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MIAMI UNIVERSITY the Graduate School MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Don Charles Murray Candidate for the Degree Doctor of Philosophy ______________________________________ Kate Rousmaniere, Director ______________________________________ Kathleen Knight Abowitz, Reader ______________________________________ Michael Evans, Reader ______________________________________ Thomas Misco, Graduate School Representative ABSTRACT COSMOPOLITANISM AND CONFLICT-RELATED EDUCATION: THE NORMATIVE PHILOSOPHY OF COSMOPOLITANISM AS EXAMINED THROUGH THE CONFLICT-RELATED EDUCATION SITE OF THE PHILIPPINE- AMERICAN CONFLICT by Don C. Murray Cosmopolitanism is a normative philosophy that suggests a global community of responsibility. This study further develops cosmopolitanism in conflict-related education settings through a historical examination of the United States’ imperial expansion into the Philippines, the subsequent Philippine-American War, and the accompanying American education restructuring efforts in the Philippines at the turn of the 20th century. This conflict serves as a delimited historical site for research in which a cosmopolitanism- based framework is used to evaluate conflict-related education as an instrument of foreign policy. Employing the methodologies of historical research and critical policy analysis (CPA), this study draws widely from the literature on cosmopolitanism as well as primary and secondary sources related to the history of the Philippine-American conflict. President William McKinley’s so-called benevolent assimilation proclamation of 1898 serves as the foundational historical policy document for this study. A top-level federal policy document, McKinley’s proclamation provides a springboard for critically examining its associated history, politics, philosophy, rhetoric, and educational implications. This study argues that cosmopolitanism ethics consists of three essential elements: respect, responsibility, and rootedness. Respect recognizes that social justice and moral flourishing can be promoted by traditions and cultures other than one’s own. Responsibility recognizes that one is obliged to take actions to promote social justice and human flourishing beyond their own tribal boundaries. Rootedness, meanwhile, promotes social justice and human flourishing within one’s own culture. It is only when all three components are present that cosmopolitanism ethics are realized. By prioritizing economic profit, by favoring the American White-settler lived experience, and by actively repressing the history, political will, and agency of the Filipino people, this study argues that McKinley’s proclamation set the stage for the most uncosmopolitan of education systems in the Philippines. Despite McKinley’s rhetorical promise of democratic self-government, American education efforts in the Philippines instead came to follow a time-tested American system of suppressing indigenous culture, of racially separating students into educational tracts, and of creating uncritically patriotic subjects while simultaneously failing to prepare them for self-government. By providing a framework for shaping and evaluating the ethical application of cosmopolitanism in conflict-related education settings, this study provides context and understanding for present-day conflict-related education undertakings. Through an examination of the past, this study serves to inform and shape the approach of cosmopolitan-minded educators and policymakers in the future. COSMOPOLITANISM AND CONFLICT-RELATED EDUCATION: THE NORMATIVE PHILOSOPHY OF COSMOPOLITANISM AS EXAMINED THROUGH THE CONFLICT-RELATED EDUCATION SITE OF THE PHILIPPINE- AMERICAN CONFLICT A DISSERTATION Presented to the Faculty of Miami University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Educational Leadership by Don C. Murray The Graduate School Miami University Oxford, Ohio 2021 Dissertation Director: Kate Rousmaniere © Don Charles Murray 2021 TABLE OF CONTENTS CHAPTER I: INTRODUCTION .................................................................................................... 1 Introduction ................................................................................................................................. 1 Why This Scholarship Is Important ............................................................................................ 3 The Limitations Of This Research: What It Is Not ..................................................................... 5 Research Questions ..................................................................................................................... 5 CHAPTER II: LITERATURE REVIEW: COSMOPOLITANISM AND PHILIPPINE- AMERICAN CONFLICT-RELATED EDUCATION ................................................................... 7 Part 1: Cosmopolitanism ............................................................................................................. 7 Cosmopolitanism: An introduction. ........................................................................................ 7 Cosmopolitanism: Differentiating closely related terms. ....................................................... 8 Two camps: Classical cosmopolitanism and new cosmopolitanism. ................................... 11 Cosmopolitanism and geo-politics. ....................................................................................... 16 Cosmopolitanism and education. .......................................................................................... 18 Cosmopolitanism: Gaps in the literature............................................................................... 21 Part 2: The Philippine-American Conflict-Related Education ................................................. 21 Introduction. .......................................................................................................................... 21 Conflict related themes. ........................................................................................................ 23 Conflict-related education themes. ....................................................................................... 24 Racial themes. ....................................................................................................................... 25 Religious themes. .................................................................................................................. 26 Economic themes. ................................................................................................................. 28 Decolonial themes. ................................................................................................................ 28 Two broad approaches to the literature. ................................................................................ 29 Gaps in the literature. ............................................................................................................ 31 CHAPTER III: METHODOLOGY .............................................................................................. 32 Historical Research ................................................................................................................... 32 Historical research: The ambiguity of historical methodology. ............................................ 32 Historical research: Historiography. ..................................................................................... 33 Historical research: Social memory v. historicism. .............................................................. 34 Historic research: History as revisionism. ............................................................................ 36 Historical research: Additional approaches. ......................................................................... 37 Historical Research: Source Material. .................................................................................. 38 Historical research: Tensions between historians and historians of education. ................... 39 Critical Policy Analysis (CPA) ................................................................................................. 40 Critical vs Traditional Policy Analysis. ................................................................................ 40 CPA: The “underlying concerns” and “key features.”.......................................................... 40 Methods (What My Research Actually Does) .......................................................................... 41 A few notes on the limitations of this research. .................................................................... 43 i CHAPTER IV: A FRAMEWORK FOR CONCEPTUALIZING COSMOPOLITANISM: RESPECT, RESPONSIBILITY, AND ROOTEDNESS. ............................................................. 45 Introduction ............................................................................................................................... 45 Respect ...................................................................................................................................... 47 Respect for persons. .............................................................................................................. 48 Respect versus civility. ......................................................................................................... 50 Respect for traditions, cultures, and societies. .....................................................................
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