The global education ideology detailed in this essay results in excessive breadth of coverage as well as a lack of rigor in the study of world history and the evaluation of other cultures. In its most concentrated form, it instills a deep skepticism about the political worth of the nation-state and support for a divisive, anti-western form of multiculturalism. It claims to offer a broader, more tolerant approach to world culture and history. And it claims to offer students a more active learning experience, one that will move them to participate as global citizens in building a better world. But in fact, by suppressing the student's natural tendency to make--and to want to make--moral judgments; by relentlessly denigrating the student's core western cultural heritage; and by pandering to the supposed victim status of some cultures in relation to others, this ideology is a recipe for further alienating a generation already too comfortable with a fashionable distrust of authority.