Martha Nussbaum, whose major field of research and writing is reform in education, has a major focus on what constitutes a liberal education . . . a “wider ideal . . . a cosmopolitan education, an education for world citizenship”. . . making students into “citizens of the world,” people who can interact competently and respectfully with people and cultures from around the globe. According to Nussbaum, there are “three capacities . . . particularly important to a cultivated humanity. First, one should be able to reflect critically on oneself and one’s traditions, accepting no belief or tradition until it has survived ‘reasons’s demand for consistency and for justification’ . . . Socratic, critically reflective education teaches students ‘to think for themselves.’ Second, one should be able to see oneself not simply as a citizen of a particular locale or a member of a particular group, but also and ‘above all’ as a human being ‘bound to all other human beings by ties of recognition and concern.’ Third, one should possess narrative imagination; one should, that is, be able to understand the world ‘from the point of view of the other.’ These are not the only three capacities that ‘intelligent’ citizenship requires, but they are the guiding aims of world citizenship.” In this view of global citizenship one does not have to give up a national identity, but could exist in multiple citizen contexts, as long as one is willing to accept the humanity of people wherever found and under any condition.