The rapid pace of change throughout this century in both developed and developing societies has made forecasters of educators the world over. They are joined across the decades and across national and cultural boundaries with the belief that children should be educated for what is always a combination of existing and anticipated states of affairs. They are continually'updating'and'modernizing'the school curriculum.

This is no easy task. First, the rate and volatility of modern social change make school renewal an endless task. The job is never done. Second, the difficulty of forecasting makes school renewal inevitably off-target. The job is never done'just right'. Third, value conflicts within societies make the school a hotly contested social space. Stakeholders argue vehemently over aims and procedures. In Japan, for example, educators struggle to internationalize the curriculum, which they believe has been insular and chauvinist; at the same time, nostalgia for homogeneity and exceptionalism is palpable. Amid the perennial updating, school renewal efforts have been largely national and local as distinct from international. The tools and perspectives employed by educators in these nations thereby have been limited in perspective and reach. The national and intra-national cast of their work has accomplished some goals, of course, among them nation-building, employment-training geared to the local political economy, and military-industrial competition with other nations. Other goals, however, are removed from consideration or placed so far out on the periphery of concerns as to be taken seriously by almost no one, even if they are included with some regularity in official school documents. Chief among these concerns is shared problem-solving on international and cross-cultural problems and, thereby, the cultivation of multidimensional citizenship. Even today's reform efforts aimed at'global education'or'internationalization'often proceed in ways that are heavily nation-bound. Local and/or national committees, along with textbook authors, do most of the actual school decisionmaking work, and, because they are no more able than the rest of us to transcend their vantage points, their work is constrained by local and/or national conceptual frameworks. It could not be otherwise. No one works on neutral ground. In this chapter we report the research team's attempt to draw implications for educational practice from the consensus findings of the nine-nation expert panel. Our work shares some similarities with the conventional approach to school