Recognizing that the term "global education" has become commonplace but, too often, is put forward without adequate substance, this proposal seeks to envision a foundational higher education for the twenty-first century. The authors believe it is important to imagine an education fit for global possibilities because theirs has become a world in which connections and consequences reach across borders and leap oceans. For much of the nineteenth and twentieth centuries it may have been appropriate to frame education in national terms. The challenges of the twenty-first century--the possibilities of prosperity, of peace, of health, of fulfillment--all unfold on a global stage. They know that there are many approaches to higher education across the world, some more narrowly focused on preparation for vocation, some aiming to educate the whole person. They intend to articulate the main features of any education that can be truly adequate to global challenges. In relation to current educational systems around the world, this is an approach that is generally more interdisciplinary, more collaborative, and more attuned to stewardship than to instrumental effort or narrow self-interest. (Contains 3 notes.)