A political and philosophical manifesto considers the ramifications of a world in which Western society is divided from other cultures, evaluating the limited capacity of differentiating societies as compared to the power of a united world.

A work of striking originality bursting with unexpected insights, _The Human Condition_ is in many respects more relevant now than when it first appeared in 1958. In her study of the state of modern humanity, Hannah Arendt considers humankind from the perspective of the actions of which it is capable. The problems Arendt identified then—diminishing human agency and political freedom, the paradox that as human powers increase through technological and humanistic inquiry, we are less equipped to control the consequences of (...) our actions—continue to confront us today. This new edition, published to coincide with the fortieth anniversary of its original publication, contains an improved and expanded index and a new introduction by noted Arendt scholar Margaret Canovan which incisively analyzes the book's argument and examines its present relevance. A classic in political and social theory, _The Human Condition_ is a work that has proved both timeless and perpetually timely. Hannah Arendt was one of the leading social theorists in the United States. Her _Lectures on Kant's Political Philosophy_ and _Love and Saint Augustine_ are also published by the University of Chicago Press. (shrink)

This is the first book-length treatment of the relationship between citizenship and the environment. Andrew Dobson argues that ecological citizenship cannot be fully articulated in terms of the two great traditions of citizenship - liberal and civic republican - with which we have been bequeathed. He develops an original theory of citizenship, which he calls 'post-cosmopolitan', and argues that ecological citizenship is an example and an inflection of it. Ecological citizenship focuses on duties as well as rights, and these duties (...) are owed non-reciprocally, by those individuals and communities who occupy unsustainable amounts of ecological space, to those who occupy too little. (shrink)

Presents a collection of essays detailing Kant's views on politics, history, and ethics.

The discourse on climate politics so far is an expert and elitist discourse in which peoples, societies, citizens, workers, voters and their interests, views and voices are very much neglected. So, in order to turn climate change politics from its head onto its feet you have to take sociology into account. There is an important background assumption which shares in the general ignorance concerning environmental issues and, paradoxically, this is in corporated in the specialism of environmental sociology itself — this (...) is the category of ‘the environment’. If ‘the environment’ only includes everything which is not human, not social, then the concept is sociologically empty. If the concept includes human action and society, then it is scientifically mistaken and politically suicidal. (shrink)

In this article, I map current conceptions of cosmopolitanism and sketch distinctions between the concept and humanism and multiculturalism. The differences mirror what I take to be a central motif of cosmopolitanism: the capacity to fuse reflective openness to the new with reflective loyalty to the known. This motif invites a reconsideration of the meaning of culture as well as of the relations between home and the world.

In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the (...) theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge.The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the terrible simplifiers who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life. (shrink)

Winner of the 2013 American Educational Studies Association's 2013 Critics Choice Award! Teachers the world over are seeking creative ways to respond to the problems and possibilities generated by globalization. Many of them work with children and youth from increasingly varied backgrounds, with diverse needs and capabilities. Others work with homogeneous populations and yet are aware that their students will encounter many cultural changes in their lifetimes. All struggle with the contemporary conditions of teaching: endless top-down measures to manipulate what (...) they do, rapid economic turns and inequality in supportive resources that affect their lives and those of their students, a torrent of media stimuli that distract educational focus, and growth as well as shifts in population. In The Teacher and the World, David T. Hansen provides teachers with a way to reconstruct their philosophies of education in light of these conditions. He describes an orientation toward education that can help them to address both the challenges and opportunities thrown their way by a globalized world. Hansen builds his approach around cosmopolitanism, an ancient idea with an ever-present and ever-beautiful meaning for educators. The idea pivots around educating for what the author calls reflective openness to new people and new ideas, and reflective loyalty toward local values, interests, and commitments. The book shows how this orientation applies to teachers at all levels of the system, from primary through university. Hansen deploys many examples to illustrate how its core value, a balance of reflective openness to the new and reflective loyalty to the known, can be cultivated while teaching different subjects in different kinds of settings. The author draws widely on the work of educators, scholars in the humanities and social sciences, novelists, artists, travellers and others from both the present and past, as well as from around the world. These diverse figures illuminate the promise in a cosmopolitan outlook on education in our time. In this pioneering book, Hansen has provided teachers, heads of school, teacher educators, researchers, and policy-makers a generative way to respond creatively to the pressure and the promise of a globalizing world. (shrink)

Spearheaded by Beck and the ‘world risk society’ thesis, contemporary commentators in search of evidence of political renewal ‘from below’ have discerned a convergence of environmental and cosmopolitan sensibilities. But through its foregrounding of the destabilization of matter by new technologies, this ‘environmental cosmopolitanism’ tends to reenact the conventional binary of passive nature and dynamic culture. It is suggested that this expresses a metropolitan detachment from the everyday experience of working with flows of matter and life. Drawing on the pivotal (...) role of bioinvasion in the European colonization of the temperate periphery, an alternative perspective on ecological globalization is presented which takes account of the ‘weedy opportunism’ and inherent mobility of biological life. In this way, ‘globalization from below’ takes on the meaning of an opening of culture to the ‘unsettling’ influence of biological and geological histories that manifest themselves at global scales. (shrink)