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The deepening and widening process of globalization and regionalization requests a fundamental reconstruction of traditional teaching and learning methodology in Politics Education. The process demands not only a deep understanding in relation to the complex connection between domestic and internati...

The deepening and widening process of globalization and regionalization requests a fundamental reconstruction of traditional teaching and learning methodology in Politics Education. The process demands not only a deep understanding in relation to the complex connection between domestic and international politics but also an integration approach by which an inter-disciplinary methodology including Politics, Economics, Sociology, Cultural Studies, Geography, and History can be adopted and accomplished. In this context, Politics Education in the secondary school harshly confronts the unvoidable pressure to reorganize its text contents and teaching and learning methodology. In other words, an integrative and inter-disciplinary approach combining various sub-disciplines in Social Studies Education is being accepted as the demand and compulsion of the times. The reasons why this paper tries to critically review high school International Relations(IR) Education are mainly two-fold. First, the pervading globalization and regionalization process itself intensifies the need to enlarge high school IR Education and to critically review current practice and contents of high school IR Education. Second, there has been absolutely no academic and critical research on high school IR Education. This paper begins with a critical review of the text contents and are-definition effort of the core concepts wrongly explained in the text and then finishes with several suggestions for the improvement of high school IR Education.

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