National Injustice, Caring Institutions and Cosmopolitan Motivation

This paper examines the relationship between strategies of cosmopolitan education intended to motivate citizens of affluent countries to care about distant others facing injustice, and injustices within the borders of these affluent countries. I argue that promoting justice within affluent countries and motivating citizens to act to address global injustices, are potentially complementary rather than competing projects. I make two claims. (i) Injustices within national borders can undermine the development of cosmopolitan concern. (ii) National institutions delivering health and social care play a vital role in developing and sustaining affective dispositions necessary to care about the fate of distant others.

The image of a Russian noble lady in the poetry of Charles de Lin

The article considers a series of poems by Prince Charles de Lin (1735–1814), dedicated to Russian women of the Catherine era. The novelty of the research is that these poems have not yet been studied and published in Russian. A description of the Prince de Lin’s relations with Russia is presented. The list of poetic messages of the “Russian cycle”is given. Information is given about the personalities of the addressees-representatives of the highest (titled) Russian aristocracy of the second half of the XVIII and early XIX centuries. The circumstances of the creation of individual poems, which caused their pathos, are indicated. A genre classification of works is proposed — madrigals, poems in albums, humorous songs. The above quotes indicate the collective image created by Prince de Lin of a high-class Russian lady of the end of the Enlightenment era. It is a whimsical combination of grandeur, coquetry, piety, courtesy, and artistic taste. With all the unique personality of each addressee, we see the personification of beauty and tenderness, refinement and kinship. The generally idealized view of the enlightened Belgian on the Russian high society of that era, when emancipation and cosmopolitan education of noblewomen were already more than a century old, has a certain historical significance and deserves attention in the light of the dialogue between the two cultures.

Arendt, IB Leadership, and Global Citizenship Education

This chapter explores how the IB operationalises a critical education through its senior school leadership against a backdrop of privilege. It draws upon original interview and observation of six directors in world leading schools. It finds that leadership understands itself as a powerful catalyst for an IB Global Citizenship Education (GCE). However, IB international schools emerge as strongholds of white Anglo-Europeanism with endemic issues of inequity in staffing and thinking which privilege white expatriate staff and continue to reinforce Anglo superiority through an uncritical cosmopolitan education. By deploying the theory of Arendt, this chapter finds the schools struggle to initiate progressive action worthy of their IB mission due to a focus on words over action by appeasing wealth over challenging injustice. The chapter suggests more modelling and less talk of IB and Eastern values and recommends international educators should begin by tackling the injustices and inequities of the international schools themselves, thereby modelling critical thinking in action.

Cosmopolitan Education in Agonistic Morality: Epistemological Restraint, Discourse Ethics, and Agonistic Pluralism

Cosmopolitan education has been much theorized, discussed, and proposed, but what, exactly, might it look like and what specific processes might it involve? Cosmopolitanism’s recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As an ethico-political process, existing political and ethical processes can be brought to bear on its educational manifestations. The political concepts of epistemological restraint, discourse ethics, and agonistic pluralism are offered as models for cosmopolitan education in agonistic morality: epistemological restraint is used to address the need for prioritization of moral inquiry over moral belief; discourse ethics addresses the necessity of inclusive and democratic dialogue; agonistic pluralism offsets the implications of the inevitability of pluralism in educational inquiry. All three combine to form a process of cosmopolitan education in agonistic morality.

Terminological “Communities”: A Conceptual Mapping of Scholarship Identified With Education’s “Global Turn”

This chapter presents an innovative, cross-disciplinary methodological approach to systematically reviewing and comparing large bodies of literature using big data, Natural Language Processing, network analysis, and supplementary qualitative analysis. The approach is demonstrated through an analysis of the literature surrounding four common concepts within the scholarship related to the global turn in education: 21st-century skills, global citizenship, intercultural competencies, and cosmopolitan education. An analysis is made of each network representing the focal concepts. We also undertake a comparative analysis of topics appearing across the scholarship found on the different concepts. Through this analysis we highlight some benefits of the outlined methodology in identifying overarching themes across bodies of literature, locating differences in how topics are approached within the context of each concept, revealing blind spots and caveats in specific areas of scholarship, and being able to outline distinctive characteristics of the literature related to each concept. Limitations and potential uses of the method are subsequently discussed. This review will be of use to researchers from any field who are interested in novel methodological ways of unpacking and analyzing large bodies of knowledge, as well as scholars embarking on research related to the global turn in education, and finally, policymakers looking to identify which concepts to utilize in their work in this area.