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This edited book challenges the limits of current educational
philosophical discourse and argues for a restored normativisation
of education through a powerful notion of justice. Moving beyond
conventional paradigms of how justice and education relate, the
book rethinks the promotion of justice in, for, and through
education in its current state. Chapters combine international and
diverse philosophical perspectives with a focus on contemporary
issues, such as climate change, the COVID-19 pandemic, racism, and
migrant crises. Divided into three distinct parts, the book
explores the ontological and socio-political grounds underlying our
notions of education and justice, and offers self-reflective
meta-critique on education philosophers’ tendency of promoting
and upholding orthodox visions and missions. Ultimately, the book
offers contemporary and innovative philosophical reflections on the
link between justice and education, and enriches the discourse
through a multi-perspectival and sensitive exploration of the
topic. It will be of great interest to scholars, researchers, and
postgraduate students in the fields of philosophy of education,
education policy and politics, education studies, and social
justice. The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Funded by University of Oslo.
Cosmopolitanism and relevant notions are widely discussed in
philosophy of education and educational studies more generally.
There is a vast literature on the topic that often invites
conceptual discussion and requires some work in the direction of
crucial clarifications. "Thinking Differently About Cosmopolitanism
"argues that a new conception of cosmopolitanism is needed and
addresses this need by formulating a conception of cosmopolitanism
as an eccentric ethico-political ideal. Such cosmopolitanism is
eccentric in the sense that it decenters the self, it cultivates
centrifugal virtues, and it questions the concern for the globally
enriched self. In this book, Papastephanou lays the foundation for
a more refined conception of the topic, and provides a fruitful
interdisciplinary discussion of its relation to globalization,
Eurocentricism, developmentalism, and modernity."
Cosmopolitanism and relevant notions are widely discussed in
philosophy of education and educational studies more generally.
There is a vast literature on the topic that often invites
conceptual discussion and requires some work in the direction of
crucial clarifications. Thinking Differently About Cosmopolitanism
argues that a new conception of cosmopolitanism is needed and
addresses this need by formulating a conception of cosmopolitanism
as an "eccentric" ethico-political ideal. Such cosmopolitanism is
eccentric in the sense that it decenters the self, it cultivates
centrifugal virtues, and it questions the concern for the globally
enriched self. In this book, Papastephanou lays the foundation for
a more refined conception of the topic, and provides a fruitful
interdisciplinary discussion of its relation to globalization,
Eurocentricism, developmentalism, and modernity.
From antiquity to the present, schools of some form have, in one
way or other, been involved in the material and symbolic
reproduction of societies. Such diachronic resilience, along with
the synchronic omnipresence of schooling often makes schools appear
as natural, self-evident and unavoidable. This naturalization of
schooling is then extended to its modern specification as
compulsory in a universalist fashion. This book does not only seek
to explore what is left of older debates on compulsory education in
the years' hindsight but also to associate the discussion of
schooling with new theoretical developments and new emphases. It
contains a first part, which operates, primarily, at the conceptual
and justificatory level and reserves a, more or less, qualified
welcome to a revisited notion of compulsory. And it supplements
this first part with a second, more applied one that focuses on
specific aspects of compulsory schooling and/or education. From
Luther down to John Stuart Mill and John Dewey, compulsory
education has been heralded either as a vehicle of social
coordination and individual well-being, or as a vehicle of
democratization and progress, or as a means for protecting the
rights of the young and of society, and so on and so forth. But
there have also been periods of challenge and denaturalization of
compulsory education, producing a range of interesting and spirited
debates not only on matters of educational legality but also on
matters that boil down to broader philosophical questions about the
self and the world. Without neglecting the lasting significance of
older debates, argumentation over schooling, its character and its
scope can be recast in the light of current philosophical
educational debates. Given the fact that failure adequately to mine
such connections leads to a lack in philosophical-educational
engagement with one of the most central pedagogical practices of
the contemporary world, namely, the school, the book aspires to
remedy this lack and to put together work that addresses those
connections through the highly original and innovative work of its
contributors. The subtext in all contributions is a vision of
educational transformation in one way or other. All chapters (from
the most theoretical to the most practice-related) promote a
version of a recast or redirected compulsory schooling.
This volume discusses perspectives on cosmopolitanism, as well as
concepts and the work of key figures. For example, it examines
educational, philosophical and historical perspectives, deals with
such issues as citizenship, internationalism, patriotism,
globalization, hegemony and many other topics. It brings together
works on Alain Badiou, Giorgio Agamben, Ernesto Laclau, Bruno
Latour and Homi Bhabha with works on Whitman, Kant, Martha
Nussbaum, Thomas Pogge, Onora O'Neill and Philippe Van Parijs. The
book engages in the new dialogue on cosmopolitanism from a variety
of outlooks. It advances that dialogue and problematizes it through
as yet unexplored paths. Its chapters respond to the intricacies of
current discourses on cosmopolitanism and related notions and take
into account both affirmative and negative stances to
cosmopolitanism and its educational significance. Overall, the book
relies on such stances as background material in order to transcend
them and offer fresh perspectives on cosmopolitan stakes. It makes
use of a recent tendency in political philosophical and
cultural-critical debates that opens a possibility of more nuanced
approaches to old '-isms'.
From antiquity to the present, schools of some form have, in one
way or other, been involved in the material and symbolic
reproduction of societies. Such diachronic resilience, along with
the synchronic omnipresence of schooling often makes schools appear
as natural, self-evident and unavoidable. This naturalization of
schooling is then extended to its modern specification as
compulsory in a universalist fashion. This book does not only seek
to explore what is left of older debates on compulsory education in
the years' hindsight but also to associate the discussion of
schooling with new theoretical developments and new emphases. It
contains a first part, which operates, primarily, at the conceptual
and justificatory level and reserves a, more or less, qualified
welcome to a revisited notion of compulsory. And it supplements
this first part with a second, more applied one that focuses on
specific aspects of compulsory schooling and/or education. From
Luther down to John Stuart Mill and John Dewey, compulsory
education has been heralded either as a vehicle of social
coordination and individual well-being, or as a vehicle of
democratization and progress, or as a means for protecting the
rights of the young and of society, and so on and so forth. But
there have also been periods of challenge and denaturalization of
compulsory education, producing a range of interesting and spirited
debates not only on matters of educational legality but also on
matters that boil down to broader philosophical questions about the
self and the world. Without neglecting the lasting significance of
older debates, argumentation over schooling, its character and its
scope can be recast in the light of current philosophical
educational debates. Given the fact that failure adequately to mine
such connections leads to a lack in philosophical-educational
engagement with one of the most central pedagogical practices of
the contemporary world, namely, the school, the book aspires to
remedy this lack and to put together work that addresses those
connections through the highly original and innovative work of its
contributors. The subtext in all contributions is a vision of
educational transformation in one way or other. All chapters (from
the most theoretical to the most practice-related) promote a
version of a recast or redirected compulsory schooling.
Imagine an international group of philosophers of education coming
together on a Greek island three years in a row to reflect and
promote a conception of philosophy as a lived experience. This book
is a result of their discussions and makes an original contribution
to the field. The authors here present conceptual and critical
works relevant to current theoretical developments and debates
within the fields of philosophy and education. The articles
contribute both to philosophical clarifications and the advancement
of research with solid arguments for theoretical and practical
redirections. To deploy their arguments, the contributors draw on
classical thinkers such as Plato, Kant and Dewey, and on
contemporary prominent theorists, such as Derrida, Badiou and
Deleuze, with fresh and critical perspectives. Marianna
Papastephanou is Assistant Professor at the University of Cyprus,
where she teaches Philosophy of Education. Torill Strand is a full
Professor affiliated with Ostfold University College and University
of Oslo, Norway. Anne Pirrie is Reader in Education at the
University of the West of Scotland.
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