Edwin Oldfather Reischauer, Harvard Professor (Emeritus), and former U.S. Ambassador to Japan, in a marvelous book titled Toward the 21st Century: Education for a Changing World, 1973, proclaims the following theme:

  . . .the world community we must develop will never come into being or operate successfully unless the bulk of the people feel themselves to be members of a world community — that is, unless they develop a sense of world citizenship.
      This is clearly the biggest educational task of all, for millenniums of history have conditioned men to think in terms of smaller and more exclusive units, while suspicion and hostility toward other groups lie deep in their patterns of thought. [emphasis added]

 . . . .Before long, humanity will face many grave difficulties that can only be solved on a global scale.  For this there must be a much higher degree of understanding and a far greater capacity for cooperation between disparate peoples and nations than exist now.  Education, however, as it is presently conducted in this country—and in every country in the world, for that matter—is not moving rapidly enough in the right direction to produce the knowledge about the outside world and the attitudes toward other peoples that may be essential for human survival within a generation or two.
      This, I feel, is a much greater international problem than the military balance of power that absorbs so much of our attention today." (p. 4.)  [underlining for emphasis]

"most people are probably not conscious that our traditional education is overwhelmingly about our own particular group, and thus tends to build a strong sense of identity with it, to the exclusion of the other members of the human race who do not qualify for membership." (p. 179.)

 We hold these truths to be self evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty...

". . . . A sense of world citizenship embracing all national groupings and the acceptance of ethnic diversity within our own nation are really two sides of the same coin.  Both accent the universality of man and help place the national unit in proper perspective as only one of several successive levels of human organization.  The focus on mankind and his civilization as the subject of education includes the ethnic minorities in a way that a narrow focus on the dominant national tradition does not.  They, too, share fully in this common human heritage.  A realization of this point could make their search for identity less agonizing to them and less threatening to others.  Thus education for world citizenship could prove of great value in this seemingly very different direction." [emphasis added]

 "... a reorientation of education so as to give young people everywhere a sense of the shared interests and basic ONENESS OF MANKIND and to prepare them for effective participation as members of a world community is, I believe, a clear necessity for human survival in the twenty first century." (p. 195.)  [emphasis added]