Georg-Eckert-Institut für Internationale SchulbuchforschungRodrigue, Barry2016-04-262016-04-262009-12-04http://repository.gei.de/handle/11428/90Kostenfreier Zugang. - Lizenz: creative commons: by-nc-ndThe inclusion of large-scale studies in the world’s educational systems is of great importance for resolving the most serious problems that humans face today. In the United States, the development of such macrohistorical studies began with courses in Western Civilization a hundred years ago. Global studies came to be increasingly offered in universities after World War II and evolved in two directions. The first developed into Globalization Studies, a hierarchical model that was discipline-based and focused on power-relationships in regions and markets. The second was a mondalization or horizontal model, which was interdisciplinary and used the entire world as a reference point. Similar academic models also came into existence around the world that paralleled this U.S. experience in Macrohistory. A problem that today’s scholars face is how to reconcile these two visions, not only for global benefit but for our very own survival. One suggestion is to continue moving with the current trajectory and adopt a model of mega-studies, such as the example provided by Big History.1 Online-Ressource (PDF-Datei: 12 Seiten; 222 KB)engOnline-Publikation722407688urn:nbn:de:0220-2009-00637http://www.edumeres.net/urn/urn:nbn:de:0220-2009-00637GeschichtsbewusstseinGeschichtsdarstellungGeschichtsunterricht