Vol. 2, No. 1, March 1964 - "Cultural"

GEOGRAPHY'S CONTRIBUTION TO THE TEACHING OF WORLD CULTURES

Thomas G. Gault

Indiana State College

Abstract

In 1958 the State Council of Education mandated a sone semester course, World Cultures, as a requirement of high school graduation in 1963. The course was conceived as an emphasis upon "concepts rather than facts, and would concentrate upon values, ideas, motivations, and contributions of peoples of various non-western societies." Dr. Boehm, state superintendent, further stated, "Our students will soon learn to appreciate those who live elsewhere, even though these peoples may think differently, live differently, and act differently than we do. Perhaps from such vicarious experiences [whatever these are supposed to be] aquired by our boys and girls will come the basis for peaceful solutions to some of the grave and complex international problems of our times."

THE RISE AND FALL OF THE EMPIRES IN ANTIQUITY WITHIN THE NORTH AFICAN-SOUTHWEST ASIAN CULTURE REGION

Preston E. James, Professor of Geography

Syracuse University

Abstract

Six areas have been of major importance as culture hearths, and some have been, from time to time, the cores of empires. These six areas are Mesopotamia, Persia, Phoenicia, Palestine, Egypt, and Arabia.

THE UNIVERSITY OF ILLINOIS PROGRAM ON HUMAN ECOLOGY

Jerome D. Fellman

University of Illinois

Abstract

Human ecology studies the relations between human populations and their environments. The field is not neo-environmentalism; rather, it is an explicit recognition of the fact that mankind is an ordinary physiological and extraordinary cultural being. As an animal, man is not particularly distinctive; as a human he has unique cultural conditions and structures created by his unique "human" capabilities.

SOME ASPECTS OF THE PENNSYLVANIA WORLD CULTURES COURSE OFFERING

Frank J. Basil

Punxsetawney Senior High School

Abstract

The Pennsylvania State Council of Education in 1958 adopted a regulation which made the course in World Cultures manditory for all students graduating from high school, effective in 1961. School administrators were faced with the problem of offering the course and teachers were faced with the challenges of unit preparation and for making lessons in its instruction.