In a discussion of the importance of involving study of the humanities in teacher education, it is pointed out that the concept of the humanities must be broadened to include the important civilizations which have flourished outside of Western culture. The history of the rise of the Global Education Movement is traced, and the differing approaches to studying and understanding unfamiliar cultures are analyzed. It is suggested that while the humanities offer the greatest potential for studying cultural particularism, it is ironic that the humanities as they are now constituted are one of the most culture-bound and parochial domains of western knowledge, and, as they are now taught, increase the parochialism and western ethnocentricism of the students who study them. (JD)