In this article, the author investigates the role that world history might play in reshaping the liberal arts to better serve a twenty-first-century world that is increasingly interconnected, plural, and "globalized." While "Western civ" courses and perspectives are much less influential today than they were in the first seven decades of the twentieth century, much remains to be done to counter Eurocentric perspectives in the liberal arts--including in the discipline of history. A careful and considered conceptualization and presentation of world history can help students and educators transcend all sorts of boundaries and borders--cultural, "civilizational," theoretical, disciplinary, temporal, and geographical. Students and instructors can move beyond limited national or regional perspectives to consider wider continental and hemispheric histories, if not the world as a whole. One can also try to transcend Eurocentric historiographical perspectives or models by trying to incorporate some of the insights of postcolonial theory and criticism, especially regarding the need for plural and heterogeneous histories. Good world history--which is defined and discussed further in this article--would thus contribute to the nurturing of more inclusive, empathetic, and informed "global citizens" who would have a flexible and critical approach to life and learning and more multicentric, complex, and cosmopolitan understandings of their own societies and the world at large. (Contains 5 notes.)