 This is what fueled Martí’s concern that the Eurocentric universities of Latin America offered no “analysis of elements peculiar to the peoples of America” (Martí 1999, 114). As a result of their European or U.S. based curriculum, “the young go out into the world wearing Yankee or French spectacles, hoping to govern a people they do not know” (ibid). Marti despised the concept of race, held that racism was a sin against humanity, and sought to undo the racism that the Spaniards institutionalized in the colonial era (Schutte 2011). But he also held that new societies must come to understand and address the fact that different groups had distinct histories with their own “vital and individual characteristics of thought and habit…” (Martí, 119) Eurocentric curricula are not universal, but particular, and may have only partial relevance outside Europe. Writing some decades later, the philosopher Leopoldo Zea echoed Martí’s warning and argued that philosophical approaches need to address human and cultural specificity (Zea 1986).