Global human interdependence has been a factor in shaping the world environment in the 1980s and will continue to be so in the 1990s and beyond. To cope positively within the environment, adolescents need to be exposed to values, social attitudes, and human relation practices congruent with this emerging reality. The article asserts that meaning and direction in social studies education come from linking education with a specific philosophy of life and calls for human understanding and empathy as a basis for curriculum design. The author outlines a conceptual model to demonstrate this feasibility.
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