According to ‘global institutionalism,’ individuals who do not share a state have duties of justice to one another, and this is explained, in part, by the institutional connections that obtain between them. In this chapter, I defend this view against two challenges. First, I consider challenges raised by ‘non-institutionalists,’ who deny that facts about global institutional interaction bear on the nature of duties of justice that arise between particular individuals. Second, I address challenges posed by ‘domestic institutionalists,’ who accept the (...) claim that facts about institutional interaction bear upon the scope of justice but deny that the right sort of interaction necessary to ground duties of justice is found in the global domain. (shrink)

Over the last few years, the idea that we live in a globalized world has significantly gained ground. Across various disciplines, this had led to severe critiques not only of methodological nationalism, but also of methodological Eurocentrism. But what does it mean to leave Eurocentrism behind? What kind of theorizing can and should we engage in when we attempt to provincialize, decenter, or even decolonize our thinking? This article distinguishes, presents, and critically discusses four trajectories beyond Eurocentrism in political and (...) social theory: enlarging the canon, inter-contextual dialogue, taking the impacts of European colonialism and imperialism into account, as well as shifts in theoretical agenda setting. It argues that if political and social theory truly attempts to transcend methodological Eurocentrism, it must not only bring in non-Western thought, but must also critically address both discursive and institutional aspects of global power relations. (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)

The ‘learning society’ expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. The paper indicates how this society is governed in the name of a cosmopolitan ideal that despite its universal pretensions embodies particular inclusions and exclusions. These occur through inscribing distinctions and differentiations between the characteristics of those who embody a cosmopolitan reason that brings social progress and personal fulfilment and those who do not embody the cosmopolitan principles of civility and (...) normalcy. Mapping the circulation of the notion of the ‘learning society’ in arenas of Swedish health and criminal justice, and Swedish and US school reforms is to examine the mode of life of the citizen of this society, the learner, as an ‘unfinished cosmopolitanism’ and also directs attention to its ‘other’—those that are outside. (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)

Based on the ideas of two main representatives of the academic discourse on Ubuntu, Michael O. Eze and Mogobe B. Ramose, the paper shows how the concept of Ubuntu can contribute to transcending conventional concepts of cosmopolitanism. Referring to the concept of Ubuntu, Ramose and Eze criticize ‘Western’ concepts of cosmopolitanism because they always seem to start from binary oppositions (‘I’ and ‘other’), which must be reconciled. ‘Western’ cosmopolitanism continues to build on boundaries (nations, cultures, etc.) that constitute communities and (...) exclude the ‘other’. Here the boundary remains a place of exclusion. Therefore, it is necessary to conceptualize categories such as ‘boundary’ and the ‘Other’ in a different way. Ubuntu as a concept where the human being is essentially a relational being (one who exists in and through relationships) seems to offer an alternative in the sense of a ‘critical’ (Mignolo, 2002a) or ‘emancipatory’ cosmopolitanism. (Pieterse, 2006; Ngcoya, 2015). (shrink)

This article addresses the character and potential of the radical cosmopolitanism that is currently flourishing within the social sciences. I explore how cosmopolitanism is articulated in a number of disciplines–including international law, international relations, sociology and political philosophy–and how it conceives of its own age. I focus first of all on the timeconsciousness that informs the cosmopolitan representation of modernity, in particular its projection of a rupturebetween the old ‘Westphalian’ order of nation states and the advancing cosmopolitan order of the (...) present, and, second, on the nature of cosmopolitan critiques of nationalism, socialism and ‘modernist’ social and political thought in general. Behind this focus lie a question over the extent to which cosmopolitanism replicates in its own normative proposals the defects of that which it criticizes, and another question over the means by which the critical kernel of contemporary cosmopolitanism can be separated from its doctrinal shell. (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)

In light of recent attempts to determine the political role and status of corporations I discuss the normative implications of considering multinational corporations (MNCs) as political actors. I posit that corporations do indeed have a new political role in a connected world, in particular with respect to matters of human rights, social and environmental justice. We thus find a growing need for ethical and political knowledge to inform and guide the emerging political co-responsibility of MNCs. I draw on the rich (...) literature in cosmopolitanism to seek such guidance and discuss some of the implications that a cosmopolitan perspective implies. (shrink)

In this article, we observe the possibility of ‘practicing’ cosmopolitanism in three distinct experiential spaces intrinsic to human existence: knowledge spaces, habitation spaces and marketplaces. Although cosmopolitanism has been overwhelmingly deliberated upon across multiple disciplines, it has been confined to ‘conceptualisms’ in the Western scholarship. On the other hand, we find that some of the works of thinkers, such as, Rabindranath Tagore’s Creative Unity, Aurobindo Ghosh’s The Ideal of Human Unity and Mikhail Bakhtin’s Rabelais and His World, open the possibilities (...) of experiencing cosmopolitanism in lived human spaces. Cosmopolitanism emerges through knowledge generation and exchanges in the academic vision of Tagore’s ideal Visva-Bharati, in the everydayness of city life through Aurobindo’s Auroville and in the cultural spaces of the Bakhtinian marketplace. Further, we find that cosmopolitanism in these thinkers interweaves the physical place with spaces of the mind. The individual emerges as a core of their cosmopolitan worldview. We argue that these thinkers not only pave the way for recognizing cosmopolitanism in real, lived spaces but also inspire a future vision, practicable in the society through academic institutions, human habitats and regular interactions at marketplaces. (shrink)