ABSTRACT
Since the 1960s, there has been a revival of interest by social scientists, educators, and policymakers to consider ways of developing programs and learning experiences for children that would enhance their ability to function in an ever-changing multicultural world. Clearly, some of the attempts to create cross-cultural models, whether for the schools or the broader society, have not always met with philosophical and programmatic consensus. The same lack of methodological agreement has been true for the research paradigms that have emerged to evaluate the effectiveness of the cross-cultural beliefs and worldviews held or learned by children. Whatever the direction or philosophical base related to cross-cultural programs and educational curricula, few people would deny the importance of having developing children learn from an early age the values inherent in the respect, civility, and dignity that should be given to a person who is of a different ethnicity/race, religion, gender, and age from themselves.
