ABSTRACT
During the 1960s there was a convergence in the respective thinking of the conceptual revolutions in curriculum theory and the 'new geography'. One of the consequences of the social and environmental determinism and political jingoism found in both secondary and primary texts up to the 1960s was an increasingly sceptical reaction, not least in primary schools, as to the value of the subject in the curriculum. The chapter compares the strengths and weaknesses of a world studies-type issues-based or issues-dominated approach, and those of an issues-permeated scheme implemented through a distinctively geographical framework. It offers a case of fast-food chain, McDonald's as an example for issues-permeated approach, a trans-national firm. It is a capitalist, transnational, fast-food, American chain: four key words in the demonology of many social and environmental educationists, and indeed of welfare geographers. Games and simulations have consistently been regarded as a formative way of pursuing experiential, enquiry- and issues-based geographical activity.
