ABSTRACT
In the future it may become increasingly absurd to talk about ‘international’ schools. We can and do expend great quantities of ink or breath attempting to define what we mean by international. But we may forget that we are heading in all likelihood towards a future where global issues are an inescapable part of all educative process. The internationalization of curriculum content is merely an awakening to the fact that all mankind has, at a reductionist level, two common concerns: survival now, and survival in the future. This analysis may appear stark or sterile. Bundled within it there is, of course, a range of other core priorities: growth, renewal, adaptability, well-being. Each of these in turn can be subdivided into increasingly sophisticated sub-sets of learning priorities. But how much time do we devote to asking bold questions about which of these priorities are core subsistence issues, and which are ‘higher level’ areas? What is the place of thought, or logic, or spirituality, or philanthropy, or ecology? Or indeed numeracy, literacy or communication? Or love and hate? And which of these issues are anything other than international?
