ABSTRACT
This chapter reviews the broad contours of certain controversies both about world affairs in general and also the functions of education in particular. It considers main ways in which world studies can be said, independently of such controversies, to be of concern to the moral educator. The chapter also reviews clusters of practical approaches which are developed in many educational institutions in Europe and the U.S.A. — games and simulations, and the idea of community education. The study of contemporary world affairs features increasingly in the syllabuses of secondary schools, and in the courses of institutions of higher education. It takes place within the context of traditional academic disciplines, including the social sciences, and also through interdisciplinary approaches, in courses named 'international relations', 'international education', 'peace education', 'conflict studies', 'world studies', 'contemporary studies', and so on. In the light of considerations about the moral dimensions of world studies broad generalizations can be made about the practical design of learning experiences.
