Several central concerns of Canadian multiculturalism: promotion of the principles of equality, individual acceptance, and understanding and respect for diversity are quite common to the social studies area in particular. The paper examines the quest to avoid emphases on human differences and instead to stress commonalities. This rethinking of human relations, social outlook, and ideas of personal self-esteem is probed, as well as classroom activities to foster effective positive self-images. The apparent causes for the lack of appreciation for cultural diversity is outlined from a historical perspective. Both the role of the educator in dealing with these facts and the search for alternative approaches to achieving cultural pluralism present many difficulties, but the renewed campaign of social science for a recognition of the predispositions universal to all forms of society provides a useful focus. Six recommendations to aid teachers in the theme of universalism are presented. The paper concludes with a discussion of the educational implications of emphasizing universals and treating "differentness" in such a way that it will be practically and pedagogically operationalized as an essential ingredient in the completing process of the human family. A footnote section is included. (TRS)