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People of diverse cultural and linguistic backgrounds are now more than ever interacting with one another in work and social situations, mainly remotely during the midst of the pandemic. Intercultural education can prepare student teachers with the tools they need to interact effectively in a variety of intercultural situations with their colleagues, their principles and their students. In Bachelor of Education programs, providing student teachers with the skills, knowledge, and attitudes to be able to interact with individuals of different backgrounds and bring out the best in their students is essential. The aim of this narrative study was to understand the role of intercultural education in a Bachelor of Education program and to understand how and if intercultural education principles were implemented. Five student teachers were interviewed to determine how they perceived the role of intercultural education in the Bachelor of Education Program and what their understanding of this concept was. The themes that emerged from the findings were intercultural education was perceived as: (1) Awareness of the diversity of the students' backgrounds and (2) Engaging in practical activities and (3) Principles of intercultural education were embedded in some course modules but were not practical, (4) Challenges and (5) Suggestions. Overall, it was found that principles of intercultural education were implemented in the Bachelor of Education program to an extent, but the student teachers felt there was room for more focused activities specifically related to intercultural education.

Some 35 years ago, Gerard K. O'Neill used the large context of space travel with his undergraduate physics students. A Canadian physics teacher, Art Stinner, independently arrived at a similar notion in a more limited but, therefore, more generally useful sense, which he referred to as the "large context problem" approach. At a slightly earlier time the large context problem type of approach had already been used in the study of medicine, pioneered by McMaster Medical School. And the Faculty of Education at the University of Calgary currently uses a large context problem method to deliver its entire curriculum. These approaches are four distinct ways of presenting large context problems to students. This paper will discuss these approaches historically, look at their grounds and their applications, weigh their successes and characterize their limitations. It will try to see what they take most deeply for granted as viable approaches to teaching science, both theoretical and applied. Finally, it will relate these approaches to the constructivist prejudices of our own time, suggesting their relation to earlier forms of philosophical idealism.

Although Whitehead himself, in Process and Reality, appears to maintain a correspondence theory of truth, at various points he also appears to hold that truth is a function of the process under consideration. This suggestion is considered and developed beyond Whitehead?s few examples. It is suggested that such a theory could be extended further and that it would be consistent with Whitehead?s natural philosophical tendency.