ALTHOUGH THE NUMEROUS INCIDENTS OF TRANSNATIONAL TERRORISM CHALLENGE SCHOLARS TRYING TO DEVELOP A CONSENSUS ON THE LEGAL MECHANISMS SUITED TO COMBAT TERRORISM, EDUCATORS IN THE AREA OF INTERNATIONAL AFFAIRS ARE EQUALLY CHALLENGED IN THEIR ATTEMPTS TO TEACH ABOUT TERRORISM. FROM CLASSROOM EXPERIENCES AND FROM THE DEVELOPMENTS OF THE CONSORTIUM FOR INTERNATIONAL STUDIES EDUCATION, POSSIBLE APPROACHES ARE DERIVED FOR INSTRUCTION ON TERRORISM SUITED FOR COURSES ON FOREIGN POLICY AND THE PROBLEMS OF POSTINDUSTRIAL SOCIETIES. SUCH COURSES SHOULD PROVIDE STUDENTS WITH A SET OF CONCEPTS AND SKILLS TO INCREASE THEIR ABILITY TO BE INDEPENDENT THINKERS ABOUT TERRORISM IN THEIR WORLD. STUDENTS OUGHT TO BE ABLE TO DEFINE AND DISTINGUISH BETWEEN THE STATE AS A TERROR AGENT AND THE ACTS OF NON-STATE TERRORIST GROUPS. THEY SHOULD UNDERSTAND THE APPLICATION OF A PARTICULAR CONCEPTUAL FRAMEWORK FOR ANALYZING TERRORISM TO EACH TERROR GROUP THEY STUDY. IN ORDER TO SUCCESSFULLY DEFEND THEIR OWN VIEWS, STUDENTS SHOULD BE ABLE TO RECONCILE VALUES OF FREEDOM AND JUSTICE IN A WORLD OF INCREASING VIOLENCE. INSTRUCTORS WILL USE LIBRARY RESEARCH, ACTIVITIES, FILMS, SIMULATION, AND GAMING TO MEET THESE OBJECTIVES. THE RESOURCES OF A COLLEGE LIBRARY WILL ENABLE STUDENTS TO INVESTIGATE DAILY NEWS SOURCES AND ANALYZE THE IDEOLOGY AND ETIOLOGY OF DIFFERING TERRORIST GROUPS. DOCUMENTARY FILMS, SCENARIO GAMING, AND SIMULATION TECHNIQUES HELP FACILITATE STUDENTS' UNDERSTANDING OF THE DYNAMICS OF TERRORISM AND THE COMPLEX POLICY ISSUES WHICH TERRORISM RAISES. SIMULATION ASSIGNMENTS MAY REQUIRE STUDENTS TO PREPARE RECOMMENDATIONS FOR CRISIS MANAGEMENT BY THREATENED OR NEGOTIATING GOVERNMENTS. CHARTS AND REFERENCES ARE PROVIDED. (TWK)