relations Media Environmental Activisrn

Fine and Performine - Arts S~irituat h u e s International Issues

Environmental Planninn - and Architecture - Law Tourism and Recreation

Section 3 Fur ther Resoarces

Research T i ~ s Di rectories

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Appendix F: Planning a Multiple Intelligences Lesson

GlobriI Educrition 1 36

ACTIVITY FOUR: PLANNING A MULTIPLE INTELLIGENCES LESSON

Form a grottp of three or four people. Assign the following mies: recorder, brainstom leader, encourager, praiser.

Bnefly review the 7 Ways of Knowing (Multiple Intelligences)

Choose a science topic and bninstonn as m ~ n y teaching i d a s as posuible for each of the seven ways of Imouing. Consuit Twls to Nurture-' @A) and Intelligence Lesson Planning Idcas" (p. 9) for ideas Rernemkr the DOVE mies for brainstorming: Defer judgement; Opt for original and off- Vast numben of ideas are bat; E.lp.nd by assaciating one idca nrb another- Use the Lesson Planning W h a l (sec nen page) to record your idar

Evaluate the teachiog ideas and begin formulating a lesson phn for the topic which incorporates at l w t three of the seven inteiiigences Try to incorporate ail seven if posiile.

Try to incorporate the four stages ne- to teach in te- of multiple intelligences:

Stage 1 AWAKEN INTELLJGENCE= Activate the se- and tum on the brain.

Stage 2 TEACH FOR/wïTH INïELLIGENm Stnicare the lesson to n m e multiple inteiiigenas

Stage 3 A M P L M IHIELLIGENCE: Amplify and mcngthen the awakcned capaaties through prania and drill

Stage 4 TRANSFER ïNTELUGENCE: Muitiply the mys of knowing beyond the d m m by using r d Life applicrtiom

Be prepared to share your ideas witb peem

GiobaI Education 1 37

LESSON PLANNING WHEEL

As you braiwtom ideas for numiring the vanous intelligences. record chem in the spaces po;ided on the wheel below. -

This activity has k e n borrowed from Multiple Intelligences and Teaching Science, Science Education, Ontario institute for Studies in Education, University of Toronto, March, 1996.

Global Education 138

Appendix G: The Water Droplet Fantasy

Global Educrition 1 39

Water Droplet Fantasy Resources ii large quiet space where students can lay on the

floor, if they wish, or be seated with heads resting on folded arms on a desk

Procedure . Students should be helped into a calm, reflective

frame of mind through simple relaxation exercises (see Relaxation Procedure box). The facilitator then reads through the Water Dropiet Fantasy script in a relaxed, thoughtful, confident yet gende voice, pacing the pauses according to her awareness of the group's response. Suitably relaxing music rnay be helpM as a background for the fantasy itseif andior during the feedbadc to sustain a quiet and relaxed atmosphere. At the end of the fantasy the facilitator should check that aU participants have brought their attention back to the classroom and to the people around them.

RELAXAflON PROCEDURE

Try to make yourself as relaxed and as cornfortable as possible ..... Listen for a moment to the sounds you can hear outside the room ...... to sounds inside the roorn. ...... 80 aware of how you're sitting or lying. ...... Just let yourseif relax. ...... Let the feeling of relaxation spread through your body. ...... Be aware of your toes. ...... Squeeze them tightly ...... relax them . ..... squeeze thern ...... relax aiem. Let the relaxation spread up through your ankles, your calves, your knees, your thighs. ...... Let the relaxation flood through your stomach, your chest, your neck, your shoulders and down your ans. ...... Squeeze your hands tightly ...... let them relax ...... squeeze them ...... relax them. ...... Let the muscles of your face relax.

After a soniewhat longer pause, the faciiitator moves into the Water Droplet Fanhsy script.

- 3 Potential - A n imaginative way for students to gain a n

understanding of the processes invoived in the water cycle. For students with Abstract Random and Conaete Random learning styles (see pp.31-2), this approach will

be more effective than more traditional t\.a!.i; or ïon\.tt>.iny information. Talking through the experience 1s a n essential part of the activity. Possible approaches are:

m students discussing the experience in srnail groups m students doing individual drawings or paintings

and then taking in groups about the drawings (the - .

drawings should be an expression of the experience, whether abstract, symbolic or concrete).

WATER OROPLET FANTASV

IMAGINE YOU ARE SWRlNKlNG ..... SiZE OFA CHILD. SIZE OF A HAND. SIZE OF A TWUMBNAIL. ALLOW YouasELF TO BECOME EVEN SMAUER ..... UNTIL .....

YOU BECOME LlKE THE TINIEST SPECK OF WATER.

SMALLER THAN THE EYE CAN SEE. SEE YOURSELF SLIPPING BETWEEN PARTICLES OF SOIL ..... DEEP ..... DEEPER I W O THE GROUND. FEEL THE COOL ..... OAMP ..... TEMPERAfURE OFTHE SOlL BEAWARE OFTHE SMELL OF THE SOL CLOSE BY SEETHE HUGE. HUGE HON€YCOMBED W A U OF A ROOT HAIR.

SUDDENLY ..... YOU FINO YOURSECF PUSHED THROUGH THE WALL BY SOME UNSEEN PRESSURE ..... YOU CAN'T 00 ANYTHING ABOUT IT (OSMOSIS). THE SAME IS HAPPENING TO OfnER SPECKS AAOUNO YOU. OTHER SPECKS - OF A OIFFERENT COLOUR - CANNOT GET THROUGH. YOU FlND YOURSELF INSIDE THE ROOT HAIFI. YOU'RE INSIDEA DARK. FLESHY STRUCTURE RATHER UKE A HALF CET-WWN BAUOON.. WERE ARE LOTS AN0 LOTS OF SPECKS OF WATEA AS YOU LOOK AROUNO. LIKE YOU THEY ARE A U WHlfaNG ABOUT .... FRANTlCALiY IN ALL KlNDS OF DIRECTIONS. BANGI!! YOU HlT A WALL YOU DOfJ'T KNOW HOW. BUT YOU GO THROUGH IWO ANOTHER DARK ROOM. Il3 THE SAME AGAIN, WHIZZING AROUNO. BANG!! ANOTHER EVEN OARKER RWM. AGAIN ... AGAIN.. AGAIN.. EACH R W M DARKER WAN THE LAST (PASSING THROCJGH THE ROOT). LOOK UPWARDS. YOU ûON7 SEE ANWWING 8UTYOU REALISEYOU ARE MOVING UPWARDS. YOU KEEP MOVING UPWARDS. NOT SEEING WHAT UES AHW. s n u DARK ... UP .. UP .. UP THROUGH THE AOOT. THEN THIffiS 8EGIN TO GET LlGHTER AND YOU NOliCE YOUR MOVEMENT IS NOW SUGHTLY SIDEWAYS. UPWARDS. SIDEWAVS. NOW THINGS 8EGIN TO BE SUF FUSE0 WiTH A FAlNT GREEN LIGHT. GREEN LIGHT. THE GREENNESS INCREASES.

YOU NOW FIN0 YWASELF IN A BIG TUBE WlTH ANGULAR.

THlCK WALLS. SHARP CORNERS (XYLEM). THE WALLS LOOK DEAD 8UTLlGHT FLOWS THROUGH THEM. THROUGH

: THE TRANSLUCENT WALLS YOU CAN SEE SlMllAR TUBES - ; RUNNING PARALLEL TO YOU.

i ALL OF A SUDDEN YOU MOVE SHARPLY TO THE SlOE AND FINO YOURSELF IN A SMALLER, NARROWER TUBE - WHlCH IS EVEN LIGHTER THAN BEFORE AN0 A MORE BRILLIANT GREEN. THE TUBE BEGINS T 0 GET NAAROWER. NARROWER. AS DO A U THE OTHER TüBES YOU CAN SEE AROUND ... AND THEY 0EGlN TO B E N O INTOA N m O R K OF CONNECTE0 TUBES (SPONGY MESOPHYUCEUS). YOU COME OUT OF THE NETWORK AND ARE SITTING ON A SPONGY. GLISTENING SURFACE WlTH LOTS OF OTHER SPECKS OF WATER. LOOK DOWN!! YOU'RE ON ACElUNG OF A LARGE CAVE WHICH IS BATHED IN GREENISH LIGHT (LEAF SPACES). eELow YOU SEE THE EMRANCE TO THE CAVE WlTH LIGHT POURING IN. WHITE LIGHT. POURING

IN.. .. . . Y OU SE€ TWO HUGH GATEPOSTS AT THE ENTRANCE. TWO HUGE GREEN GLISTENING BANANA SHAPES (STOMATA). AS YOU WATCH W€Y MOVE APAMAND MORE LIGHTSTREAMS IN. BEFOREYOU CAN WINKYOUR M E U D S YOU CHANGE INTO A GAS .... A VAPOUR .... AND YOU FEEL YOURSELF FLOATING ...... OOWNWAAOS TOWAROS THE GATEPOSTS. TOWARDS THE CENTRAL HOLE (TRANSPIRATION) ....

THROUGH THE HOLE. YOU CLOSE YOUR EYES AS THE LIGHT BECOMES BRIGHTER AND BRIGHTER. YOU BEGIN T 0 FEEL WARMER AND WARMER (TEMPERATURE AND TRANSPIRATION). THE AIR AROUNO YOU FEELS DRY AS YOU BEGIN TO RlSE FASTER AND FASfER (HUMIOIM AND TRANSPIRATION). YOU FEEL YOURSELF FLOATlNG AWAY UPWARDS. YOU KEEP YOUR EYES CLOSEO. YOU HAVE A FEELING OF FLOATING IN THE GENTLE MOVEMENT OF THE AIR (AIR MOVEMENT AND TRANSPIRATION). Y 6 U NûW OPEN YOUR EYES: LOOK DOWN AND SEE THE GREEN PLANT BELOW AND THE BROWN SOIL SURROUNOING If. LOOK UP AND SEE THE BLUE SKY AN0 CLOUDS. NOW YOU REMEMBER: I WAS HERE LAST WEEK!!!

Note: In brackets are the main biologid concepts intmduced in the fantasy. These are not to be read out unles6 studmts have pnor knowledge of them.

Ozone Layer Depletion: An International Conference

Each group has two tasks:

1. To prepare a conference presentation of three to five minutes' duration on theu agenda item (to indude, if necessary, overhead projector transparencies andior slides);

2. To prepare draft materials in easily understandable form (e.g. graphs, bar charts, pie char&, pictograms) for an exhibition aimed at raising public awareness of ozone layer depletion and its effects.

AU groups are encouraged to study the Information Sheets carefully and to refer to the collection of information available (see Resources box overleaf). The task of p u p 3 is to examine the causes of ozone layer

Resources Copies of the two Ozone Layer Information Sheets

(pp.149-50) for each student; a resource collection on ozone layer depletion; an overhead projector, blank OHP sheets and OHP pens; a slide pmjector; felt pens; sugar pa per.

Procedure Students are invited to partiapate in an international

conference to consider the threat to the ozone layer and ways of creating greater public awareness of present and projected effects of ozone depletion. The conference organizer (teacher) introduces the topic by guiding the class through the Ozone Layer Information Sheets. Foiiowing questions and discussion, students break into groups of four to prepare contributions for the conference. The agenda for the conference Ïs as follows:

1. introduction by conference organizer 2. m e chernistry of ozone depletion (group 1) 3. ï h e effects of ozone depletion (group 2) 1. How to prevent ozone depletion (group 3) 5. How to minimize the e k t s of ozone depletion

( soup 4) 6. Ozone depletion - mapping the future (group 5) 7. Ozone depletion - present levels of public

awareness (group 6)