SAAP Annual Meeting 2014

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Five visions of cosmopolitan education

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In this paper I consider four versions of cosmopolitanism in their views on values and education. Cosmopolitan universalism (Nussbaum, 2002) demands a primary allegiance to humanity, and emphasizes the cultivation of universal values by means of critical thinking and the narrative imagination. Agonistic cosmopolitanism (Todd, 2008) locates the legitimacy of appeals to universal values in political action and proposes the cultivation of the capacities for agonistic engagement, endurance of dissonance, and cultural translation. Rooted cosmopolitanism (Appiah, 2006) insists on a double commitment to universal values and local loyalties. The emphasis is on learning across differences based on the cultivation of deep personal interests and intercultural contacts. Educational cosmopolitanism (Hansen, 2011), sees universal values as emerging from local, particular conditions, and proposes a vision of education based on cultural creativity.
In response, I argue for a cosmopolitan education based on value creation in terms of adjustment (Dewey, 1934).


Gonzalo Obelleiro    
Columbia University
United States


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