There has always been a sizeable gap between public and national interests and needs and the capacities of a society's educational system to respond adequately thereto. Both teaching and scholarship are by their very nature conserving disciplines heavily involved with the preservation, elaboration, and passing on of a heritage of experience and knowledge acquired over great lengths of time. When one considers the degree to which our own national intellectual heritage is derived from the classical and Judaeo-Christian traditions, therefore, it is not at all surprising that our educational system should be profoundly Eurocentric in both form and content. But if it should persist in so confining a bias at a time when the central tendencies of the major technological, economic, and political developments of the past several centuries have been the compacting of global space, the convergence of cultures, and the emergence to positions of increasing salience and importance of an ever-expanding array of non-Western people, states, and interests, is this not cause for serious national concern?