Critical of approaches that treat internationalization as the addition of multicultural elements to a Western curriculum, the author makes an even more radical proposal. Specifically, he explores the possibility of internationalizing the undergraduate curriculum by organizing it around a non-Western framework rooted in Indian philosophy, thereby lifting, or perhaps rather freeing, internationalization efforts from their Eurocentric foundations. An important aspect of the framework the author advocates, which he refers to as a "Sattvic curriculum," is that it promotes self-reflection and self-development among students, thereby having the potential to overcome present barriers to empathy, genuine commitment, and global citizenship. Here, the author discusses the educational benefits of, and main objections voiced against, such a proposal. (Contains 1 table.)