VOLUME 7(3) • 2019
Introduction: Cosmopolitanism and the Need for Re-Imagining Society and Education
ABSTRACT. Modern education has traditionally been formed within and developed in relation to the interests of the nation-state. With the present rise of nationalism and conservatism – with its far-out, right-wing movements in many contemporary nation-states, cosmopolitanism has only limited influenc..
Critical Thinking or Moral Perfection as the Ultimate End of (Cosmopolitan) Education
ABSTRACT. Should critical thinking or moral perfection be the ultimate end of (cosmopolitan) education? Harvey Siegel (1988: 137) argues that the former should be the ultimate end. His reason is that any other aim requires critical thinking to be achieved and that it therefore “must preside over and..
To Learn to Live Educationally – Toward a Thin Moral Cosmopolitanism through Deliberative Communication
ABSTRACT. Is it reasonable, in these times of terrorism, wars, migrant refugees, racism and threatening tensions between different groups based on ethnicity, religious and cultural traditions and interpretations, to lean on the potential of education to create mutual trust and a cosmopolitan imagina..
Cosmopolitanism and the Pedagogy of Immediacy: Preparing Teachers for the Philosophical Life of Early Childhood
ABSTRACT. It is said that it takes a village to raise a child. It may also be said that it takes the unexplored wilderness to raise a philosopher. In this text I begin with Henry David Thoreau’s trope of going out into the wilderness to “witness our own limits transgressed” as an expression of a cos..
Morality without Rights? The Empty Space in Cosmopolitan Education
ABSTRACT. By problematizing how morality is discussed in cosmopolitan education without addressing the rightlessness of non-citizens I draw on thoughts by Martha Nussbaum and Marianna Papastephanou on how human rights and agency can be reclaimed through a critical cosmopolitanism. Educational philos..
Educational Cosmopolitanism: Complex Capabilities, Institutional Requirements and a Research Stance
ABSTRACT. One real challenge for researchers, policymakers, practitioners and other groups concerned with education is whether national education should depart from traditional inward nationalist views of human interconnectivity that no longer match a social reality defined by global interconnectivi..