Philosophy courses are seen to be the ideal way of developing this form of criticality, although Socratic dialogue can be built into any subject. ‘ World citizenship’ relates to the moral and political position advocated by the Cosmopolitans, but also entails particular forms of knowledge that enable one to function in an international environment. Lastly, there is a narrative imagination, referring to ‘the ability to think what it might be like to be in the shoes of a person different from oneself, to be an intelligent reader of that person’s story’ (Nuss-baum 1997: 10-11). Studying literature is particularly important in developing this quality, although all the arts and humanities have a role. For this reason, some of the specific recommendations for the curriculum are bounded by that context - for example, the ‘culture wars’ regarding the literary canon. Other aspects, such as the defence of a broad curriculum including arts and humanities, and resistance to a narrow technological focus, are relevant for all levels of education.