This paper builds on 21st-century developments in theoretical music fields, aiming to reevaluate music from a global perspective and reconcile the dichotomy between unity and diversity in music education. Based on a concise outline of a larger, multidisciplinary research project it traces the trajectory from the emergence of music psychology, comparative musicology and ethnomusicology, to multicultural and global perspectives in music education. It uses a monocultural-multicultural-transcultural approach to diversity to help navigate the shifts in the music-related fields over the past hundred years. This paper posits that musicality is a unifying feature rooted in human nature, and that music is a pan-human phenomenon that exits at the intersection of sound and culture. It suggests that music as one of the best-suited disciplines to instill our common global identity and that teaching either a monocultural or a multicultural curriculum today can be done from a global transcultural foundation. It presents The Global Transcultural Paradigm in Music chart and data from which it is derived to support this view. In conclusion, it suggests that The Global Transcultural Paradigm can be a helpful tool for considering the diversity of music traditions as equally valuable contributions to our shared cultural heritage and for advancing the goal of mutual respect and collaboration through music.