Contemporary discussions on cosmopolitanism and cosmopolitan education fail to reflect on what the world might in fact mean: they tend to focus on arguing whether universalism or localism is better or how we can build a tolerant society with critical and open dialogues. This study attempts to overcome this problem and describe the outstanding nature of world citizenship education as the new art of cosmopolitan education by starting from considering the world itself. First, I overview the discussion on the world in Western and Eastern education, and then, I examine the idea of the world in Western and Eastern philosophies. Through this investigation, I formulate the world as a spatial realm of dynamic totality. Furthermore, I explore world citizenship education based on the idea of the world and suggest that we need to consider not only the major but also the minor voices, as well as to create fundamental ends, and moreover, we are required to ask about the world itself and live and experience the world.