Two foundational conceptualizations of global awareness: earth as one interdependent system and humankind as one family¶

Theory · All theories
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The Project is built on two foundational conceptualizations that define what global awareness means at the K-8 level. The first is "An increasing awareness of the earth as a single system with interrelated physical and biological subsystems of which humankind is an interdependent part." The second is awareness of all humankind as one family with the same basic needs, where varieties of human culture are differences of response to these common needs rather than basic differences in human beings. The bibliography invites educators to share materials supporting these two ideas.

Design Implications¶

Context¶

Requirements¶

• Instructional materials should support one or both of the two conceptualizations to be suited to the Project's purposes

Constraints¶

Target Learners¶

• K-8 students

Target Learning Objectives¶

• Understanding of global interdependence
• Understanding of common human needs across cultures

Claims¶

• Modernist discourses have produced contradictory environmental effects, raising awareness of problems while helping cultivate stories that construe the earth as an object of instrumental value [~W]

Related Theories¶

• Hanvey's attainable global perspective: four components of global awareness
• Hanvey's five-dimension framework for an attainable global perspective

Examples¶

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Key Sources¶

• Berman, Sarah, Martha Campbell, and Kathy Lentz. (1980). Annotated Bibliography of Materials for Developing Cultural Understanding and Global Awareness in the Elementary School. Arizona State University. https://eric.ed.gov/?id=ED199130