Chapter

TEACHING COSMOPOLITAN RIGHT

Jeremy Waldron

in Citizenship and Education in Liberal-Democratic Societies

Published in print August 2003 | ISBN: 9780199253661
Published online January 2005 | e-ISBN: 9780191601972 | DOI: http://dx.doi.org/10.1093/0199253668.003.0002
TEACHING COSMOPOLITAN RIGHT

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Jeremy Waldron’s essay centres around Martha Nussbaum’s ideas on cosmopolitan education: Nussbaum argues that we should make ‘world citizenship, rather than democratic or national citizenship, the focus for civic education’. The essay provides just a few examples to illustrate the concrete particularity of the world community for which we are urged by Nussbaum to take responsibility, with the aim of refuting the view of those who condemn cosmopolitanism as an abstraction. The arguments for and against Nussbaum’s idea (universalism vs particularism) are presented, and one of the opposing views highlighted: that cosmopolitan moral education is not just an education in moral ideas; it is (or ought to be) an education in the particular ways in which people have inhabited the world (rather than the purely local aspects of their inhabiting particular territories). The different sections of the chapter look at how a society becomes multicultural, the infrastructure of cultural interaction, the identification of citizenship (citizenship in relation to civic responsibility, exclusivity, subjection), the language of citizenship, and its concrete reality and its cosmopolitan dimensions.

Keywords: citizenship; civic education; civic responsibility; cosmopolitan education; cosmopolitan right; cosmopolitanism; cultural interaction; education; exclusivity; Martha Nussbaum; moral education; multiculturalism; particularism; subjection; universalism; world citizenship

Chapter.  15955 words. 

Subjects: Political Theory

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