Peers, Chris (2022). Catastrophe or Apocalypse? The Anthropocenologist as Pedagogue. Educational Philosophy and Theory, v54 n3 p263-273. The fact that humans are responsible for climate change is certain. But the "meaning of the fact" of human responsibility is not disclosed by stating the fact: there is a distinction between the two principles, "de facto" and "de jure," the right to state a fact and the right to assert the meaning of the fact. This distinction must be preserved in order that humans may interpret the nature of our responsibility, as a form of justice. In fact, the nature of human responsibility can never be exhaustively determined. To recognise the fact of human responsibility for climate change may only lead us to acknowledge that climate change coincides with the plundering and exploitation of the earth as a natural resource, together with the industrial pollution which fouls our atmosphere. It is something else again to know precisely what must be done, how to think and write and interpret the science, or even what can be achieved before it is too late to prevent the… [Direct]

Smith, J. David (1993). Biological Determinism and the Concept of Mental Retardation: The Lesson of Carrie Buck. This paper reviews the case of Carrie Buck, who was the first person sterilized (in 1927) under a Virginia law allowing sterilization of persons identified as incompetent and likely to genetically transmit physical, psychological, or social deficiencies to their offspring. This law was later upheld by the Supreme Court in Buck v. Bell, which reasoned that the case was consistent with the eugenic view that most socially undesirable traits, including mental retardation, were most often hereditary. The later activities of Carrie Buck and the opinions of friends and employers support the view that she was not mentally retarded (as also was the case for her daughter born prior to the sterilization). This paper considers this case as representative of the deprivation of human rights resulting from the idea that human life can be reduced to biological determinism. Moral and ethical implications are drawn and applied to the potential findings of the current Human Genome Project. (Contains… [PDF]

Huber, Lindsay Perez (2010). Suenos Indocumentados: Using LatCrit to Explore the Testimonios of Undocumented and U.S. Born Chicana College Students on Discourses of Racist Nativism in Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Latina/o critical race theory (LatCrit) is used as an overarching framework that examines the intersectionality of race, class, and gender while also acknowledging the unique forms of subordination within the Latina/o community based on immigration status, language, phenotype, and ethnicity. LatCrit allows for the specific examination of race and immigration status and has led to the development of racist nativism, a conceptual tool used to examine the intersectionalities that emerge in the experiences of undocumented communities. It is at the intersections of race, immigration status, gender and class that discourses of racist nativism exist, guiding dominant perceptions, understandings and knowledge about undocumented immigrants in the U.S. This study explores how these discourses emerge in the educational trajectories of Chicana students. This study also explores the similarities and differences in the experiences of the undocumented and U.S. born women, and the strategies the… [Direct]

Barrett, Ralph; Meaghan, Diane (2006). Globalization, Education, Work and the Ideology of the \Self-Evident Natural Laws\ of Capitalist Production. College Quarterly, v9 n2 Spr. Globalization and market liberalization served to displace the perception of education as a socialized concept of basic needs and human rights in favour of one that views it as just another commodity in the marketplace. Increasingly, educational structures were dismantled and replaced by new policies and procedures aimed at restructuring postsecondary education to follow a global trend of corporatization and create a \market responsive\ sector. As a result, the delivery of quality educational services became more problematic, shifting the burden of adjustment from the state to the individual in the form of increasing tuition fees and decreasing services. While corporate capitalism speaks in the language of progressiveness, market relevance and vocational education, it is capitalist ideology of class relations as \self-evident laws\ of economic and political exploitation that is being promoted. Depoliticized education in the guise of educational choice is no substitute for a… [PDF]

Stamoulas, Aristotelis (2006). Forms of Infringement of the Right to Education in Contemporary Greek Educational Structures. International Education Journal, v7 n1 p74-84. The classical philosophical distinction between positive and negative rights poses the question about where education stands and draws an invaluable opportunity to explore the implications of this distinction in the context of modern Greek educational reality. This paper discusses education as touching the sphere of both right categories, by incorporating simultaneously a) prerequisites of state financing obligations (positive dimension), and b) patterns of people's free choice with respect to the received education (negative dimension). Contrary to these conditions, it is argued that the Greek educational system proves condemnatory for the realisation of education as a fundamental human right for two reasons. First, poor state financing pushes families to extended private expenditures, creating class dichotomies and making education a "public" good to be "purchased" on basis of people's social profile and economic ability. Secondly, the overwhelmingly centralised… [PDF] [PDF]

Cohen, Jonathan (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard Educational Review, v76 n2 p201-237 Sum. In this article, Jonathan Cohen argues that the goals of education need to be reframed to prioritize not only academic learning, but also social, emotional, and ethical competencies. Surveying the current state of research in the fields of social-emotional education, character education, and school-based mental health in the United States, Cohen suggests that social-emotional skills, knowledge, and dispositions provide the foundation for participation in a democracy and improved quality of life. Cohen discusses contemporary best practices and policy in relation to creating safe and caring school climates, home-school partnerships, and a pedagogy informed by social-emotional and ethical concerns. He also emphasizes the importance of scientifically sound measures of social-emotional and ethical learning, and advocates for action research partnerships between researchers and practioners to develop authentic methods of evaluation. Cohen notes the gulf that exists between the… [Direct]

(1998). Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy, and Sustainable Development for the Asia-Pacific Region. A UNESCO-APNIEVE Sourcebook for Teacher Education and Tertiary Level Education. This sourcebook is the outgrowth of a July, 1996 meeting held in Malacca, Malaysia, where the Asia Pacific Network for International Education and Values Education (APNIEVE) experts group articulated the Asia-Pacific longing for peace and harmony. The sourcebook is based on international education and values education, with emphasis on peace, harmony, human rights, democracy, and sustainable development in the region. Major emphases are placed on the meaning of Learning to Live Together, the core and related values needed to live together successfully and peacefully, and the development of learning experiences that will help teacher trainees and students actualize such values. Following an introduction, the sourcebook is divided into these chapters: (1) "The APNIEVE Philosophy"; (2) "The Asia-Pacific: Context and Conceptual Framework"; (3) "Education for Learning to Live Together"; (4) Guidelines for Teaching-Learning Materials and Sample Lesson Plans;… [PDF]

Eggington, William G., Ed.; Hall, Joan Kelly, Ed. (2000). The Sociopolitics of English Language Teaching. Bilingual Education and Bilingualism 21. Chapters in this volume include the following: \Policy and Ideology in the Spread of English\ (James W. Tollefson); \Linguistic Human Rights and Teachers of English\ (Tove Skutnabb-Kangas); \Official English and Bilingual Education: The Controversy over Language Pluralism in U.S. Society\ (Susan J. Dicker); \Non-Native Varieties and the Sociopolitics of English Proficiency Assessment\ (Peter H. Lowenberg); \The Social Politics and the Cultural Politics of Language Classrooms\ (Alastair Pennycook); \Educational Malpractice and the Miseducation of Language Minority Students\ (John Baugh); \Transforming the Politics of Schooling in the U.S.: A Model for Successful Academic Achievement for Language Minority Students\ (Shelley Wong); \Creating Participatory Learning Communities: Paradoxes and Possibilities\ (Elsa R. Auerbach); \Exploring the Spiritual Moral Dimensions of Teachers' Classroom Language Policies\ (Ramona M. Cutri); \Disciplinary Knowledge as a Foundation for Teacher…

(1976). Independence Compared and Contrasted: The United States and Mozambique [And] Whither the Struggle for Mozambique? Mini-Module. In addition to presenting background information on Mozambique's struggle for independence from Portugal, this module contains compare-and-contrast exercises and enrichment activities. The background discussion includes a historical sketch of political events prior to Mozambique's independence in 1975 and presents excerpts from the writings of two native political leaders. The lesson plan asks students to compare and contrast general features of British and Portuguese colonial empires; military aspects of the struggle for independence; the "critical period" in the United States and Mozambique after independence was won in each country; and human rights in each of the two countries after their independence. The enrichment activities encourage students to use their knowledge of Mozambique in an analysis of political, racial, and economic developments in Rhodesia and South Africa. A bibliography lists four books about Mozambique's political struggle and Portugal's collapse in… [PDF]

Mische, Patricia, Ed. (1994). Religion and World Order: Proceedings of the Symposium on Religion and Global Governance (Washington, DC, February 4, 1994). This proceedings focuses on religion and global governance, and addresses what kind of new world order will be present in the 21st century. Members of seven different religious traditions spoke from their perspectives on the contribution of religion to the development of ethical and humane systems of global governance, with special relevance to human rights, peace and conflict resolution, economic well-being, ecological sustainability and cultural integrity. The panelists interacted among themselves and with the audience on how the world's religions can contribute their traditions, memories, faith, and spirituality in a positive way to shape future global structures of mind and global political entities. In particular, they discussed: (1) proposed elements of a shared global ethic; (2) the requirements for a truly global civic society; (3) policies, systems, and instruments to support a global society; and (4) multi-religious strategies for advancing effective world systems. (EH)… [PDF]

Gillam, Scott (1995). Discrimination. Prejudice in Action. Multicultural Issues. This book for young readers explains what discrimination is and explores different types of discrimination and how they have developed over the years. Laws that make it more difficult to discriminate against others are described, and the struggle for human rights is outlined. Discrimination means acting unfavorably toward someone based on the group to which that person belongs rather than on the person's own merits. Prejudice is a belief or an attitude; discrimination involves an action that displays prejudice. When one discriminates, he or she considers the person, not as a person, but as a stereotype. Individual chapters discuss racial discrimination, gender discrimination, discrimination against homosexuals, age discrimination, and discrimination against people with disabilities. The future of discrimination in the United States is considered. A glossary and a list of 21 resource organizations are included. Twenty-one sources are listed for further reading. (SLD)…

Butts, R. Freeman (1988). The Morality of Democratic Citizenship: Goals for Civic Education in the Republic's Third Century. In recent years a number of political and educational leaders and groups have urged the nation's public schools to place a greater emphasis on teaching civic values and on educating students to become citizens. This book puts forth the civic values and ideas that schools should be teaching. The volume is not a handbook or curriculum guide, but is designed to broaden the perspective of curriculum specialists, textbook authors, teachers, and educational policymakers. In the first three chapters of this four-chapter book, the study of and learning about history, the study and learning about constitutional principles, and the study and learning about conceptions of citizenship are examined. The final chapter offers a set of 12 ideas and civic values that should suffuse teaching and learning in the schools. These 12 values are justice, equality, authority, participation, truth, patriotism, freedom, diversity, privacy, due process, property, and human rights. (DB)…

Sommers, Meredith; And Others (1993). Rigoberta Menchu: The Prize that Broke the Silence. An Activity-based Packet on the Relationship between Guatemala and the United States. This educational packet is produced as a tribute to Guatemalan activist and Nobel Peace prize winner, Rigoberta Menchu, and in honor of the Year of Indigenous People, 1993, as declared by the United Nations. The core of the packet is a simulation exercise based on an indigenous family in a Guatemalan village on the day the Peace prize was announced. The impact of the award is explored in the context of village life. The packet is organized around the themes of family, relationship on a global scale, and responsible leadership. The life of Rigoberta Menchu shows how events in her life led to her development as a leader. Background information is provided on Guatemala, and discussion questions and projects are provided to examine issues common to Guatemala and the United States, such as food supply, environmental pollution and human rights. Other sources of information include 6 videos and 8 references. (SLD)… [PDF]

Kaplan, Frank L. (1977). The Czech and Slovak Press: The First 100 Years. Journalism Monographs No. 47. Czech and Slovak journalism, which began with the revolutionary press of 1848 and 1849, became a dominant force in cultural and political life, after a brief repressive period in the 1850s. This study traces the evolution of modern Czechoslovak journalism from 1848 to February 1948, when the Communist party's rise to power forced a change in its orientation and mission. The first section deals specifically with the establishment of press traditions, and with growth and activism until the end of the First Republic in 1938. The second section focuses on the Communist party press, its origins, and the conflicts which arose from its given task, to reorient the nation toward a new political and socioeconomic course. Journalism is shown to have been an important weapon, utilized by an activist intelligentsia in the struggle against tyranny, absolute rule, and suppression of basic human rights. (JM)… [PDF]

Carroll, Diane, Ed.; Jain, Harish C., Ed. (1980). Race and Sex Equality in the Workplace: A Challenge and an Opportunity. Proceedings of a Conference (Hamilton, Ontario, September 28-29, 1979). These proceedings contain the addresses and panel and workshop presentations made at the September 1979 Conference on Race and Sex Equality in the Workplace: A Challenge and an Opportunity. (Purpose of the conference was to promote a better understanding of human rights legislation and current equal employment and affirmative action programs and to recommend action-oriented equal employment, compensation, and affirmative action policies.) Three welcoming and four opening addresses are presented first. Nineteen presentations made during three panels and three workshops are then provided. Topics for both the panels and workshops are equal pay, affirmative action, and seniority, promotions, and layoffs. Other conference addresses include (1) Promotions, Layoffs, and Seniority under the Antidiscrimination Laws of the United States, (2) I Recommend an "Industrial Relations" Approach to Race and Sex Equality in the Workplace, and (3) Implications for Policy-Markers, a summary of… [PDF]

Minority Cultures: Supplement to Primary Social Studies Guide [And] Minority Cultures: Supplement to Intermediate Social Studies Guide. The teaching guides are designed to aid students in the development of concepts and perceptions about minority cultures. Designed to supplement Ferguson-Florissant's minority program, the guides can be useful to other educators as a model and as a resource for learning activities in teaching ethnic studies. The elementary program focuses on three major concepts of freedom and equality for all members, inter-dependence between diversified peoples, and human rights. The major concepts presented in the intermediate program emphasize contributions of minority groups to civilization. Concepts center on pride in the heritage of all people, representation of many cultural groups by American patriots, and historical misconceptions of slavery. Within each concept are subconcepts and many different learning activities to aid in the development of each of the broader concepts. A bibliography concludes each unit. Listings are alphabetical by title, including the name of the publisher and the… [PDF]

Blakeley, Richard; And Others (1972). Physical Aspects of Residential Living 1972. The monograph presents four papers on the significance of the physical environment in residential facilities for retarded individuals which describe initial efforts to improve the physical characteristics of an institution serving a severely and profoundly retarded, as well as multiply handicapped, population. R. Scheerenberger considers the effects of the physical environment on the behavior of both residents and staff and notes implications for respect for human rights and dignity. A new interior design program for the institution is described by A. Hobbins to include home-like surroundings and promotion of greater sensory-perceptual experiences. K. Bongers explains the institution's romper room program for children under 7 years of age which stresses integration of sensory-motor learning experiences and has required that special equipment be designed. The final paper, by R. Blakeley, encourages the development of a physical environment which will optimize development and minimize… [PDF]

Campbell, Ed, Ed.; Wilkinson, Sylvia, Ed. (1971). Change: A Handbook for the Teaching of Social Studies and English. Project Change was a curriculum development and teacher training effort to improve the quality of education in 13 North Carolina public school systems. The project was carried out by a corps of resource teachers. Their responsibilities included: (1) the development of curricular materials in the language arts-social studies area; (2) the in-service training of teachers in local units during the school year; (3) the direction of leadership workshops aimed at training administrators and potential administrators in the understanding of new instructional media and theory; and (4) the organization of, and participation in, local summer school programs. The curricular materials are contained in this handbook. The units of study are: I. Change on the American Scene–Human Rights, Weapons, and Technology; II. The Student; III. Comparative Governments; and IV. The Arts. A film directory, game directory and bibliography on gaming, and additional study units that are available are included. (DB)…

(2001). Education International Annual Report, 2001. In 2001, Education International (EI) achieved a high level of program implementation. This report provides a summary of that action. It is the first annual report and the last dealing with an earlier approach to programming. Following a review of ways of enhancing membership participation, the EI World Congress adopted a new approach to the program and budget for 2002-2004, based on strategic objectives. It is intended that future annual reports provide a basis for evaluation of success in achieving or working toward those objectives. The report is divided into ten sections: (1) "Progress Report"; (2) "Introduction"; (3) "Governing Bodies and International Relations"; (4) "Human Rights and Equality"; (5) "Education and Employment"; (6) "Development Cooperation"; (7)"Information"; (8) "Administration"; (9) "Financial Report"; and (10) "Membership List." (BT)… [PDF]

Davis, William (1999). Terrorist or Freedom Fighter: Whom Can We Trust? Grade 10 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. In the past 50 years many political organizations have attempted to seek redress from repressive governments. Many have used methods considered to be terrorism. The United Nations (UN) is interested in establishing a set of guidelines dealing with the prevention of terrorism. This unit focuses on several questions that attempt to define terrorism. Students will research a historical or current political organization that has attempted to affect a tremendous change, label the political organization either terrorist or freedom fighter based on its goals and actions, and develop both a definition of terrorism and a policy for dealing with terrorists without violating human rights as established in the UN Declaration of 1948. Students are provided with background information, detailed instructions, online resources, and reflection questions. The teacher's notes describe the unit's purpose, explain its correlation to history/social science standards, and suggest day-by-day teaching… [PDF]

Montgomerie, Craig; Zaparyniuk, Nicholas (2005). The Status of Web Accessibility of Canadian Universities and Colleges: A Charter of Rights and Freedoms Issue. International Journal on E-Learning, v4 n2 p253-268. The fundamental ideal that access to education and information as one of our basic human rights must not be neglected in the electronic information age. This ideal however is not being met in the area of postsecondary Web accessibility. This study surveyed 350 postsecondary institutions in Canada to evaluate their level of Web accessibility in November 2001, and again in November 2002. Using the Centre for Applied Special Technologies accessibility tool, Bobby[TM], we found that 14.9% of postsecondary institutions surveyed were free of priority 1 errors in 2001 and 19.9% in 2002, and only 1.7% in 2001 and 5.5% in 2002 were free of both priority 1 and priority 2 errors. The specifics of these errors however, reveal that once the issues for those with disabilities and the Web are recognized, they can be easily addressed. (Contains 2 figures, 2 notes and 4 tables.)… [Direct]

Harris, Ian M. (2004). Peace Education Theory. Journal of Peace Education, v1 n1 p5-20 Mar. During this past century there has been growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse and domestic violence, and a corresponding growth in the field of peace education where educators, from early child care to adult, use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. This paper traces the evolution of peace education theory from its roots in international concerns about the dangers of war to modern theories based on reducing the threats of interpersonal and environmental violence. This paper reviews ways that peace education has become diversified and examines theoretical assumptions behind five different ways in which it is being carried out at the beginning of the twenty-first century: international education, human rights education, development education, environmental education and conflict resolution education. (Contains 1 note.)… [Direct]

Tibbitts, Felisa (2006). Learning from the Past: Supporting Teaching through the "Facing the Past" History Project in South Africa. Prospects: Quarterly Review of Comparative Education, v36 n3 p295-317 Sep. This article presents an innovative professional development project, "Facing the Past-Transforming Our Future," developed collaboratively by the Western Cape Educational Department, the Cape Town Holocaust Centre (CTHC), and the US-based teacher professional development organization Facing History and Ourselves (FHAO). "Facing the Past" was designed to support teachers in the introduction of the new South African history curriculum and, in particular, the 9th grade history requirement to teach human rights issues during and after the Second World War. Two major components of the 9th grade content framework are Nazi Germany and the Holocaust and apartheid South Africa. The South Africa programme mirrored FHAO's approach by creating teaching resources linked with the history curriculum and by providing sustained trainings, workshops, and ongoing classroom support. While meeting both the content and skill requirements of the new history standards, "Facing the… [Direct]

Lansdown, Gerison (2005). Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36. Bernard van Leer Foundation (NJ1) "Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments,… [PDF]

Peeters, Yvo J. D. (1987). A Documentation of Ethnic Conflict and Nation Building: Discussion Papers in Geolinguistics, No. 11. Revised Edition. This document presents a bibliography of the literature on ethnic and minority relations problems in Europe. Part 1 consists of a select bibliography which covers the period 1960 to 1985 and primarily contains European and North American materials. These materials (247 books and reports) document the effort of scholars to force the international community to deal with the matter of human rights and minorities. The bibliography includes French, German, and English research materials. The entries are alphabetized by author and include the title, publisher, and date of publication. Part 2 includes periodicals in which scientific contributions are published. Each of the 19 periodical listings includes the name of the periodical, editor, number of times published during the year, and address of the publisher. Part 3 is a listing of international non-governmental organizations concerned with the protection of the rights of ethnic groups. The goals of each of the 23 organizations are…

Wendelbo, Harald Arni (1986). What Audience for European Television?. This discussion of the audience for European television argues that satellite television has taken an upside-down approach, i.e., it has begun by focusing on the hardware, and then the software, before checking to see if there would be a user at the end of the line willing to pay for the whole operation. "European television" is then defined as being pluri-national in origin and multilingual in transmission, and some of the technical, organizational, and programming problems that must be solved are discussed. The characteristic features of the European audience are described, and the issues involved in finding an audience that is both receptive and productive are considered. Actions taken by the Council of Europe in an effort to strike a balance between the necessary development of media technologies and the defense of the audience's fundamental rights and freedoms are briefly described. The paper concludes by suggesting some ways of finding an audience while respecting…

Gonzalez-Gaudiano, Edgar (2005). The Decade of Education for Sustainable Development: Challenges and Opportunities in Mexico. Applied Environmental Education and Communication, v4 n3 p273-275. The international implementation plan for the Decade of Education for Sustainable Development (DESD) identifies four elements for the achievement of sustainable development through education: (1) recognising the challenge; (2) collective responsibility and constructive society; (3) acting with determination; and (4) the indivisibility of human dignity. These four structural elements make reference to desirable principles of basic education, the realignment of current educational programmes, the raising of public awareness, understanding the meaning of sustainability, and training. The principles in turn refer to objectives that define the goals and areas of action that it is hoped will be dealt with during the Decade, including eradication of poverty; gender equality; promotion of health; environmental conservation and protection; rural transformation; human rights; sustainable production and consumption; and information and communications technologies. This article explores the… [Direct]

(1969). [Metis Study Tour Report.]. A 14-day tour by field workers was designed to obtain a minimum of information for purposes of policy making by the Indian Association of Alberta. The principal Metis centers in the Province of Alberta were visited, and interviews were conducted in Edmonton with government and private agencies. Fact and opinion are intermingled throughout this presentation, which points out the serious problems currently affecting the Metis community in Alberta. Observations of the recording secretaries of the tour are presented on community development programs, culture, education, health, housing, jobs, land, law, Metis attitude, organization, welfare, white attitude, alcoholism, human resources, extension services, cooperative services, human rights, manpower, and rehabilitation. On the basis of 14 days of intense observation and discussion, 22 recommendations were formulated and are presented in the document. The appendix is a brief report presented by a university student relevant to education… [PDF]

Nelles, W. (2005). Education, Underdevelopment, Unnecessary War and Human Security in Kosovo/Kosova. International Journal of Educational Development, v25 n1 p69-84 Jan. This paper examines educational linkages to persistent conflicts and contemporary security challenges in Kosovo. It reviews some historic foundations, debates and socioeconomic contexts concerning education as a security issue. It argues that poverty and underdevelopment coupled with failed diplomacy (particularly surrounding a 1996 "Education Accord")-with inappropriate militarized responses to disputes amidst broader and chronic lack of attention to education concerns-contributed to human rights abuses, violent civil conflict and a major war in 1999. Without justifying violence on either side, the paper shows how both Albanians and Serbs were both responsible for abuses in different periods while education was a contributing factor. The paper further discusses how education has (problematically) been part of the human security building and "reconstruction" process after NATO 1999 while many issues that led to international military intervention remain unresolved some 5 years… [Direct]

Cederquist, Jonna (1987). Meaning and Diversity. College second language instruction can no longer afford to apply uniform methods and curricula to an increasingly diverse student population. To be realistic, it must be integrated with individual interests, attitudes, personality, and values. The best approach is for students to go individually to the countries of their target languages. The next best strategy is to send them in groups. The minimum stay should be a year. Because different languages do not correspond word for word, language learners must have the experience of explaining their own history and culture in the target language. Language learning content should include issues of contemporary importance, because intercultural communication on current developments in human relations, human rights, cultural heritage, peace and international understanding is vital. Semiotics, seen as both a game and a scientific enterprise, can help to renew enjoyment and appreciation of literature. The social aspects of meaning in language…