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2. Perceiving, Understanding, and Coping with the World Relations of Everyday Life.

Author

Alger, Chadwick F.

Abstract

This document on teaching about the effects of the world on everyday lives argues that this knowledge does not come naturally because of the traditions in teaching and research in international relations. This field of study traditionally has focused on the relations between territorial states in the interstate system, and on the foreign policies of these states. Emphasis has focused primarily on conflicts and wars among the big powers, and on their efforts to control part or all of the interstate system. While the powerful states have had a tremendous impact on the lives of people throughout the world, teaching and research traditions tend to incapacitate most people for effective participation in the development of the foreign policies of their state. Foreign policy making is taught as an observer sport. As a result, individuals only begin to comprehend how they are directly involved in decisions to wage war or overturn regimes. Many people in local communities do perceive their relationships with the world and are able to cope effectively. Two examples are: (1) people in business who manage the headquarters of transnational corporations and their branches located in towns; and (2) those who "think globally and act locally," groups like Amnesty International and those that urge global education efforts. These people have overcome the disabilities of state centered international education and perceive ways in which they as individuals, and their local communities, are involved in global issues. Teachers must acquire the capacity to perceive world relations in their daily life. (DK)

Published
1993

29. Harold Guetzkow: A Scholar's Scholar

Author

Alger, Chadwick F.

Abstract

During our 14 years together at Northwestern University, Harold Guetzkow was at the same time my colleague, creative teacher, and helpful personal friend. I used his simulation in my undergraduate courses. His research and personal suggestions provided creative insights for my research at UN Headquarters. He provided younger colleagues with opportunities to be fellow collaborators. He encouraged our families to have shared experiences. After I departed from Northwestern University, we maintained contact and friendship throughout his life.

Published
2011
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32. Grass Roots Activism in the United States: Global Implications?

Author

Alger, Chadwick F. and Mendlovitz, Saul

Abstract

Interviews were conducted with 35 grass roots activists from middle-sized U.S. cities and small towns to learn about their perspectives and activities. No effort was made to obtain a representative sample of activists. The five main approaches to social change encountered were represented by members of the ideological and political left, by community-organizing and neighborhood empowerment groups, and by advocates of lifestyle change, interpersonal transformation (e.g., feminism), and spiritual transformation. Among the findings are the following. There is a strong emphasis on decentralization among grass roots activists. A possible basis for collaboration between localists and globalists is their shared anti-statism. The networks created by local activists tend not to extend beyond the state (nation) boundary. Local activists tend not to be activating, or even informing, local people about suffering on a global basis. Local activists tend to change their lifestyles so that they reflect their beliefs; the globalists do not. The localists rarely have visions of the future, compared to the global future tradition of the globalists. There are a small number of local/global activists. (Author/RM)

Published
1983

33. Citizenship and Education in Modern Society. Proceedings of the Symposium on Citizenship and Education in Modern Society (Columbus, Ohio, April 1980).

Author

Ohio State Univ., Columbus. Mershon Center. and Alger, Chadwick F.

Abstract

Eight papers focus on a variety of themes concerning the character of citizenship and the nature of education in modern society. For example, one paper explores the thesis that the traditional basic categories in which the requirements of citizenship have been conceived--ruling and authority, obedience and loyalty--have already broken down and that fresh categories are emerging under the growth of democracy and its equalitarian demands. The argument of another paper is that citizenship education has been dominated by models of rationality which have placed it in opposition to its traditionally proclaimed function of educating students to develop and maintain a viable democratic society. Other papers focus on teaching citizenship for an ecological age; encouraging citizen participation in world affairs; reforming the school environment to help students attain positive and reflective ethnic, national, and global identifications; socializing the young to prosocial conduct in the negative environment existing in the post-industrial society; urging institutions to alter the reward structure so that citizen participation will be increased; and changing the structures of the public schools so that students become better citizens. (RM)

Published
1980

34. Global Education: Why? For Whom? About What?

Author

Alger, Chadwick F. and Harf, James E.

Abstract

Human beings can not have a fulfilling life on this planet without global education. All educators, whatever their field, have a role to play in global education. An adequate understanding of the global relationship can be obtained by focusing on five chosen themes: values, transactions, actors, procedures, and mechanisms. Each of these themes offers a window of opportunity for grasping a piece of the essential nature of the globe. Together, these themes represent a coherent foundation for global understanding that can lead to thoughtful participation. (CB)

Published
1985

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