This paper focuses on evaluating Odera Oruka’s role as an expert witness in customary law for the Luo community during the Nairobi, Kenya-based trial in 1987 to decide on the place of the burial of S.M. Otieno. During that trial, an understanding of Luo burial and widow guardianship (ter) practices was essential. Odera Oruka described the practices carefully and defended them against misunderstanding and stereotype. He revisited related topics in several delivered papers, published articles, and even interviews and columns in (...) the Kenyan newspapers. The paper will raise the questions: How does Odera Oruka’s role as expert on Luo customs fit in with his sage philosophy project? In his testimony at the trial and subsequent public addresses and published work, does he accomplish two important goals, the first being defending African traditions against prejudice and anti-African bias, and secondly, does he champion reform of traditions when reform is needed? And, can Odera Oruka’s participation in the famous trial avoid seeming ethnic chauvinism and marginalization of women? My conclusion is that he achieves the first goal, but some problems remain in the achievement of the other goals. While he often asserted the need to evaluate traditions and to jettison those that have become unhelpful, in this context he evaluated traditions so strongly that the need for evaluation and possible change was muted. (shrink)

The growing interest in Africa as well as concerns about negative deviant behaviors and ethnic structures necessitates examination of the effect of ethnic expectations on behavior of employees. In this study we leverage insight from ethnos oblige theory to propose that centralization of ethnic norms moderates the relationship between benevolence expectations and negative deviant behavior. Using a cross-sectional design and data from two countries as well as moderation and cross-cultural analytic techniques, we find support for three-way interactions where the relationship (...) between benevolence and negative deviant behavior is moderated by centralization and culture. We discuss the implications of the findings which support the dynamic perspective of management in Africa. (shrink)

Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the most common strategies is to give primacy to universal humanity and override difference; another recent strategy is (...) to give up universalism to take difference seriously and frame difference in agonistic terms. I argue in this article that both strategies are inadequate and unsatisfactory in conceptualising and dealing with difference. Briefly tracing some of the major cosmopolitan approaches, I argue that the conceptualisation of difference and human subjectivity is at the core of the problem as well as the solution. Drawing on Lévinas and his emphasis on the primacy of difference in the constitution of human subjectivity and community, I propose a new understanding of the self and the Other for the success of the cosmopolitan project. (shrink)

Embracing all humanity as one’s own is the core of the modern idea of cosmopolitanism, but the present time with rising tribalism, populism, racism, and narrow-minded nationalism is not propitious for cosmopolitanism. At a time like this, the cosmopolitan effort to see cultures and peoples as close to one another rather than absolutely different becomes all the more important. The comparative study of different cultures and literatures may promote a cosmopolitan stance, and from a comparative perspective, we may draw some (...) ideas from the ancient Chinese philosopher Mencius for a theory of global ethics. *. (shrink)

Moral judgment is a complex cognitive process that partly depends upon social and individual cultural values. There have been various efforts to categorize different aspects of moral judgment, but most studies depend upon rare dilemmas. We recruited 25 subjects from Tehran, Iran, to rate 150 everyday moral scenarios developed by Knutson et al. Using exploratory factor analysis (EFA), we observed that the same moral dimensions (except socialness dimension) were driven by the same moral cognitive factors (norm violation, intention, and social (...) affect) in Iranian vs. American studies. However, there were minor differences in the factor loadings between the two cultures. Furthermore, based on the EFA results, we developed a short form of the questionnaire by removing eleven of the fifteen scenarios from each of the ten categories. These results could be used in further studies to better understand the similarities and differences in moral judgment in everyday interactions across different cultures. (shrink)

Assuming similarities between the domestic and global spheres of justice, I consider how lessons from the debate over women's rights and multiculturalism can be applied to global justice. In doing so, I focus on one strain of thinking on global justice, current moderations and modifications to cosmopolitanism. Discussions of global justice tend to approach the question of gender equity in one of two distinct ways: through articulations a cosmopolitanism ethic, advancing women's rights with the discourse of universal human rights or (...) through the lens of Care Ethics. The former approach emphasizes a universal core shared by all human beings, the latter the specific relationships we each are situated within. Recently, the discourse of global justice has moved away from this universal/particular dichotomy, with a range of theories, call them rooted cosmopolitanisms. My goal in this paper is to consider how these rooted versions of cosmopolitanism might respond to issues of gender equity and women's rights. (1) In pursuit of this aim, I first outline the parameters that define rooted cosmopolitanism. (2) I then assume, for the sake of argument, a continuity between domestic and global domains of justice, a continuity which allows for a translation of insights gained in domestic debates over multiculturalism into the global domain. (3) Finally, offering an answer to my leading question, I claim that rooted cosmopolitanism might assist in the struggle to protect the well-being of women as it endeavors to advance global justice. (shrink)

In this paper, we show that God is portrayed in the Hebrew Bible and in the Rabbinic literature—some of the very Hebrew texts that have influenced the three major world religions of Judaism, Christianity, and Islam—as One who can be argued with and even changes his mind. Contrary to fundamentalist positions, in the Hebrew Bible and other Jewish texts God is omniscient but enjoys good, playful argumentation, broadening the possibilities for reasoning and reasonability. Arguing with God has also had a (...) profound influence upon Jewish humor, demonstrating that humans can joke with God. More specifically, we find in Jewish literature that humor’s capacity to bisociate between different domains of human experience can share a symbiotic relationship with argumentation’s emphasis on producing multiple, contested perspectives. Overall, once mortals realize that figures such as God can accept many perspectives through humor, teasing, arguing, criticism, and in at least one case, even lawsuits, a critical point emerges: citizens should learn to live, laugh, and reason with others with whom they disagree. (shrink)

In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state , and blind patriotism. (...) Consequently we posit that unless a culture of acceptance and hospitality is cultivated at Islamic educational institutions the possibility of democratic citizenship education unfolding is quite remote. That is, the future of Islamic education can only be re-envisioned if an amended version of democratic citizenship education can inform Islamic education discourses in institutions—one constituted by a culture of acceptance and hospitality. (shrink)

This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how these notions connect with (...) meanings of Islamic education. Finally, I show how maximalist views of Islamic education connect with cosmopolitanism, while minimalist views of Islamic education seem to undermine the pursuit of cosmopolitanism. (shrink)

This paper reflects on a critique of cosmopolitanism mounted by Tom Campbell, who argues that cosmopolitans place undue stress on the issue of global justice. Campbell argues that aid for the impoverished needy in the third world, for example, should be given on the Principle of Humanity rather than on the Principle of Justice. This line of thought is also pursued by ?Liberal Nationalists? like Yael Tamir and David Miller. Thomas Nagel makes a similar distinction and questions whether the ideal (...) of justice can even be meaningfully applied on a global scale. The paper explores whether the distinction between the Principle of Humanity and the Principle of Justice might be a false dichotomy in that both principles could be involved in humanitarian assistance. It will suggest that both principles might be grounded in an ethics of caring and that the ethics of caring cannot be so sharply distinguished from the discourse of justice and of rights. As a result, the Principle of Humanity and the Principle of Justice cannot be so sharply distinguished either. It is because we care about others as human beings (Principle of Humanity) that we pursue justice for them (Principle of Justice) and the alleviation of their avoidable suffering. (shrink)

This paper explores cosmopolitanism, not as a position within political philosophy or international relations, but as a virtuous stance taken by individuals who see their responsibilities as extending globally. Taking as its cue some recent writing by Kwame Anthony Appiah, it argues for a number of virtues that are inherent in, and required by, such a stance. It is critical of what it sees as a limited scope in Appiah's conception and enriches it with Nigel Dower's concept of 'global citizenship'. (...) It then seeks to overcome a distinction that Appiah draws between a 'thin' moral conception of justice and a 'thick' ethical conception of our obligations to those with whom we have identity-forming relationships. It argues that a richer conception of the virtue of justice, as suggested by Raimond Gaita, can fully articulate the ideals of cosmopolitanism. (shrink)

A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life and a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much recent attention in education. I focus here on one of the dilemmas to be faced in taking cosmopolitanism seriously, namely, the difficulty of judging what is just in the context (...) of an increasingly divergent public—and classroom—discourse about values, rights and equality. I propose in what follows that judgement cannot rely on any script, even one as attractive, perhaps, as cosmopolitanism. To explore what is at stake in making judgements in an educational context, I draw on both Hannah Arendt's and Emmanuel Levinas's notions of judgement and thinking. The paper discusses the educational significance of thought and judgement as conditions for reframing the universalism–particularism problem found in a cosmopolitan ethic. My argument is that there is a world of difference between educating for cosmopolitanism, which entails a faith in principles, and ‘thinking cosmopolitan’, which entails a hope in justice for my neighbours. (shrink)

Pragmatic pluralism denotes a particular approach to problems of international human rights and protections that departs from conventional cosmopolitan approaches. Pragmatic pluralism argues for situated and localized forms of cooperation between state and non-state actors, particularly religious groups and organizations, that may not share the secular, juridical understandings of rights, persons, and obligations common to contemporary cosmopolitan theory. A resource for the development of such a model of pragmatic pluralism can be found in the work of Hannah Arendt. Arendt's early (...) dissertation "Love and Saint Augustine" affords a model of religious community and obligation that can be read productively alongside her later political writings. The possibilities inherent in a cooperative reading of these two parts of her work can be illustrated in relation to an issue of particular concern to cosmopolitan theorists: the international refugee crisis. (shrink)

People tell stories. In stories, the narrator and the receiver can perceive meanings. These meanings can be analyzed again through larger interpretative framings. In this article, different ethical uses of the golem story are analyzed by making use of some of Jörn Rüsen’s ideas concerning historical thinking and narration and with a focus on the uses of the golem myth in studies and discussions on new and emerging science and technology.

This article explores Mencius’ extension of moral feelings and its potential to address a key challenge in cosmopolitan education: how to motivate students to expand their existing affection and obligations towards their family and community to the rest of the world. Rather than strong universalism, a Mencian orientation is aligned with rooted cosmopolitanism that takes into account localised and cultural contexts that underpin, determine and give value to social practices. Mencius’ approach, as argued in this essay, highlights the spontaneous human (...) reactions to ethical situations, innate human goodness, analogical reasoning, moral character and agency. A Confucian form of cosmopolitan education gives emphasis not only to the students’ moral imagination but also their instinctual responses, self-reflection and rationality. Such an education seeks to integrate emotions and reasoning through the utilisation of paradigm scenarios that identify and reinforce the natural compassionate feelings in the learner. (shrink)

This article draws attention to the contemporary mantra of cosmopolitanism and how it carries altered symbolic representations, new social images and epistemic shifts. The background is the current cosmopolitan turn within the sciences, including within the discipline of education. How can we understand the contemporary makings of this new cosmopolitanism? And what could be the potential pitfalls and possibilities of a discourse that jeopardises the very representations of the social world? The first part of the article portrays the new cosmopolitanism (...) as a metaphor for a way of life, an ideal and an outlook. The second part, however, moves beyond an encyclopedic mapping of the discourse while pointing out how the new cosmopolitanism is a product of—and produces—a common sense, an alldoxa, and a symbolic universe representing and naming the world: It is here held that “cosmopolitanism” is a name carrying symbolic representations with more or less hidden epistemic functions. However, as the name and metaphor assume something which it is not, the new cosmopolitanism carries and inherent paradox. The third part of the article discusses the impossible possibilities of this paradox: In what ways may the inherent contradictions of the new cosmopolitanism affect its making? And what may be the potential pitfalls and possibilities of a discourse contributing to the remaking of the very vision of the social world? (shrink)

This paper draws attention to the potential pitfalls and possibilities of a new cosmopolitanism. The first part of the paper briefly portrays cosmopolitanism as a name and metaphor for a way of life, an ideal and an outlook. The second part, however, discloses a paradoxical attribution of the metaphor, revealing the ways in which it assumes something which it is not. The third part of the paper further explores the powers of this paradox, arguing that the new cosmopolitanism can be (...) seen as a riddle that surprises, bewilders and educates: The surprise is in the deviation from current and most common ways of speech. The bewilderment happens as the mantra of cosmopolitanism is bringing together logical opposites, jumbling categories and disturbing pre-existing modes of thought. The educational work of cosmopolitanism thus occurs as a violation of the cognitive framework and logical categories generating our very modes of learning. The vital work of the new cosmopolitanism is therefore in the ways in which it creates epistemic ruptures, recasts our mental categories, generates radically new modes of learning, and thus completely new ways of experiencing, seeing and knowing a world of change. But what are the potential pitfalls and possibilities of a discourse jeopardizing the very vision of the social world, and thus the world itself? (shrink)

Many authors have argued that we should make a clear conceptual distinction between mononational and multinational states. Yet the number of empirical examples they refer to is rather limited. France or Germany are usually seen as mononational, whereas Belgium, Canada, Spain and the UK are considered multinational. How should we classify other cases? Here we can distinguish between (at least) two approaches in the literature: statistical (i.e., whether significant national minorities live within a larger state and, especially, whether they claim (...) self-government) and subjective (i.e., when citizens feel allegiance to sub-state national identities). Neither of them, however, helps us to resolve the problem. Is Italy multinational (because it contains a German-speaking minority)? Is Germany really mononational (in spite of the official recognition of the Danes and the Sorbs in some Länder)? On the other hand, is Switzerland the “most multinational country” (Kymlicka)? Let us assume that there is no definite answer to this dilemma and that it is all a matter of degree. There are probably few (if any) clearly mononational states and few (if any) clearly multinational states. Should we abandon this distinction in favour of other concepts like “plurinationalism” (Keating), “nations-within-nations” (Miller), “postnational state” (Abizadeh, Habermas), or “post-sovereign state” (MacCormick)? The article discusses these issues and, in conclusion, addresses the problem of stability and shared identity “plural” societies. (shrink)

If we distance ourselves from the content of the debate for and against the destruction of human embryos for scientific research purposes, we may be struck by its rhetorical form. Each side thinks not only that it has the superior argument, but that its conclusion is wholly obvious, while the other side’s position is obviously mistaken. Those who defend splitting embryos to obtain stem cells say that it is ridiculous to claim that a tiny zygote or blastocyst without a brain (...) is the same sort of being as we, while those who oppose this research claim it to be clear as day that each of us is the same being we were when newly conceived, though now .. (shrink)

After the coup d’état in 2012, the Malian state experienced progressive decomposition in terms of loss of territorial integrity as well as in the functioning of its institutions. Against this backdrop, this article examines life histories of a former student generation whose members were actively involved in the protest movement of 1980. At the time they fought for student rights and democratization under a military junta, but were not able to induce the desired change. Today they portray themselves as committed (...) patriots for whom the state serves as an ongoing point of reference in their identity constructions. Bringing together higher education, protest movement and state decline, I argue that their narratives not only reveal how damaged identities and political visions are narratively repaired, but also, on a symbolic level, their damaged country as well. (shrink)

Recent trends in the understanding of culture contact, with concepts such as hybridization, cosmopolitanism, and cultural innovation, open up the possibility of a new understanding of human interaction. While the social imaginary is rich with images of conflict resulting from culture contact, images of creativity are far rarer. We propose the creation of an extensive research project to document cultural creativity, starting with obvious examples in the arts, and expanding into all areas of life in order to counteract the present (...) conflictual images and develop a social imaginary with positive “attractor” images that can guide to greater creativity. (shrink)

In the educational strand of cosmopolitanism, much attention has been placed on theorizing and describing who is cosmopolitan. It has been argued that cosmopolitan sensibilities negotiate and/or embody such paradoxes as rootedness and rootlessness, local and global concerns, private and public identities. Concurrently, cosmopolitanism has also been formulated as a globally-minded project for and ethico-political responsibility to human rights and global justice. Such articulations underscore cosmopolitanism in anthropocentric terms. People can be cosmopolitan and cosmopolitan projects aim to cultivate cosmopolitan subjectivities. (...) What is striking about scholarship in educational cosmopolitanism is its lack of serious attention placed on the greatest global threat facing not only but largely created by human beings: environmental degradation. In this paper, I provide an overview of key texts written on the who in educational cosmopolitanism which helps lay the groundwork for an analysis of what is cosmopolitan. Regarding the what, I examine a range of boundary-defying emergencies described in cosmopolitan terms including climate change, radioactive poisoning of the planet, and bioinvasion. In the last analysis, I consider what it would take and what the possibilities are for our species to be truly committed to caring not only for the human world. (shrink)

After outlining arguments for the general epistemological presumption in favour of taking into consideration alternative perspectives from other cultures, the article details several examples in which such an examination yields epistemic benefits and challenges. First, our example of alternative conceptions of art demonstrates that a western conception of art as disinterested contemplation cannot be accepted as a general characterization in that it does not adequately characterize the practice of many traditional societies. Second, the case of aboriginal justice reveals assumptions embedded (...) in the North American criminal justice system regarding justice as fairness, and suggests an alternative based on restorative justice. The third example is from Traditional Chinese medicine. While alternative herbal remedies can be tested according to shared standards of health improvement, practices such as acupuncture are more epistemologically challenging in that they cannot readily be explained by current scientific theories. The final example deals with the failed attempts to replace the traditional Balinese agricultural methods with modern farming practices, and shows how the traditional methods yielded practical insights which were ignored by western experts because of their spiritual origins. Finally, the article attempts to extract some general considerations from the above examination. (shrink)

Moral relativists often defend their view as an inference to the best explanation of widespread and deep moral disagreement. Many philosophers have challenged this line of reasoning in recent years, arguing that moral objectivism provides us with ample resources to develop an equally or more plausible method of explanation. One of the most promising of these objectivist methods is what I call the self-interest explanation, the view that intractable moral diversity is due to the distorting effects of our interests. In (...) this paper I examine the self-interest explanation through the lens of the famine debate, a well-known disagreement over whether we have a moral obligation to donate most of our income to the global poor. I argue that objectivists should reduce their confidence that the persistence of the famine debate is due to the distorting influence of self-interest. If my argument is on target, then objectivists may need to supply a stronger explanation of moral disagreement to defend their view against the threat of moral relativism. (shrink)

First, this article will outline the metaphysics of `the social' that implicitly and explicitly connects the work of classical and contemporary cosmopolitan sociologists as different as Durkheim, Weber, Beck and Luhmann. In a second step, I will show that the cosmopolitan outlook of classical sociology is driven by exclusive differences. In understanding human affairs, both classical sociology and contemporary cosmopolitan sociology reflect a very modernist outlook of epistemological, conceptual, methodological and disciplinary rigour that separates the cultural sphere from the natural (...) objects of concern. I will suggest that classical sociology — in order to be cosmopolitan — is forced (1) to exclude non-social and non-human objects as part of its conceptual and methodological rigour, and (2) consequently and methodologically to rule out the non-social and the non-human. Cosmopolitan sociology imagines `the social' as a global, universal explanatory device to conceive and describe the non-social and non-human. In a third and final step the article draws upon the work of the French sociologist Gabriel Tarde and offers a possible alternative to the modernist social and cultural other-logics of social sciences. It argues for a inclusive conception of `the social' that gives the non-social and non-human a cosmopolitan voice as well. (shrink)

A major problem with the emerging sociological literature on cosmopolitanism is that it has not adequately theorized mechanisms that mediate the presumed causal relationship between globalization and the development of cosmopolitan orientations. To solve this problem, I draw on Bruno Latour's actor- network theory to theorize the development of three key elements of cosmopolitanism: cultural omnivorousness, ethnic tolerance, and cosmopolitics. ANT illuminates how humans and nonhumans of multiple nationalities develop attachments with one another to create network structures that sustain cosmopolitanism. (...) ANT also helps the sociology of cosmopolitanism become more reflexive and critical of its implicit normative claims. (shrink)

Against the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics of English as a lingua franca (ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition as (...) the academic lingua franca for at least two socio-political reasons: First, English is considered more ‘neutral’ than Afrikaans (which continues to be strongly associated with Afrikanerdom), and second, English is arguably associated with cosmopolitanism and an international institutional status. Despite English being the academic lingua franca, it continues to be caught in an ambivalent climate with tensions among policy planners, language practitioners, higher education managers, academic staff and students. Ultimately, this paper argues that ambiguity is one of the most defining features of English in South Africa and that a complex range of Cosmopolitan, Afropolitan and glocal African identity trajectories reflect the power dynamics of English in the country. (shrink)

Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it (...) is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price. (shrink)

The following paper investigates the possibility of an account of cosmopolitan thought inspired by Hegel's treatment of Kant's ethical theory and his associated social concept of recognition. Cosmopolitanism requires the agent to recognize themself as a global agent participating in a shared community, but conventional political strategies do not possess the resources to satisfy this demand for self-understanding. Such a self-understanding is enabled by the objective freedom of a common shared humanity grounded in rational self-determination. The paper shows that it (...) is possible to extrapolate Hegel's outline of the state in the Philosophy of Right to describe a global community coherent with such a subject. (shrink)

Cosmopolitans share the moral assumption that we have obligations and responsibilities to other people, near or distant. Today, those obligations and responsibilities are often connected with communication, but what is considered important for cosmopolitan communication differs between different thinkers. Given the centrality of communication in recent cosmopolitan theory and debate the purpose of this article is to examine assumptions about communication that are often taken for granted, and particularly the commonly held assumption that linguistic communication depends on shared or common (...) languages. It is primarily Donald Davidson's philosophy of language that provides the framework for my examination. I argue that there are several reasons for reconstructing our understanding of the nature of language and communication, and that shared languages play a much more limited role in communication than many communication theorists, cosmopolitans and educators have imagined. (shrink)

This article raises questions about what it means to be a diverse academic community and about why such diversity is worth struggling to achieve. The controversial arguments of Walter Benn Michaels are critically examined as a stimulus and prelude to considering the more constructive perspectives supplied by Amartya Sen and Josiah Royce. Royce's early 20th century philosophical writings, in particular, are evaluated as resources for thinking about the ideal nature of a college or university community in the 21st century.

Few people doubt that severe poverty is a pressing moral issue. But what sorts of obligations, if any, do affluent people have toward the severely poor? If one accepts the idea that one has some obligations to the severely poor there still remains disagreement about the magnitude of this obligation and when it obtains. I consider Peter Singer's influential "shallow pond" argument, which holds that affluent people have greater obligations toward the severely poor than ordinary moral judgments suggest. Critics hold (...) that Singer's view is excessively demanding and therefore untenable. I thus turn to the parable of the Good Samaritan and Christian accounts of neighbor-love to help attenuate this criticism. Drawing from Christian conversations on neighbor-love, I attempt to demonstrate that accepting an obligation to assist does not necessarily result in one abandoning one's special relations, abnegating self-regard, or no longer pursuing other non-moral strivings. (shrink)

What is pragmatism's contribution, actual or potential, to contemporary International Relations theory and practice? Is there hope for constructing a pragmatist theory of International Relations? The author of this article takes up these questions by considering whether Barack Obama is a pragmatist in his handling of issues in international affairs. By examining a series of Obama speeches, the author teases out the raw material for a pragmatist theory of International Relations, demonstrating how the pragmatic practice of international diplomacy can inform (...) a pragmatist theory of International Relations. (shrink)

Tilda Swinton’s status as a fashion icon exemplifies the contradictory functions that Walter Benjamin attributes to fashion as both exemplifying commodity fetishism and expressing a utopian ‘image wish’. This vexed relationship with fashion inflects Swinton’s cinematic performances, enhanced by her emphasis on disguise and transformation that calls into question the nature of identity and its authenticity. Her persona speaks to the fluid and fragmented dimensions of contemporary European identities, which are rooted, but also cross borders, national and otherwise; similarly, her (...) public presence testifies to the way that contemporary culture has generated new forms of celebrity as a means of representing identities in which the negotiation of gender is a significant component. (shrink)

Notwithstanding his own spiritual inadequacies, Wittgenstein has a profound respect for those capable of living a genuinely religious life; namely, those whose “passionate,” “loving” faith demands unconditional existential commitment. In contrast, he disapproves of those who see religious belief as hypothetical, reasonable, or dependent on empirical evidence. Drawing primarily on Culture and Value, “Lectures on Religious Belief,” and On Certainty, in this essay I defend two claims: (1) that there is an unresolved tension between Wittgenstein's later descriptive-therapeutic approach and the (...) implicit normativity of his conception of genuine/passionate religious belief; and (2) that the demarcation between the latter and its pseudo-religious counterpart is itself problematic. To illustrate these claims I argue that apocalyptic Christian fundamentalism presents a significant challenge to Wittgenstein's taxonomy. Despite these shortcomings, however, I conclude by suggesting that his characterization of religious belief as a “passion” or “love” remains valuable. (shrink)

Cosmopolitanism has become an influential theory in both political and, increasingly, educational discourse. In simple terms cosmopolitanism can be understood as a response to the globalised and diverse world in which we live. Diverse in nature, cosmopolitan ideas come in many forms. The focus here is on what have been termed 'strong' ethical forms of cosmopolitanism; that is, positions which conceptualise moral bonds and obligations as resulting from a shared, common humanity. The view that pupils should be taught that all (...) human beings are equal and, crucially, that this entails a responsibility to take action when human equity is challenged or transgressed, is finding increasing expression within educational literature. The suggestion explored here is that strong forms of ethical cosmopolitanism are limited in ways which seriously restrict their educational worth. In the final section, it is argued that forms of cultural and political cosmopolitanism (which are part of the lived experiences of intra- and supra-national citizenship) are best responded to by developing the requisite virtues in pupils to engage with diverse and dialogic communities. (shrink)

A TrajectoryIn an essay that is now a classic piece in understanding post-modern culture, Jean-François Lyotard wrote, “[e]clecticism is the degree zero of contemporary general culture: one listens to reggae, watches a western, eats McDonald’s food for lunch and local cuisine for dinner, wears Paris perfume in Tokyo and ‘retro’ clothes in Hong Kong” (Lyotard 1989: 76). The boundaries have become blurred in both positive and negative senses. Geographical borders have loosened through ever-increasing mobility as cultural exchanges become more accessible (...) and are rapidly flowing through electronic exchanges in the cyberspace arena. Almost a quarter century after Lyotard described the present era as the time of eclecticism, the world has become more global, and the demand for cross-, inter-, and multi-cultural knowledge has become stronger than ever. In this context, globalization, cosmopolitanism, and world-citizenship have become some of the expressions with which the present time is defi. (shrink)

Against the traditional reading of Cynic cosmopolitanism, this essay advances the thesis that Diogenes’ world citizenship is a positive claim supported by philosophical argument and philosophical example. Evidence in favor of this thesis is a new interpretation of Diogenes’ syllogistic argument concerning law (nomos) (D.L. 6.72). Important to the argument are an understanding of Diogenes’ philanthropic character and his moral imperative to ‘re-stamp the currency’. Whereas Socrates understands his care as attached specially to Athens, Diogenes’ philosophical mission and form of (...) care attach not to his native Sinope but to all humanity. An important result is that Diogenes’ Cynicism provides an ancient example of cosmopolitanism that is philanthropic, minimalistic, experimental, and utopian. (shrink)

The promotion of ‘Global Citizenship’ (GC) has emerged as a goal of schooling in many countries, symbolising a shift away from national towards more global conceptions of citizenship. It currently incorporates a proliferation of approaches and terminologies, mirroring both the diverse conceptions of its nature and the socio-politico contexts within which it is appropriated. This paper seeks to clarify this ambiguity by constructing a typology to identify and distinguish the diverse conceptions of GC. The typology is based on two general (...) forms of GC: cosmopolitan based and advocacy based. The former incorporates four distinct conceptions of GC – namely, the political, moral, economic and cultural; the latter incorporates four other conceptions – namely, the social, critical, environmental and spiritual. Subsequently, we briefly illustrate how the typology can be used to evaluate the critical features of a curriculum plan designed to promote GC in England. The typology provides a novel and powerful means to analyse the key features of the very diverse range of educational policies and programmes that promote GC. (shrink)

Journal of Social Philosophy, EarlyView.

Identity politics and citizenship are often envisaged in dichotomous terms, but cosmopolitan theorists believe commitments to “thin” universal values can be generated from divergent “thick” positions. Yet, they often gloss over the ways in which the nexus of thick and thin is negotiated in practice—a weak link in the cosmopolitan argument. To understand this nexus better, we turn to women’s rights organizations (WROs) in polarized Turkey to show that women affiliated with rival camps (e.g., pro-religious/pro-secular, Turkish/Kurdish, liberal/leftist) can mobilize over (...) issues like empowerment, violence against women, and education. However, thick readings of these issues inflect upon collaboration. This has spurred pro-religious and Kurdish women to develop strategies that flag their specific concerns. As such, mutual recognition along cosmopolitan lines appears possible—and is reinforced through iterative encounters—but is not necessarily negotiated between equally empowered agents and entails complex processes of contestation and concession-making. (shrink)

This article examines how growing fears, insecurities and uncertainties during the COVID-19 pandemic have prompted an emotional distance from others. The aim is to explore how global solidarity and nationalism are challenged and constructed as collective emotional processes concerning ‘others’. Drawing on social theories of emotions during crises and emotions towards others, this study looks at policy decisions around vaccines and health services and their associated emotions in the context of Korea, which has a relatively small migrant population and a (...) short history of supporting people in lower-income countries. The study finds that the COVID-19 pandemic has strengthened nationalism, both ethnic nationalism and cosmopolitan nationalism. This points to the need to highlight global norms such as human rights and justice and cultivate foundational emotions such as empathy and compassion. This article suggests paying attention to the role of emotions in generating othering practices and developing global solidarity. (shrink)

This article outlines an approach to a critical cosmopolitan social theory derived from the thought of the Japanese philosopher, Watsuji Tetsurō. In order to develop this, his thought is positioned against the works of the British sociologist, Gerard Delanty, and the Argentinian semiotician, Walter Mignolo. This will be done through the concepts of space, time and the imagination. From their respective intellectual positions these other two have attempted to develop an approach to social theory that cannot be reduced to the (...) optic of conceptual Eurocentrism. However, while they have made significant and important contributions to the development of critical approaches to cosmopolitan social theory, of providing tools to re-imagine the world, they have done so through maintaining old ways of seeing the world. What emerges from Watsuji’s work is an account of a critical cosmopolitanism that moves beyond conceptual Eurocentrism through an approach to social theory grounded in a relational social ontology. His focus on the ontology of social relationships also provides a cosmopolitanism that makes room for the ‘non-social’ and identifies a cosmopolitan view of the world as plural and as ‘hetero-spatial-temporal’. The social ontology developed by Watsuji also forces us to reconsider our understanding of the imagination, and its potential, beyond the dichotomy of an individual faculty or the product of social context. By expanding the notion of the Imaginal of Chiara Bottici, the article introduces a new understanding of the imagination into the debate. (shrink)