Anthony J. Palmer's paper continues an absolutely necessary discussion on the general education core curriculum for American undergraduate students. Initially, Palmer summarized the global conditions with which we are presently confronted. This discussion led him to the reexamination of the general education core at the undergraduate level. The goal of such education should be to "prepare students to develop a world where haphazard processes be minimized. To accomplish that goal, the student must be enabled to integrate a wide variety of facts and ideas, theories, and applications that will become holistic in substance and unified in practice." More specifically, he then focused on the general education courses for music education students and finally, since the current concept is failing in presenting integrated knowledge, he proposed a new philosophy of the general education core. This new philosophy contains three steps: (1) cultivating personal qualities, (2) understanding multiculturalism, and (3) understanding the complexities of humanity itself and its relationship to the earth. The author finds this philosophy to be intriguing and feels that it deserves a broad discussion. To begin the discussion, Nico Schuler, raises some fundamental issues. Such a philosophy of general education cannot exist as a pure philosophy of the undergraduate general education core (nor can it specifically focus on music students). The ultimate goal of such a philosophy must be to turn toward the general education core of all levels of education, especially beginning with the youngest age groups. A student, educated according to existing philosophies up to age eighteen, will have the hardest time in suddenly connecting the various areas and fields of study in a globalized worldview. The reasons for this problem are cultural. At eighteen, students are culturally so formed that a new cultural opening is hardly possible. The philosophy should, instead, focus on the spiral that professors stimulate: graduates are the teachers of the next generation, some of whom become teachers and will educate the following generation. The author believes that Palmer's goal can only be reached if the focus is put on the general education of all ages, and then stimulate a slow but continuous change throughout the next generations. This change may exploit the cultural open-mindedness of students of all ages within the educational and cultural limitations that were set by their previous education. Indeed, such cultivation in early adulthood can benefit university students, as Palmer states, but cultivation at such a late stage is limited.