GCED as having two strands. Worldmindedness, the first strand, refers to understanding the world as one unified system and a responsibility to view the interests of individual nations with the overall needs of the planet in mind. The second strand, Child-centeredness, is a pedagogical approach that encourages students to explore and discover on their own and addresses each learner as an individual with inimitable beliefs, experiences, and talents. Holistic Understanding. The Holistic Understanding perspective was founded by Merry Merryfield, focusing on understanding the self in relation to a global community. This perspective follows a curriculum that attends to human values and beliefs, global systems, issues, history, cross-cultural understandings, and the development of analytical and evaluative skills. Philosophy Global citizenship, in some contexts, may refer to a brand of ethics or political philosophy in which it is proposed that the core social, political, economic, and environmental realities of the world today should be addressed at all levels—by individuals, civil society organizations, communities, and nation states—through a global lens. It refers to a broad, culturally and environmentally inclusive worldview that accepts the fundamental interconnectedness of all things. Political, geographic borders become irrelevant and solutions to today's challenges are seen to be beyond the narrow vision of national interests. Proponents of this philosophy often point to Diogenes of Sinope (c. 412 B.C.) as an example, given his reported declaration that "I am a citizen of the world (κοσμοπολίτης, cosmopolites)" in response to a question about his place of origin. A Tamil term, Yadhum oore yaavarum kelir, has the meaning of "the world is one family". The statement is not just about peace and harmony among the societies in the world, but also about a truth that somehow the whole world has to live together like a family. Psychological studies Global pollsters and psychologists have studied individual differences in the sense of global citizenship. Beginning in 2005, the World Values Survey (WVS), administered across almost 100 countries, included the statement, "I see myself as a world citizen". In the WVS Wave 6, conducted from 2010 to 2014, across the globe 29.5% "strongly agreed" and another 41% "agreed" with this statement. However, there were wide national variations, as 71% of citizens of Qatar, 21% of U.S. citizens, 16% of Chinese, and just 11% of Palestinians "strongly agreed". Interpreting these differences is difficult, however, as survey methods varied for different countries, and the connotations of "world