Fernando M. Reimers et a].

v. The recognition of cultural (civilizational, religious, or eth—
nic) prejudice and the ability to minimize its effects in in—
tergroup dynamics

vi. An understanding and appreciation of cultural variation in
basic norms of interaction, the ability to be courteous, and
the ability to find and learn about norms appropriate in
specific settings and types of interaction

2. Ethical orientation

A.
B.
C.

Appreciation of ethical frameworks in diverse religious systems
Commitment to basic equality of all people
Recognition of common values and common humanity across

civilizational streams

. Appreciation of the potential of every person regardless of so—

cioeconomic circumstances or cultural origin

Appreciation of the role of global compacts such as the Universal
Declaration of Human Rights in guiding global governance
Commitment to supporting universal human rights, to reduc—
ing global poverty, to promoting peace, and to promoting sus—
tainable forms of human—environmental interaction

Ability to interact with people from diverse cultural backgrounds
while demonstrating humility, respect, reciprocity, and integrity
An understanding of the role of trust in sustaining human inter—
action as well as global institutions and recognition of forms of

breakdowns in trust and institutional corruption and its causes

3. Knowledge and skills
In addition to highlighting the cosmopolitan links infused

in the curriculum, as Kandel recommended a century ago,

a global education curriculum should provide students with

the knowledge and skills necessary to understand the various

vectors of globalization. These include culture, religion, history

and geography, politics and government, economics, science,

technology and innovation, public health, and demography.

lViii