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Discussion of global issues became prominent in the '60s and '70s when changes in human culture began to have effects that transcended national and regional boundaries. Hampered by controversy and indirection, global perspectives in teacher education programs have been slow to develop, but recent world events have created support for education in global perspectives. Many educators and policymakers now agree that schools need to educate students in the issues of global interdependence. Some of the concepts in educational reform, however, such as "cultural literacy," risk fragmenting global information into narrowly defined subjects or distorting it with chauvinism. A global perspective is more than courses on world geography and world history; it requires a holistic approach that gives students an understanding of themselves and their relationship to the world community. The article closes with a discussion of some of the changes necessary to develop a richer global curriculum.

studies programs that place a premium on global education. The times demand it. Education for a global perspective has roots in the '60s and '70s when visionary thinkers such as Rachel Carson, best-selling books such as Future Shock, and unexpected events such as off-shore oil spills sharpened and expanded our consciousness. This public awareness was bound to find its way into education and the concept of global education for the

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