1. the Idea of Kosmopolis: Two Kinds of Cosmopolitanism
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CRITICAL THEORY and AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism
CDSMS EDITED BY JEREMIAH MORELOCK CRITICAL THEORY AND AUTHORITARIAN POPULISM Critical Theory and Authoritarian Populism edited by Jeremiah Morelock Critical, Digital and Social Media Studies Series Editor: Christian Fuchs The peer-reviewed book series edited by Christian Fuchs publishes books that critically study the role of the internet and digital and social media in society. Titles analyse how power structures, digital capitalism, ideology and social struggles shape and are shaped by digital and social media. They use and develop critical theory discussing the political relevance and implications of studied topics. The series is a theoretical forum for in- ternet and social media research for books using methods and theories that challenge digital positivism; it also seeks to explore digital media ethics grounded in critical social theories and philosophy. Editorial Board Thomas Allmer, Mark Andrejevic, Miriyam Aouragh, Charles Brown, Eran Fisher, Peter Goodwin, Jonathan Hardy, Kylie Jarrett, Anastasia Kavada, Maria Michalis, Stefania Milan, Vincent Mosco, Jack Qiu, Jernej Amon Prodnik, Marisol Sandoval, Se- bastian Sevignani, Pieter Verdegem Published Critical Theory of Communication: New Readings of Lukács, Adorno, Marcuse, Honneth and Habermas in the Age of the Internet Christian Fuchs https://doi.org/10.16997/book1 Knowledge in the Age of Digital Capitalism: An Introduction to Cognitive Materialism Mariano Zukerfeld https://doi.org/10.16997/book3 Politicizing Digital Space: Theory, the Internet, and Renewing Democracy Trevor Garrison Smith https://doi.org/10.16997/book5 Capital, State, Empire: The New American Way of Digital Warfare Scott Timcke https://doi.org/10.16997/book6 The Spectacle 2.0: Reading Debord in the Context of Digital Capitalism Edited by Marco Briziarelli and Emiliana Armano https://doi.org/10.16997/book11 The Big Data Agenda: Data Ethics and Critical Data Studies Annika Richterich https://doi.org/10.16997/book14 Social Capital Online: Alienation and Accumulation Kane X. -
Augustine on Knowledge
Augustine on Knowledge Divine Illumination as an Argument Against Scepticism ANITA VAN DER BOS RMA: RELIGION & CULTURE Rijksuniversiteit Groningen Research Master Thesis s2217473, April 2017 FIRST SUPERVISOR: dr. M. Van Dijk SECOND SUPERVISOR: dr. dr. F.L. Roig Lanzillotta 1 2 Content Augustine on Knowledge ........................................................................................................................ 1 Acknowledgements ................................................................................................................................ 4 Preface .................................................................................................................................................... 5 Abstract ................................................................................................................................................... 6 Introduction ............................................................................................................................................ 7 The life of Saint Augustine ................................................................................................................... 9 The influence of the Contra Academicos .......................................................................................... 13 Note on the quotations ........................................................................................................................ 14 1. Scepticism ........................................................................................................................................ -
Diogenes Laertius, Vitae Philosophorum, Book Five
Binghamton University The Open Repository @ Binghamton (The ORB) The Society for Ancient Greek Philosophy Newsletter 12-1986 The Lives of the Peripatetics: Diogenes Laertius, Vitae Philosophorum, Book Five Michael Sollenberger Mount St. Mary's University, [email protected] Follow this and additional works at: https://orb.binghamton.edu/sagp Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient Philosophy Commons, and the History of Philosophy Commons Recommended Citation Sollenberger, Michael, "The Lives of the Peripatetics: Diogenes Laertius, Vitae Philosophorum, Book Five" (1986). The Society for Ancient Greek Philosophy Newsletter. 129. https://orb.binghamton.edu/sagp/129 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in The Society for Ancient Greek Philosophy Newsletter by an authorized administrator of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. f\îc|*zx,e| lîâ& The Lives of the Peripatetics: Diogenes Laertius, Vitae Philosoohorum Book Five The biographies of six early Peripatetic philosophers are con tained in the fifth book of Diogenes Laertius* Vitae philosoohorum: the lives of the first four heads of the sect - Aristotle, Theophras tus, Strato, and Lyco - and those of two outstanding members of the school - Demetrius of Phalerum and Heraclides of Pontus, For the history of two rival schools, the Academy and the Stoa, we are for tunate in having not only Diogenes' versions in 3ooks Four and Seven, but also the Index Academicorum and the Index Stoicorum preserved among the papyri from Herculaneum, But for the Peripatos there-is no such second source. -
Sage. Cosmopolitan Liberalism and Its Limits Craig Calhoun Cosmopolit
Forthcoming in R. Robertson, ed.: Cosmopolitanism. London: Sage. Cosmopolitan Liberalism and its Limits Craig Calhoun Cosmopolitanism is in fashion. It is valued in clothing style and eating habits, leisure travel and business connections, musical taste and ethical commitments. I have previously criticized the too easy conflation of these different dimensions. This tends to give a tone of moral self- righteousness to matters of personal style, and it tends to deflect attention from the extent to which these sorts of cosmopolitanism rest on positions of personal privilege. I have termed this the “class consciousness of frequent travelers”. Here, I want to take up a different but related theme, the renewal of political liberalism as cosmopolitanism. Most versions of cosmopolitanism are contained within liberalism. They are grounded in thinking about individuals – their rights, tastes, and potential travels through the world, and indeed also their ethical obligations. They have much less to say about social transformations that would raise the opportunities and standards of living of the poor or collective struggles that might bring these about. In this they share something with 19th century bourgeois liberalism. Compared to previous aristocratic closure of opportunities it helped underwrite a new openness. But it offered much less to struggles to transform capitalist inequalities. And it was often actively hostile to attempts by craft workers and others to defend their traditional communities.i So it is today with those enthusiastic about a range of new technologies and willing to accept the economic relations that shape their distribution and use. There is a tension running through modern history between struggles to open new individual opportunities – for those with the resources to take them up – and struggles to transform social structures to benefit those much less well off. -
Cosmopolitanism’ As an Analytic for the Comparative Study of Globalization and Education
Rethinking ‘Cosmopolitanism’ as an Analytic for the Comparative Study of Globalization and Education Noah W. Sobe Loyola University Chicago This article proposes that for scholars in comparative and international education the study of “cosmpolitanisms” offers a productive avenue for thinking outside of the traditional paradigms of area studies and for understanding the new world-generating optics and multi-layered geographies that appear to be emerging with globalization. The piece explores the concept of “vernacular cosmopolitanisms” and discusses recent scholarship – on 21st century American education and on early-20th-century Yugoslav education – that have used cosmopolitanism as an analytic category. The article argues that studying actually, existing cosmopolitanisms is a useful strategy for examining the ways that solidarities are formed, identities are developed, and principles of inclusion and exclusion are elaborated amidst local and global assemblages. ne of the key analytic challenges that globalization presents is the need to develop social science research strategies appropriate to understanding emergent social, political and culturalO forms. In this article I argue that the study of cosmopolitanisms offers a productive avenue for thinking outside of the traditional paradigms of area studies and for understanding the new world-generating optics and multi-layered geographies that appear to be emerging with globalization. These new, often non-territorial configurations bring people, knowledge, institutions, and objects together -
DIOGENES of SINOPE Diogenes of Sinope (C
DIOGENES OF SINOPE Diogenes of Sinope (c. 412‐323 BC), a contemporary of Plato and Aristotle, is considered the founder of the philosophical school of Cynicism. Concerned more with action than with words, he left no writings. What we know of his thought is what has been related to us by contempo‐ raries and later scholars. The most extensive account is from Diogenes Laertes, writing almost 500 years after Diogenes lived. LIFE OF DIOGENES OF SINOPE, THE CYNIC (404‐323 BC) RD BY DIOGENES LAERTIUS (3 CENTURY AD) Diogenes was a native of Sinope, son of Hicesius, a banker. Diocles relates that he went into exile because his father was entrusted with the money of the state and adulterated the coin‐ age. But Eubulides in his book on Diogenes says that Diogenes himself did this and was forced to leave home along with his father. Moreover Diogenes himself actually confesses in his Porde‐ lus that he adulterated the coinage. Some say that having been appointed to superintend the workmen he was persuaded by them, and that he went to Delphi or to the Delian oracle in his own city and inquired of Apollo whether he should do what he was urged to do. When the god gave him permission to alter the political currency, not understanding what this meant, he adulterated the state coinage, and when he was detected, according to some he was banished, while according to others he voluntarily quitted the city for fear of consequences. One version is that his father entrusted him with the money and that he debased it, in consequence of which the father was imprisoned and died, while the son fled, came to Delphi, and inquired, not whether he should falsify the coinage, but what he should do to gain the greatest reputation; and that then it was that he received the oracle. -
Cosmopolitanism: Rethinking the Agenda of Education Abroad Brian Whalen1 & Michael Woolf 2
Critical Essay Frontiers: The Interdisciplinary Journal of Study Abroad © 2020 Brian Whalen & Michael Woolf The work is licensed under the Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International License. Volume 32, Issue 3, pp. 72-98 DOI 10.36366/frontiers.v32i3.580 Cosmopolitanism: Rethinking the Agenda of Education Abroad Brian Whalen1 & Michael Woolf 2 Abstract Cosmopolitanism is an ambiguous and inherently paradoxical notion. Because of the complexities it raises, it generates analyses and discourses that challenge simplistic assumptions embedded in theory and practice of education abroad. Global citizenship, comprehensive internationalization, cultural relativity, immersion, cross-cultural learning, and community engagement are some of the concepts deconstructed through the lens of cosmopolitan ideas and histories. Cosmopolitan philosophies are also of particular and special relevance to student experience in international education. In short, cosmopolitanism is not one idea but a field of meaning, a cluster of profound propositions that might collectively enrich the curriculum of education abroad. Keywords: cosmopolitanism; history and philosophy; deconstructing the agenda; nationalism, cultural history Introduction: What is Cosmopolitanism? What is it not? Cosmopolitanism... is a philosophy and ethical orientation that takes account of the dense enmeshment of human beings - the connections 1 CAPA: THE GLOBAL EDUCATION NETWORK, LONDON, UK 2 AMERICAN INTERNATIONAL RECRUITMENT COUNCIL (AIRC), BETHESDA, MD, USA Corresponding author: Michael Woolf, CAPA: The Global Education Network, [email protected] Frontiers: The Interdisciplinary Journal of Study Abroad 32(3) Whalen & Woolf between them, the bonds that link them, the interests that divide them, and the clashes of ethical and political outlook. Cosmopolitanism is a philosophy for the age of human interconnectedness, and generates a politics for a ‘small world’ (Brown & Held, 2010, p. -
Smashing Cosmopolitanism: the Neo-Liberal Destruction of Cosmopolitan Education in East-Central Europe
Smashing Cosmopolitanism: The Neo-liberal Destruction of Cosmopolitan Education in East-Central Europe Robert J. Imre University of Newcastle Zsuzsa Millei University of Newcastle Critiques that seek to examine cosmopolitanism as a concept suffer from a severe popularity problem. Rather than engage in this pro/con debate, we are interested in demonstrating that cosmopolitanism can wax and wane, ebb and flow, and has appeared as a grounding ideology for educational programs before, only to be torn asunder by those seeking to consolidate regime change. We do not suggest that cosmopolitanism is good and righteous politics, normatively opposed to or supporting patriotism, nor is it ideologically left, right or centre. We see a burgeoning cosmopolitan outlook in a particular time and place, that was smashed by political and social forces both unforeseen and powerful, changing foundational concepts of education in East-Central Europe in general and Hungary in particular. s a popular concept in the English-speaking world, cosmopolitanism conjures up notions of a well-read, well-fed, bourgeoisie with economic and social capacities to move around the worldA using their networks and sophisticated understandings of cultural diversity. A cosmopolitan understanding of the world encompasses a commitment to universal human rights, universal human potential, and a deeply embedded acceptance of difference and diversity. These ideas are core parts of a universalist frame of reference, and a philosophical underpinning of a particular view of the modern world held during the Industrial Revolution until today (Held, 2003). This paper challenges the idea that cosmopolitanism exists exclusively in the post-Cold War period in East-Central Europe, and also challenges the idea that the Hungarian education system was a monolithic neo-Stalinist version of ‘ideology expression’. -
The Happiness Philosophers
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. Introduction A philosophy is the expression of a man’s intimate character. — William James But even as we as a nation have embraced education as critical to economic growth and opportunity, we should remember that colleges and universities are about a great deal more than measurable utility. Unlike perhaps any other institutions in the world, they embrace the long view and nurture the kind of critical perspectives that look far beyond the present. — dreW Gilpin faUsT, presidenT of harvard UniversiTy The Word “UTiliTarian” is not apt to strike the right chord in the world’s moral consciousness. Today, as in the nineteenth century, it can all too easily conjure up visions of soulless manager drones addicted to “efficient” adminis- tration in the least imaginative and most dehumanizing sense, or of those who would destroy a many-sided liberal education in the name of the immediately practical, useful, and vocational. The defenders of the humanities, including the presidents of Harvard and Columbia and their peers, have tended to define themselves by their opposition to instrumental or “utilitarian” approaches to education, which, it is implied, will prioritize “economic growth and opportu- nity” and miss the big issue: how over the long haul to cultivate individuals who can think critically, empathize with others, imagine better worlds, and actively engage in meaningful democratic citizenship. These, in their view, are the invaluable intangibles that cost-bene fit-minded, bean-counting, Dicken- sian utilitarian functionaries cannot even conceptualize much less defend. -
Tracing Confucianism in Contemporary China
TRACING CONFUCIANISM IN CONTEMPORARY CHINA Ruichang Wang and Ruiping Fan Abstract: With the reform and opening policy implemented by the Chinese government since the late 1970s, mainland China has witnessed a sustained resurgence of Confucianism first in academic studies and then in social practices. This essay traces the development of this resurgence and demonstrates how the essential elements and authentic moral and intellectual resources of long-standing Confucian culture have been recovered in scholarly concerns, ordinary ideas, and everyday life activities. We first introduce how the Modern New Confucianism reappeared in mainland China in the three groups of the Chinese scholars in the Confucian studies in the 1980s and early 1990s. Then we describe how a group of innovative mainland Confucian thinkers has since the mid-1990s come of age launching new versions of Confucian thought differing from that of the overseas New Confucians and their forefathers, followed by our summary of public Confucian pursuits and activities in the mainland society in the recent decade. Finally, we provide a few concluding remarks about the difficulties encountered in the Confucian development and our general expectations for future. 1 Introduction Confucianism is not just a philosophical doctrine constructed by Confucius (551- 479BCE) and developed by his followers. It is more like a religion in the general sense. In fact, Confucius took himself as a cultural transmitter rather than a creator (cf. Analects 7.1, 7.20), inheriting the Sinic culture that had long existed before him.2 Dr. RUICHANG WANG, Professor, School of Culture & Communications, Capital university of Economics and Business. Emai: [email protected]. -
Cosmopolitanism in the Modern Social Imaginary
Craig Calhoun Cosmopolitanism in the modern social imaginary Article (Published version) (Refereed) Original citation: Calhoun, Craig (2008) Cosmopolitanism in the modern social imaginary. Daedalus, 137 (3). pp. 105-114. ISSN 0011-5266 DOI: 10.1162/daed.2008.137.3.105 © 2008 American Academy of Arts and Sciences This version available at: http://eprints.lse.ac.uk/42642/ Available in LSE Research Online: November 2012 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. Craig Calhoun Cosmopolitanism in the modern social imaginary One day in the early 1980s, I was rid- to see who else might be passing through ing in the backseat of an old Land Rover the seemingly empty desert. My curiosi- through the desert southwest of Khar- ty was mild–I had been in the Sudan toum. There was no road, but the land- only a month or two and didn’t think I’d scape, mostly flat, was marked by the know anyone–until I realized that in occasional saint’s tomb distinctive to fact I did know the face looking back at Sudanese Islam. -
Liberal Cosmopolitanism and Economic Justice
LIBERAL COSMOPOLITANISM AND ECONOMIC JUSTICE Katherine Erbeznik A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2008 Committee: Steven Wall, Advisor Rachel A. Vannatta Graduate Faculty Representative Fred D. Miller, Jr. Ellen Frankel Paul Jeffrey Moriarty ii ABSTRACT Steven Wall, Advisor The goal of this dissertation is to answer two questions: Is global poverty unjust, such that coercive remedies may be imposed to alleviate it? And if so, does it justify global redistribution as a remedy? This dissertation takes up the same task initiated by Thomas Pogge in his 2002 book, World Poverty and Human Rights, in that the theory of justice from which these questions are answered assigns priority to negative duties of non-interference, rather than positive duties of assistance. More specifically, the theory of cosmopolitan justice underlying this evaluation is that of natural rights liberalism in the tradition of John Locke and Robert Nozick. According to this theory, global poverty could be unjust only if it was the result of violating individual rights. The first half of the dissertation explores the ways in which Pogge claims poverty is the result of rights violations – that such poverty is the result of a tainted global history and that the current distribution of global resources violates the right to fair shares, – ultimately denying that these ground the injustice of poverty. Instead, I argue that global poverty is unjust because a distribution of resources that contains severe poverty violates the minimal access proviso, a constraint on property rights that takes the deprivation of others to limit the property rights of some.