Suchergebnisse

1. Setting up the new cosmopolitanism -- 2. Eccentric cosmopolitanism and a globalized world -- 3. A critique of globalist positions -- 4. Identity-versus-difference dilemmas -- 5. Home, homelessness and the cosmopolitan self -- 6. Who's cosmopolitan? -- 7. Cosmopolitanism and patriotism as boundary discourses -- 8. Importance of conceptual reconsiderations -- 9. Revisiting patriotism -- 10. Patriotism, cosmopolitanism and justice -- 11. Reflections on an all-encompassing conception of cosmopolitanism.

Contributions to this volume from diverse perspectives explore pedagogical practices of the contemporary world, namely the school. Themes of autonomy, authority and liberalism are surfaced in the debates and highly innovative insights presented in this book where philosophical perspectives shed light on the theoretical underpinnings of formal education and schooling. How we interpret the self, humanity and the world connects to perspectives on compulsory education. General theoretical issues surrounding compulsory education are often tested through more concrete aspects of schooling, some of which have a specific origin in, or particular bearing on, the current socio-political conditions of schooling. For this reason, this book is sensitive to context and to empirical and concrete dimensions of the educational venture, and takes into account current concerns about neo-liberal policies and their effects on schooling. As a philosophical-educational intervention in the topic of compulsory education, these chapters draw connections between older philosophical debates on compulsoriness and new developments and emphases in schooling.

Preliminary Material -- Anti-Utopianism as a Current Theoretical Challenge -- The Course of Utopian Thought -- Utopia and Dystopia: Conceptual Clarifications -- Education and Dystopia: Mamet's Oleanna -- Educational Theory and Practice: the 2000 Curriculum -- Utopia, Representation and Image -- Utopia and Reality -- The Foul Stain of our Species: Anti-Utopianism and Anthropology -- Conclusion: Utopian Universalism -- Notes -- Bibliography -- Index.

In this article, I (a) register ambiguities of the 'global' and of 'vision' to indicate the complex relationship of global citizenship education (GCE) with the contemporary world. After setting this stage for GCE, I (b) argue that the current reduction of GCE normativity to social justice may ultimately work at cross-purposes with its vision of enlarged visibility of injustices around the globe. The hegemony of the social perspective on justice limits the visual horizon of the curious eye/I. Because uncomfortable questions are central to vision as dream and sight I introduce to GCE the theme of a politicized curiosity about various faces of (in)justice. I (c) conclude that, against the single-focused, social-justice perspective, GCE requires a more stereoscopic vision that better illuminates the many faces of justice in their synergies and tensions.

How we use prominent, culturally significant nouns such as "justice" and how we differentiate the value of nouns through adjectives (e.g. "just" institutions) can be politically relevant. As this article shows, this nearly trivial point can be thought through to implications for a new approach to justice that I term "stereoscopic". A stereoscopic outlook on justice places distinctions of justice (e.g. global, social, etc) into a complex relationship of synergy, tension and critical interplay. To introduce the stereoscopic outlook the article connects the ambiguity of "distinction" with operations that distinguish the meaning of justice through adjectives. A heuristic of distinctions is then introduced to illustrate the relevance of "adjective-noun" operations to justice. This heuristic indicates the possibility and benefits of having a stereoscopic approach to justice in mind when we rethink cases that invite considerations of justice across the globe. ; 4 ; 4

In this article, I critically discuss the politics of forced and mandatory vaccination that is being now promoted in certain countries as a means for overcoming the Covid-19 pandemic. I canvass my critique through Karl Jaspers' notion of a "limit situation" and through references to Ionesco's plays Rhinoceros and Jeux de Massacre both of which concern hygienic, existential and political dystopias. My aim is to explore and chastise the pandemic totalitarianisms that are now spreading in the world and revolve around the "vaccinated versus the unvaccinated" polarization. ; 4 ; 4 ; 1 ; 15