This document on teaching about the effects of the world on everyday lives argues that this knowledge does not come naturally because of the traditions in teaching and research in international relations. This field of study traditionally has focused on the relations between territorial states in the interstate system, and on the foreign policies of these states. Emphasis has focused primarily on conflicts and wars among the big powers, and on their efforts to control part or all of the interstate system. While the powerful states have had a tremendous impact on the lives of people throughout the world, teaching and research traditions tend to incapacitate most people for effective participation in the development of the foreign policies of their state. Foreign policy making is taught as an observer sport. As a result, individuals only begin to comprehend how they are directly involved in decisions to wage war or overturn regimes. Many people in local communities do perceive their relationships with the world and are able to cope effectively. Two examples are: (1) people in business who manage the headquarters of transnational corporations and their branches located in towns; and (2) those who "think globally and act locally," groups like Amnesty International and those that urge global education efforts. These people have overcome the disabilities of state centered international education and perceive ways in which they as individuals, and their local communities, are involved in global issues. Teachers must acquire the capacity to perceive world relations in their daily life. (DK)