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1
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84875070611
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Introduction: Cosmopolitan Identity and Education
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Klas Roth and Nicholas C. Burbules, 'Introduction: Cosmopolitan Identity and Education', Educational Philosophy and Theory 43, no. 3 (2011): 206.
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(2011)
Educational Philosophy and Theory
, vol.43
, Issue.3
, pp. 206
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Roth, K.1
Burbules, N.C.2
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2
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84929843311
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Western Models of Intercultural Philosophy
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ed. Michael A. Peters and Tina Besley (New York: Peter Lang) 2012), 31
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Michael A. Peters, 'Western Models of Intercultural Philosophy', in Interculturalism, Education and Dialogue, ed. Michael A. Peters and Tina Besley (New York: Peter Lang, 2012), 31.
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Interculturalism, Education and Dialogue
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Peters, M.A.1
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4
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77951254122
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Introduction: Cosmopolitanism in the Making
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Torill Strand, 'Introduction: Cosmopolitanism in the Making', Studies in Philosophy and Education, 29 (2010): 105
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(2010)
Studies in Philosophy and Education
, vol.29
, pp. 105
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Strand, T.1
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6
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34247607147
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Cosmopolitanism and the Society of Strangers
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Marinus Ossewaarde, 'Cosmopolitanism and the Society of Strangers', Current Sociology 55, no. 3 (2007): 373.
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(2007)
Current Sociology
, vol.55
, Issue.3
, pp. 373
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Ossewaarde, M.1
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7
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84875070629
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Note
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Marianna Papastephanou has criticized that the critical-ethical dimension seems to remain occluded in a major part of the sociologically oriented research on cosmopolitanism
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8
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79952423141
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Walls and Laws: Proximity, Distance and the Doubleness of the Border
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'Ethics and ecology remain the outsiders of sociologist's 'insiders' talk.') 43(3
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Cf. Marianna Papastephanou, 'Walls and Laws: Proximity, Distance and the Doubleness of the Border', Educational Philosophy and Theory 43, no. 3 (2011): 212: 'Ethics and ecology remain the outsiders of sociologist's 'insiders' talk.'.
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(2011)
Educational Philosophy and Theory
, pp. 212
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Papastephanou, M.1
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9
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84875056812
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Note
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In its emphasis on the normative-critical dimension of cosmopolitanism the present approach wishes to avoid this shortcoming
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10
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67651215629
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Towards Cosmopolitan Learning
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In this way the paper pursues a similar goal as other, more ethically oriented recent approaches to cosmopolitanism (e.g. Fazal Rizvi, 'Towards Cosmopolitan Learning', Discourse: Studies in the Cultural Politics of Education 30, no. 3 (2009): 253-68.
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(2009)
Discourse: Studies in the Cultural Politics of Education
, vol.30
, Issue.3
, pp. 253-268
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Rizvi, F.1
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16
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29144472874
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(Frankfurt/M.: Suhrkamp Verlag)
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However, while more loosely associated to the Frankfurt School in person, the general area of interest and theoretical orientation allows for also including the following publication by Christoph Demmerling, Sprache und Verdinglichung (Frankfurt/M.: Suhrkamp Verlag, 1994).
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(1994)
Sprache und Verdinglichung
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Demmerling, C.1
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18
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84875062035
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Note
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In the English edition I used, the expression which so nicely captures this double character of the table as a commodity was lost in translation as the passage was rendered in the following way: 'The form of wood, for instance, is altered, by making a table out of it. Yet, for all that, the table continues to be that common, every-day thing, wood.
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19
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84875078334
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But, so soon as it steps forth as a commodity, it is changed into something transcendent; pdf file, p. 46. 02.01.2012) A closer and better translation for the term would be 'a sensual trans-sensual thing'
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But, so soon as it steps forth as a commodity, it is changed into something transcendent'. (http://www.marxists.org/archive/marx/works/1867-c1/index.htm; pdf file, p. 46. 02.01.2012) A closer and better translation for the term would be 'a sensual trans-sensual thing'.
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20
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0003762026
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History and Class Consciousness. Studies in Marxist Dialectics, trans
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R. Livingstone, (Cambridge: MIT Press)
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Georg Lukács, History and Class Consciousness. Studies in Marxist Dialectics, trans. R. Livingstone (Cambridge: MIT Press, 1999), 90.
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(1999)
, pp. 90
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Lukács, G.1
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23
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84875075343
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Note
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As Honneth and Demmerling both stress, a more detailed and generous interpretation can show that the parts in which Lukács deals with the history of philosophy at least implicitly contain such interplay between conceptual and practical realm. In these passages Lukács criticizes the dogmatization of an isolationist conception of facts as the basis of all analysis of reality within empiricist approaches and suggests that, in contrast, the 'elements and concepts in the special sciences' have to be integrated into a 'totality' and understood as 'aspects in a dialectical process'. This means, Lukács here conceives of a possible reintegration of isolated notions and 'facts' into their historical and relational context as a possible counter to reification other than revolutionary practice.
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25
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84875062552
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Note
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Despite the fact that his text seems to encourage such an interpretation at least partly (cf. FN 15), his main argument underwrites a different notion.
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26
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84875082043
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trans. T. McCarthy (Boston, MA: Beacon Press, 1984), chapter VI and VIII
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Jürgen Habermas, The Theory of Communicative Action, Vol. 1: Reason and The Rationalization of Society, trans. T. McCarthy (Boston, MA: Beacon Press, 1984), chapter VI and VIII.
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The Theory of Communicative Action, Reason and The Rationalization of Society
, vol.1
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Habermas, J.1
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27
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0004233528
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(New York: Oxford University Press)
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Martha Nussbaum, Sex and Social Justice (New York: Oxford University Press, 1999), 213-39
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(1999)
Sex and Social Justice
, pp. 213-239
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Nussbaum, M.1
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28
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80052643629
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Cosmopolitanism
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(Spring 2011 Edition), ed. Edward N. Zalta; 03.01.2013
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Cf. Pauline Kleingeld and Eric Brown, 'Cosmopolitanism', The Stanford Encyclopedia of Philosophy (Spring 2011 Edition), ed. Edward N. Zalta, http://plato.stanford.edu/archives/spr2011/entries/cosmopolitanism/; 03.01.2013.
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The Stanford Encyclopedia of Philosophy
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Kleingeld, P.1
Brown, E.2
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29
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84938868633
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Marx and Engels: Cosmopolites
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Cf. Michael Löwy, 'Marx and Engels: Cosmopolites', Critique 14, no. 1 (1984): 249.
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(1984)
Critique
, vol.14
, Issue.1
, pp. 249
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Löwy, M.1
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30
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84875076654
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quoted in Löwy
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Cf. Communist Manifesto quoted in Löwy, 252.
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Communist Manifesto
, pp. 252
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32
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46249102695
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Curriculum and the Idea of a Cosmopolitan Inheritance
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David Hansen, 'Curriculum and the Idea of a Cosmopolitan Inheritance', Journal of Curriculum Studies, 40, no. 3 (2008): 289-312.
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(2008)
Journal of Curriculum Studies
, vol.40
, Issue.3
, pp. 289-312
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Hansen, D.1
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33
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84875072473
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Note
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This reading of Diogenes' rejoinder is trying to take seriously Derrida's warning against the self-congratulatory understandings of cosmopolitan identity, in which 'no one is more cosmopolitan than the one, than this "we,"who is speaking to you'
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34
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0040354553
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(Bloomington: Indiana University Press)
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Cf. Jacques Derrida, The Other Heading (Bloomington: Indiana University Press, 1992, 48.
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(1992)
The Other Heading
, pp. 48
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Derrida, J.1
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35
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0003765932
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(Chicago and London: The University of Chicago Press)
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Cf. Stanley Cavell, Conditions Handsome and Unhandsome (Chicago and London: The University of Chicago Press, 1990), 36.
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(1990)
Conditions Handsome and Unhandsome
, pp. 36
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Cavell, S.1
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36
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39049085631
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Distorted Beyond All Recognition: A Rejoinder to Axel Honneth
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ed. N. Fraser and A. Honneth, trans. J. Golb, J. Ingram, C. Wilke (London: Verso), FN
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Nancy Fraser, 'Distorted Beyond All Recognition: A Rejoinder to Axel Honneth', in Redistribution or Recognition: A Political-Philosophical Exchange, ed. N. Fraser and A. Honneth, trans. J. Golb, J. Ingram, C. Wilke (London: Verso, 2003), 234, FN 4.
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(2003)
Redistribution or Recognition: A Political-Philosophical Exchange
, pp. 4
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Fraser, N.1
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37
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83055184109
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The 'Cosmopolitan' Self Does her Homework
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Cf. Marianna Papastephanou, 'The 'Cosmopolitan' Self Does her Homework', Journal of Philosophy of Education 45, no. 4 (2011): 607.
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(2011)
Journal of Philosophy of Education
, vol.45
, Issue.4
, pp. 607
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Papastephanou, M.1
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39
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84875083811
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The English version of the lecture I will cite from is available online, (02.01.2012)
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The English version of the lecture I will cite from is available online http:// www.tannerlectures.utah.edu/lectures/documents/Honneth-2006.pdf (02.01.2012).
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45
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0004251932
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trans. G. E. M. Anscombe (Oxford: Basil Blackwell), 34e
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Ludwig Wittgenstein, Philosophical Investigations, trans. G. E. M. Anscombe (Oxford: Basil Blackwell, 1958), §109, 34e.
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(1958)
Philosophical Investigations
, pp. 109
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Wittgenstein, L.1
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46
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0004182699
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(Oxford: Blackwell Publishing), 19
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Ludwig Wittgenstein, Philosophical Grammar (Oxford: Blackwell Publishing, 2004), §72, 19
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(2004)
Philosophical Grammar
, pp. 72
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Wittgenstein, L.1
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48
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84875069179
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Note
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Demmerling reads Adorno as a philosopher of language and defends him convincingly against Habermas who charged Adorno with remaining in subject philosophical thinking and naïve with regard to philosophy of language
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52
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84875082942
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(Papers of the Annual Conference of the Society for Philosophy of Education of Great Britain, Oxford, UK, 2011); 03.01.2013
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Claudia Schumann, 'Axel Honneth's Notion of Reification and its Relevance for Current Educational Debates' (Papers of the Annual Conference of the Society for Philosophy of Education of Great Britain, Oxford, UK, 2011), www.philosophy-of-education.org/uploads/papers 2011/Schumann.pdf; 03.01.2013.
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'Axel Honneth's Notion of Reification and its Relevance for Current Educational Debates
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Schumann, C.1
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53
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43949126509
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Epistemic Virtues and Cosmopolitan Learning
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Fazal Rizvi, 'Epistemic Virtues and Cosmopolitan Learning', The Australian Educational Researcher, 35, no. 1 (2008): 19.
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(2008)
The Australian Educational Researcher
, vol.35
, Issue.1
, pp. 19
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Rizvi, F.1
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54
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33644634338
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The Cosmopolitan Imagination: Critical Cosmopolitanism and Social Theory
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Gerard Delanty, 'The Cosmopolitan Imagination: Critical Cosmopolitanism and Social Theory', The British Journal of Sociology 57, no. 1 (2006): 31.
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(2006)
The British Journal of Sociology
, vol.57
, Issue.1
, pp. 31
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Delanty, G.1
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55
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33644629683
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(Cambridge: Polity Press)
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Ulrich Beck, The Cosmopolitan Vision (Cambridge: Polity Press, 2006), 24
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(2006)
The Cosmopolitan Vision
, pp. 24
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Beck, U.1
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57
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84875066784
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From globalist to cosmopolitan learning: on the reflexive modernization of teacher education
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As Niclas Rönnström (see 'From globalist to cosmopolitan learning: on the reflexive modernization of teacher education', Ethics & Global Politics 5, no. 4 (2012): 193-216).
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(2012)
Ethics & Global Politics
, vol.5
, Issue.4
, pp. 193-216
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58
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84875058724
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Note
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Explores in great detail, the one-sided economic perception of the global challenge for education is not able to meet the social and political demands imposed on individuals in the world risk society. This can be taken as further supporting my argument for a mainly critical reading of the cosmopolitan idea, but I would like to caution that by justifying cosmopolitan education in terms of better meeting existing needs of subjects of education, there is a danger of remaining within the economist logic oneself.
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64
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84869255420
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Die Tektonik des deutschen Bildungssystems. Historische Konfliktlinien und ihre Verschiebung durch den Bologna-Prozess
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ed. W. Helsper et al. (Wiesbaden: VS Verlag fü r Sozialwissenschaften)
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Bernd Zymek, 'Die Tektonik des deutschen Bildungssystems. Historische Konfliktlinien und ihre Verschiebung durch den Bologna-Prozess', in Pädagogische Professionalität in Organisationen. Neue Verhältnisbestimmungen am Beispiel der Schule, ed. W. Helsper et al. (Wiesbaden: VS Verlag fü r Sozialwissenschaften, 2008), 39-52.
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(2008)
Pädagogische Professionalität in Organisationen. Neue Verhältnisbestimmungen am Beispiel der Schule
, pp. 39-52
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Zymek, B.1
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65
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34250029988
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Pädagogische Wertschöpfung. Zur Rationalisierung von Schulsystemen durch public-private-partnerships am Beispiel von PISA
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ed. Jürgen Oelkers et al. (Bad Heilbrunn: Klinkhardt)
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Elisabeth Flitner, 'Pädagogische Wertschöpfung. Zur Rationalisierung von Schulsystemen durch public-private-partnerships am Beispiel von PISA', in Rationalisierung und Bildung bei Max Weber. Beiträge zur historischen Bildungsforschung, ed. Jürgen Oelkers et al. (Bad Heilbrunn: Klinkhardt 2006): 245-266.
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(2006)
Rationalisierung und Bildung bei Max Weber. Beiträge zur historischen Bildungsforschung
, pp. 245-266
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Flitner, E.1
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67
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Arendt and Cosmopolitanism: The Human Conditions of Cosmopolitan Teacher Education
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See, Matthew Hayden, 'Arendt and Cosmopolitanism: The Human Conditions of Cosmopolitan Teacher Education', Ethics & Global Politics 5, no. 4 (2012): 239-58.
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(2012)
Ethics & Global Politics
, vol.5
, Issue.4
, pp. 239-258
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Hayden, M.1
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68
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0003033583
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Representations Are Social Facts: Modernity and Post-modernity in Anthropology
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ed. J. Clifford and G. E. Marcus (Berkeley: University of California Press)
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Paul Rabinow, 'Representations Are Social Facts: Modernity and Post-modernity in Anthropology', in Writing Culture: The Poetics and Politics of Ethnography, ed. J. Clifford and G. E. Marcus (Berkeley: University of California Press, 1986), 258.
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(1986)
Writing Culture: The Poetics and Politics of Ethnography
, pp. 258
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Rabinow, P.1
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69
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84875058168
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Stellenwert und Kritik von Standards fü r die Lehrerbildung aus internationaler Sicht. Vergleiche und Einschätzungen der Situation
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Cf. Gerhard Tulodziecki and Silke Grafe, 'Stellenwert und Kritik von Standards fü r die Lehrerbildung aus internationaler Sicht. Vergleiche und Einschätzungen der Situation', Journal für LehrerInnenbildung 6 (2006): 34-44.
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(2006)
Journal für LehrerInnenbildung
, vol.6
, pp. 34-44
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Tulodziecki, G.1
Grafe, S.2
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70
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15544369362
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Die Begründung von Standards in der Lehrerbildung. Theoretische Perspektiven und Kritik
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Cf. Sabine Reh, 'Die Begründung von Standards in der Lehrerbildung. Theoretische Perspektiven und Kritik', Zeitschrift für Pädagogik 51 (2005): 262ff.
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(2005)
Zeitschrift für Pädagogik
, vol.51
, pp. 262
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Reh, S.1
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72
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84875061543
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Standards fü r den Lehrerberuf: Probleme und Streitfragen
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ed. Ewald Terhart (Mü nster: Institut fü r Schulpädagogik und Allgemeine Didaktik)
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Linda Darling-Hammond, 'Standards fü r den Lehrerberuf: Probleme und Streitfragen', in Standards für die Lehrerbildung. Eine Expertise für die Kultusministerkonferenz, ed. Ewald Terhart (Mü nster: Institut fü r Schulpädagogik und Allgemeine Didaktik, 2002), 70.
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(2002)
Standards für die Lehrerbildung. Eine Expertise für die Kultusministerkonferenz
, pp. 70
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Darling-Hammond, L.1
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74
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Standards in der Lehrerbildung. Blick in die USA und Ausblick auf die deutschsprachige Lehrpersonenausbildung
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Cf. H.-J. Keller, 'Standards in der Lehrerbildung. Blick in die USA und Ausblick auf die deutschsprachige Lehrpersonenausbildung', Journal für Lehrerinnen und Lehrerbildung 2 (2002): 26.
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(2002)
Journal für Lehrerinnen und Lehrerbildung
, vol.2
, pp. 26
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Keller, H.-J.1
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75
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0036711520
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Possibilities and Challenges. The National Board for Professional Teaching Standards
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Frank Serafini, 'Possibilities and Challenges. The National Board for Professional Teaching Standards', Journal of Teacher Education 53 (2002): 321ff.
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(2002)
Journal of Teacher Education
, vol.53
, pp. 321
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Serafini, F.1
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77
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84875080862
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A Cosmopolitan Design of Teacher Education and a Progressive Orientation Towards the Highest Good
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See, Klas Roth, 'A Cosmopolitan Design of Teacher Education and a Progressive Orientation Towards the Highest Good', Ethics & Global Politics 5, no. 4 (2012): 259-79.
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(2012)
Ethics & Global Politics
, vol.5
, Issue.4
, pp. 259-279
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Roth, K.1
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79
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84875083173
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Note
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In his 'Animating Ideas of Idealism: A Semantic Sonata in Kant and Hegel', Robert Brandom argues that the conceptual normativity inherent in our linguistic practices provides an excellent model for a way in which binding oneself to a norm which necessarily implies constraint and a loss of negative freedom cannot only be justified from the standpoint of a collective which might otherwise fall apart, but also from the standpoint of the individual to the individual herself who 'is repaid many times over in a bonanza of positive freedom'. I believe that this could be worked out in further detail into an exemplary standard against which cosmopolitan forms of binding oneself in non-reifying ways could be conceptualized, in that being bound by cosmopolitan law, binding oneself to such norms can mean enabling new positive freedoms rather than being understood as a mere avoidance of constraint and an increase in negative freedom.
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