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use the text as the only reference
Johns Hopkins University School of Education
January 14, 2022
© Johns Hopkins. University All rights Reserved. 1
Introduction to Global Education Policy and Analysis
Assignment: Reading Guide – Hanvey
Introduction
Hanvey, R.G. (2004). An Attainable Global Perspective. New York, NY: The American Forum for Global
Education. Retrieved from
http://site.valenciacollege.edu/inz/profdev/INZ%20the%20Curriculum%20Workshop/0.3_An-
Attainable-Global-Perspective
Complete the initial formative questions. Use your responses to the formative questions to form your
response to the synthesis question.
By the due date in the online course site, navigate to the Assignments area of the course using the
course navigation panel to submit your responses to the Formative Questions prior to coming to class
for the Reading Guide – Hanvey. Bring a copy of your written work to class with you to inform your
group work.
Formative Questions – Individual Work done before class Week 4:
1. How do societal actors and agencies (apart from school) reduce or distort a global perspective?
2. What is perspective consciousness? Provide an example.
3. What is “state of planet awareness”? Provide an example.
4. What is “cross-cultural awareness”? Provide an example.
5. Why is “empathy” such a critical word for Hanvey’s argument? How do traditional, modern and
post-modern people differ in their understanding of empathy and why?
6. Provide what you believe are an example of understanding “global dynamics”?
Synthesis Question – Group work completed in class Week 4:
Imagine you are presenting a workshop on Global Education and your task is to discuss Hanvey’s
essay and try to help new teachers integrate a global perspective into their teaching. You will need
to define the grade level in terms of elementary, middle or high school in your work. In a 10 minute
(10 pages) illustrated by three half page slides discuss what level of consciousness is needed to
understand today’s global issues such as climate change?
- Introduction to Global Education Policy and Analysis
Assignment: Reading Guide – Hanvey
Introduction
Formative Questions – Individual Work done before class Week 3:
Synthesis Question – Group work completed in class Week 3:
An Attainable Global Perspective
Author(s): Robert G. Hanvey
Source: Theory Into Practice , Summer, 1982, Vol. 21, No. 3, Global Education (Summer,
1982), pp. 162-167
Published by: Taylor & Francis, Ltd.
Stable URL: https://www.jstor.org/stable/1476762
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Theory Into Practice
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https://www.jstor.org/stable/1476762
Robert G. Hanvey
An Attainable Global Perspective
The need for education that promotes a global
perspective is increasingly apparent. What is less
clear is just what constitutes such a perspective,
particularly one which young people might actually
be able to attain in the course of their formal and
informal education. In what follows, I will describe
certain modes of thought, sensitivities, intellectual
skills, and explanatory capacities which might in
some measure contribute to the formation of a
global perspective.
What is a global perspective? As conceived
here a global perspective is not a quantum, some-
thing you either have or don’t have. It is a blend
of many things and any given individual may be
rich in certain elements and relatively lacking in
others. The educational goal broadly seen may be
to socialize significant collectivities of people so
that the important elements of a global perspective
are represented in the group. Viewed in this way,
a global perspective may be a variable trait pos-
sessed in some form and degree by a population,
with the precise character of that perspective de-
termined by the specialized capacities, predispo-
sitions, and attitudes of the group’s members. The
implications of this notion, of course, is that di-
versified talents and inclinations can be encouraged
and that standardized educational effects are not
required. Every individual does not have to be
brought to the same level of intellectual and moral
development in order for a population to be moving
in the direction of a more global perspective.
Robert G. Hanvey, a writer and educator with a special
interest in global education, resides in the Bloomington,
Indiana, area.
With these thoughts in mind we can identify
five dimensions of a global perspective. These are:
1.
Perspective Consciousness
2.
“State of the Planet” Awareness
3. Cross-Cultural Awareness
4.
Knowledge of Global Dynamics
5.
Awareness of Human Choices
Perspective Consciousness
The recognition or awareness on the part of the
individual that he or she has a view of the world
that is not universally shared, that this view of the
world has been and continues to be shaped by
influences that often escape conscious detection,
and that others have views of the world that are
profoundly different from one’s own.
Few of us in our lives can actually transcend
the viewpoint presented by the common carriers of
information and almost none of us can transcend
the cognitive mapping presented by the culture in
which we grew up. But with effort we can at least
develop a dim sense that we have a perspective,
that it can be shaped by subtle influences, and that
others have different perspectives. This recognition
of the existence, the malleability, and the diversity
of perspective we might call perspective conscious-
ness. Such an acknowledgement is an important
step in the development of a perspective that can
legitimately be called global.
One must make a distinction between opinion
and perspective. Opinion is the surface layer, the
conscious outcropping of perspective. But there are
deep and hidden layers of perspective that may be
more important in orienting behavior. For example,
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in the deep layers of Western civilization has been
the assumption that human dominance over nature
is both attainable and desirable. This, until recently,
has not been a matter of opinion but assumed as
a given.
One of the interesting things that reform and
protest movements do is to carry out mining op-
erations in the deep layers. They dredge to the
surface aspects of perspective that have never be-
fore seen the light of day. Once made visible, these
may become the foci of debate, matters of opinion.
The environmental movement surfaced the as-
sumption of man’s right to dominion over nature
and thus posed some philosophical choices that
had previously escaped notice. The feminist move-
ment raised the consciousness of women and men
with respect to “women’s place.” They labeled the
most commonplace behaviors and attitudes “chau-
vinist,” and thus revealed the deeper layers of
perspective in action.
I have suggested that with effort we can de-
velop in the young at least a dim sense, a groping
recognition of the fact that they have a perspective.
And this is very different from knowing that they
have opinions. At the present time the schools and
the media socialize all of us to be traders in opinion.
We learn this through discussion and debate, through
the contentious format of forums and organizational
meetings, through talk shows and newspaper col-
umnists. We learn, especially, that the individual is
expected to have opinions and to be willing to
assert them. And we learn tacit rules about “tol-
erating” differences in opinions so asserted.
We can also learn, if we approach the task
with a sure sense of purpose, how to probe the
deep layers of perspective. A variety of specialists
and social commentators regularly operate in these
realms and there are well-developed methods and
techniques. Some of these methods can be learned
and practiced. For example, some (but not all) val-
ues clarification exercises can heighten awareness
of otherwise unrevealed aspects of perspective. At
the very least it should be possible to teach almost
any young person to recognize a probe of the deep
layers when he sees it. Such probes come in many
forms, from the ironic humor of a “Doonesbury”
cartoon strip to the pop sociology of a book like
Future Shock.
“State of the Planet” Awareness
Awareness of prevailing world conditions and de-
velopments, including emergent conditions and
trends, e.g. population growth, migrations, eco-
nomic conditions, resources and physical environ-
ment, political developments, science and
technology, law, health, inter-nation and intra-nation
conflicts, etc.
For most people in the world, direct experience
beyond the local community is infrequent-or non-
existent. It is not uncommon to meet residents of
Chicago’s neighborhoods who have never traveled
the few miles to the central business district, or
sophisticated New York taxicab drivers who have
never been further south than Philadelphia. If this
is true for a geographically mobile society like the
United States, it is even more a fact for other parts
of the world. Tourism, urban migrations, commerce,
and business travel notwithstanding, most people
live out their lives in rather circumscribed local
surroundings.
Communication Media and Planet Awareness
Direct experience is not the way that contem-
porary peoples learn about their world. Nonliterate
village or suburban housewife, it doesn’t matter
that one stays close to home. Information travels
rapidly and far through the mass media. News of
a border crisis in the Middle East reaches within
hours the shopkeeper in Nairobi, the steel worker
in Sweden, the Peruvian villager. There is now a
demonstrated technical capacity for simultaneous
transmission of messages to almost the entire hu-
man species. The character of the messages is
something else again. Here we must ask, do the
messages received on those millions of transistor
radios and television sets contribute meaningfully
to a valid picture of world conditions? That question
matters because it is difficult to imagine a global
perspective that does not include a reasonably de-
pendable sense of what shape the world is in.
Generally speaking, the media in almost every
country will transmit news from around the world.
Unfortunately, the fundamental quality of news is
its focus on the extraordinary event. An outbreak
of influenza is news; endemic malaria is not. A rapid
decline in values on the world’s stock exchanges
is news; the long-standing poverty of hundreds of
millions is not. So, there are significant limits and
distortions in the view of the world conveyed by
news media. Nonetheless, the prospect is not en-
tirely bleak. For one thing, the characteristic inter-
ests of the news media can be exploited; events
can be staged in such a way as to call attention
to world conditions not ordinarily judged newswor-
thy. A world conference can be convened on food
or population or pollution problems. The conference
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itself is news. More importantly, the condition that
gives rise to the conference takes on a new level
of visibility-worldwide. And the news media are
the instruments of this increased awareness.
Limits to Understanding
There are other sources of distortion. Political
ideology chokes off the flow of some information,
the defense and security syndrome of nations blocks
still other information, and the selective disinterest
of audiences constricts yet other channels. As an
instance of the first, Americans until recently have
had little access to information about Cuba under
Castro. As an example of the second, the testing
of nuclear weapons by the French and the Indians
in recent years produced few hard details about
site, yield, fallout, etc. (Governments have ways to
obtain the information; publics do not.) As for pat-
terns of audience interest and disinterest, consider
how little attention is paid to the affairs of small
nations, or to conditions in the rural areas of the
world; and with no complaint from the audience.
Finally, there is the matter of the technical
nature of world data. There are now unprecedented
resources for generating information about the state
of the planet, and for sharing and processing the
information in order to obtain a sense of the im-
portant patterns. But the procedures are highly
technical and the results expressed in technical
terms. A certain level of education is required to
see the full significance of the data.
Overcoming the Limitations
This is an instance where the energies of the
schools, properly directed, might resolve the ques-
tion in favor of the general populace. If from the
earliest grades on students examined and puzzled
over cases where seemingly innocent behaviors-
the diet rich in animal protein, the lavish use of
fertilizer on the suburban lawn and golf course-
were shown to have effects that were both unin-
tended and global in scope, then there could be a
receptivity for that kind of technical information
necessary to understand many global issues. Sit-
uations such as the depletion of ozone in the at-
mosphere from aerosol sprays would not seem
forbidding, it would be another instance of a model
already documented. Students would have a frame-
work within which to handle it. As for the technical
aspects of something like the ozone situation, these
do not seem beyond the reach of science and social
studies departments that focus cooperatively on
the technical dimensions of significant planetary
conditions. It may be true that school programs are
164 Theory Into Practice
not typically organized for such a task, but it is not
outside the boundaries of our predilections or our
capacities.
Cross-Cultural Awareness
Awareness of the diversity of ideas and practices
to be found in human societies around the world,
of how such ideas and practices compare, and
including some limited recognition of how the ideas
and ways of one’s own society might be viewed
from other vantage points.
This may be one of the more difficult dimen-
sions to attain. It is one thing to have some knowl-
edge of world conditions. The air is saturated with
that kind of information. It is another thing to com-
prehend and accept the consequences of the basic
human capacity for creating unique cultures-with
the resultant profound differences in outlook and
practice manifested among societies. These differ-
ences are widely known at the level of myth, prej-
udice, and tourist impression. But they are not
deeply and truly known, in spite of the well-worn
exhortation to “understand others.” Such a fun-
damental acceptance seems to be resisted by pow-
erful forces in the human psychosocial system.
Several million years of evolution seem to have
produced in us a creature that does not easily
recognize the members of its own species. That is
stated in rather exaggerated form but it refers to
the fact that human groups commonly have difficulty
in accepting the humanness of other human groups.
The practice of naming one’s own group “the
people” and by implication relegating all others to
not-quite-human status has been documented in
nonliterate groups all over the world. But it is simply
one manifestation of a species trait that shows
itself in modern populations as well. It is there in
the hostile faces of the white parents demonstrating
against school busing. You will find it lurking in the
background as Russians and Chinese meet at the
negotiating table to work out what is ostensibly a
boundary dispute. And it flares into the open during
tribal disputes in Kenya.
There was a time when the solidarity of small
groups of humans was the basis for the survival
of the species. But in the context of mass popu-
lations and weapons of mass destructiveness, group
solidarity and the associated tendency to deny the
full humanness of other peoples pose serious threats
to the species. When we speak of “humans” it is
important that we include not only ourselves and
our immediate group but all four and one half billion
of those other bipeds, however strange their ways.
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This is the primary reason for cross-cultural
awareness. If we are to admit the humanness of
those others, then the strangeness of their ways
must become less strange; must, in fact, become
believable. Ideally, that means getting inside the
heads of those strangers and looking out at the
world through their eyes. Then the strange becomes
familiar and totally believable. This is a most difficult
trick to pull off, but there may be methods that will
increase the probability of success. Further, there
are lesser degrees of cross-cultural awareness than
getting inside the head; these more modest degrees
of awareness are not to be scorned.
Knowledge of Global Dynamics
Some modest comprehension of key traits and
mechanisms of the world system, with emphasis
on theories and concepts that may increase intel-
ligent consciousness of global change.
How does the world work? Is it a vast, whirring
machine spinning ponderously around a small yel-
low sun? Is there a lever we can push to avert
famine in South Asia, or one that will cure world
inflation, or one to slow the growth of world pop-
ulation? Is it our ignorance of which lever to move
that results in tragedy and crisis? Is it our ignorance
of how the gears intermesh that causes breakdowns
in the stability of the system?
Or is the machine useful as a metaphor? Is it
perhaps better to think of the world as an organism,
evolving steadily in response to the programming
in its germ plasm? Are wars and famines merely
minor episodes in the biological history of a planet
serenely following a script already written?
The latter view is not a comfortable one for
people in industrial societies, raised to believe that
almost anything can be engineered, including the
destiny of the world. But the machine image doesn’t
quite work, either, although we continue (as I have
done) to speak of “mechanisms.” The idea of a
machine suggests an assembly of parts that inter-
connect in a very positive fashion, so positive that
when you manipulate one part you get immediate,
predictable, and quantifiable response in other parts.
That does not seem to describe the world as we
know it.
But both machines and organisms are systems
of interconnected elements and it is the idea of
system that now prevails. How does the world
work? As a system. What does that mean? It means
we must put aside simple notions of cause and
effect. Things interact, in complex and surprising
ways. “Effects” loop back and become “causes”
which have “effects” which loop back … It means
that simple events ramify-unbelievably.
But let’s begin to talk in more concrete terms.
What exactly might the schools teach about global
dynamics? The answer proposed here is very se-
lective, with the criterion of selection being, does
the particular learning contribute to an understand-
ing of global change; because the control of change
is the central problem of our era. There are changes
we desire and seem unable to attain. There are
changes we wish to constrain and, as yet, cannot.
There is also another kind of change: in spite of
our difficulties we are growing in our capacities to
detect and manipulate change. A global perspective
that fails to comprehend both the problems of change
and promise of improved control will not be worthy
of the name.
Three categories of learning about change sug-
gest themselves:
1. Basic principles of change in social systems
-the ramifications of new elements in social
systems
-unanticipated consequences
-overt and covert functions of elements
-feedback, positive and negative
2. Growth as a form of change
-desired growth in the form of economic
development
-undesired growth in the form of exponential
increase in population, resource depletion,
etc.
3. Global planning
-national interests and global planning
-attempts to model the world system as re-
lated to national policy formulation
Awareness of Human Choices
Some awareness of the problems of choice con-
fronting individuals, nations, and the human species
as consciousness and knowledge of the global sys-
tem expands.
Throughout I have talked of changes in aware-
ness. Awareness of our own cultural perspective,
awareness of how other peoples view the world,
awareness of global dynamics and patterns of
change. In this final section I wish to emphasize
that such heightened awareness, desirable as it is,
brings with it problems of choice. As an instance,
in a “pre-awareness” stage the undoubted benefits
of pesticides in agriculture, forestry, and the control
of diseases such as malaria provide clear justifi-
cation for prolific application.
Volume XXI, Number 3 165
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But then information about the dangers of pes-
ticides begins to accumulate. DDT is found in the
tissues of organisms far removed from the points
of application. Some species are threatened with
extinction. Risks not only to present human pop-
ulations but to future generations are identified. In
some countries the use of certain pesticides is
halted altogether. A change of awareness has oc-
curred and new behaviors have resulted-in some
parts of the world.
Where is the problem of choice? It lies in the
fact that pesticides like DDT are still in use. Widely.
Hundreds of millions of people depend on DDT to
control malaria and agricultural pests. Ask someone
in the developed countries if DDT is still in use and
he will likely say no, answering in terms of his own
country’s practices. But pose the question on a
world basis and the answer is yes. Viewed as a
collectivity, the human species continues to use
DDT.
This continued use constitutes a de facto hu-
man choice. In a conflict between the rights of living
populations to control obvious and immediate threats
to health and the rights of other living and future
populations to freedom from subtle and long-term
threats to health and subsistence, the former wins
out. The immediate and the obvious triumph over
the long-term and subtle. But although the choice
seems to have been made, the problem of choice
remains. There is a new cognition in the world. We
now know that there are long-term and subtle risks.
Once we did not. We now admit that other people
and future generations have rights. Once we did
not. This new knowledge has not had the power
to halt the use of DDT where life and health are
under severe threat, but it has had the effect of
blocking its use in many other parts of the world.
To put it simply, there are now two possible be-
haviors with respect to DDT:
-if it will solve a problem, use it
-even if it will solve a problem, don’t use it
The second of these behaviors originates in the
new cognition, the new awareness of risks and
rights.
The DDT situation is simply an instance, a small
manifestation of the major cognitive revolution that
is now under way. But it is a representative one.
Many practices once essentially automatic, whose
benefits were assumed, are now questioned. They
are questioned because we know new things. We
know how to measure minute quantities. We know
that factors interconnect in complex ways. We know
166 Theory Into Practice
there are limits to the resources and carrying ca-
pacity of the planet. In the context of the new
cognition, action does not proceed automatically.
Calculations of advantage and disadvantage be-
come explicit and detailed. Choosing a course of
behavior becomes a more reasoned process. That
shift-from the automatic to the calculated-is a
very important expression of the cognitive revolu-
tion we are now experiencing.
That cognitive revolution involves a shift from
a pre-global to a global cognition. In the pre-global
stage, rational consideration of goals, methods, and
consequences tends to be limited to the near-the
near in time and social identity. The preoccupation
with the short-term and the neglect of the long-
term has been particularly characteristic of Western
industrial societies.
Pre-global cognition is characterized not only
by a constricted view of the future but by a relatively
simple theory of linkages between events, a linear
theory in which some things are causes and other
things are effects. This theory leads in its most
exaggerated and magical form to the conclusion
that conditions are the result of single causes,
sometimes personified. In primitive societies this is
the basis of witchcraft and ghost beliefs. In a so-
phisticated society like our own we have the recent
example of two presidents who employed the CIA
to locate the sinister foreign influence that must
surely have been the root cause of the antiwar
movement.
The emergent global cognition contrasts sharply
with the pre-global. Long-term consequences begin
to be considered. Linkages between events are
seen in the more complex light of systems theory.
Social goals and values are made explicit and vul-
nerable to challenge. And nations begin to note that
their interests and activities are not separable from
the interests and activities of others. Further, sys-
tematic attention is given to problems that tran-
scend the national, regional, or coalitional; human
problems. A global cognition has certainly not been
achieved. Pre-global forms of knowing continue to
orient much of human behavior. But the transition
is under way, driven by the convergent energies of
a variety of social movements.
In summary, we are in a period of transition,
moving from a pre-global to a global cognition.
Global cognition is characterized by new knowledge
of system interactions, by new knowledge in plan-
ning human action. As such, knowledge and its
rational use expands, human choices expand. An
awareness of this expanded range of choice con-
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stitutes an important dimension of a global per-
spective.
I have discussed five dimensions of a global
perspective. Are there more? I am tempted to be
waggish and say no, this is it, the final crystalline
truth. But of course there are more, as many more
as anyone cares to invent. Such dimensions are
inventions, constructs of the mind. This particular
set is just one assemblage, a collage of ideas
selected and shaped by one individual’s proclivities
and prejudices. This is not to say there are not
real changes under way in human consciousness.
I am convinced there are and that they are in the
direction of something that can be called a global
perspective. But any particular description of that
phenomenon is properly suspect. Even this one
which is, by coincidence, my favorite.
Note: This essay is a summary of a more detailed
discussion of global perspectives by the author
available from Global Perspectives in Education,
218 East 18th St., New York, N.Y. 10003 at $2.00
per single copy. Bulk rates available on request.
ip
Volume XXI, Number 3 167
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- Contents
- Issue Table of Contents
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Theory into Practice, Vol. 21, No. 3, Summer, 1982
Front Matter
This Issue
Why Should American Education Be Globalized? It’s a Nonsensical Question [pp. 155 – 161]
An Attainable Global Perspective [pp. 162 – 167]
Global Education in the Classroom [pp. 168 – 176]
A Community-Based Approach to Global Education [pp. 177 – 183]
Cross-Cultural Experiential Learning for Teachers [pp. 184 – 192]
The Meaning and Status of International Studies in West-African Schools [pp. 193 – 199]
The Global Awareness Survey: Implications for Teacher Education [pp. 200 – 205]
Teacher Training in Global Perspectives Education: The Center for Teaching International Relations [pp. 206 – 211]
Developing a Global Dimension in Teacher Education: The Florida International University Experience [pp. 212 – 217]
Education for International Understanding: A View from Britain [pp. 218 – 223]
Global Education: A Report on Developments in Western Europe [pp. 224 – 227]
Goals for Global Education [pp. 228 – 233]
Back Matter [pp. 234 – 236]
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