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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. -
Global Studies - CPS Specialty (GBST) 1 Global Studies - CPS Specialty (GBST)
Global Studies - CPS Specialty (GBST) 1 Global Studies - CPS Specialty (GBST) Search GBST Courses using FocusSearch (http:// catalog.northeastern.edu/class-search/?subject=GBST) GBST 1011. Globalization and International Affairs. (4 Hours) Offers an interdisciplinary approach to analyzing global/international affairs. Examines the politics, economics, culture, and history of current international issues through lectures, guest lectures, film, case studies, and readings across the disciplines. GBST 1012. The Global Learning Experience. (1 Hour) Examines global citizenship in the 21st century. Introduces the concepts of global citizenship, cosmopolitanism, pluralism, and culture. Connects local issues at host sites with broader dynamics of globalization, migration, positionality, power, and privilege.#Offers opportunities to analyze and apply ideas through personal reflection, application of intercultural theory, and team-based problem solving. GBST 1020. Community Learning 1. (1 Hour) Offers an introduction to community learning, social justice, and cross- cultural collaboration in Boston. The main objective is to help students prepare for, gain from, and reflect upon their semester in Boston as a profound global experience. Uses lectures, course readings, group discussions, collaborative projects, and semester-long service-learning opportunities to challenge students to ask critical questions and become global citizens and ambassadors by actively participating in their own learning community, as well as the greater Northeastern community, and beyond into Boston. Ongoing, online reflection is designed to help students articulate their own experiences, respond to others’ experiences, and ultimately make connections with the global experiences of others. GBST 1030. Community Learning 2. (1 Hour) Continues the introduction of community learning, social justice, and cross-cultural collaboration begun in GBST 1020. -
Critique and Cognitive Capacities
Article Philosophy and Social Criticism 1–24 Critique and cognitive ª The Author(s) 2021 capacities: Towards an Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0191453720987864 action-oriented model journals.sagepub.com/home/psc Magnus Ho¨rnqvist Stockholm University, Sweden Abstract In response to an impasse, articulated in the late 1980s, the cognitive capacities of ordinary people assumed central place in contemporary critical social theory. The participants’ perspective gained precedence over scientific standards branded as external. The notion of cognition, however, went unchallenged. This article continues the move away from external standards, and discusses two models of critique, which differ based on their underlying notions of cognition. The representa- tional model builds on cognitive content, misrecognition and normativity; three features which are illustrated with positions adopted by prominent exponents of critical social theory. An alternative understanding relies on action-oriented disclosure and the participants’ basic familiarity with the social world. On this reading, what clashes with unequal structures is skilful coping, rather than representations and normative standards. The action-oriented approach may overcome the dilemma of understanding both the impact and the possible transcendence of unequal structures, although it cannot ultimately replace representational critique. Keywords action-oriented cognition, Bourdieu, cognitive capacities, critique, Heidegger, Honneth, power The role attributed to ordinary people’s cognitive capacities within critical social theory has undergone a decisive change since the 1980s. The change has been described as a move from ‘external’ to ‘immanent’ critique, which values the participants’ perspective over against the perspective of the scientific observer.1 The multitude of opinions close to everyday life gained precedence over theorizing at higher levels of abstraction. -
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. -
The Digital Divide: a Digital Bangladesh by 2021?
International Journal of Education and Human Developments Vol. 1 No. 3; November 2015 The Digital Divide: A digital Bangladesh by 2021? Kristen Waughen, Ph.D. Students In Free Enterprise Sam M Walton Fellow Elizabethtown College Department of Math and Computer Sciences Elizabethtown, PA 17022, USA. Abstract The purpose of this research was to define and identify the digital divide and the various considerations that factor into a country’s technological status. The goal was to investigate the current technological position of Bangladesh, and gaps in their progress because they aim to be a Digital Bangladesh by 2021. The digital divide can be witnessed all over the world between countries and within countries, and there are various aspects that contribute to this situation. Some of the characteristics are access, education, economics, social relationships, income, age, geographical location, government, and the technological skills of teachers, students, and people. One more significant characteristic is the number of children in the household. Also, developed versus developing countries have similar issues on different scales, but together these characteristics affect the success of digital lifestyle of a region or country. Keywords: digital divide, knowledge, poor, barriers, Internet, communication, technology, education, Bangladesh, GDP Elements of the Divide One important element for a country in the 21st century is its technological advancement. Availability, usage, and diffusion of the technology throughout the country are three considerations. One term often used to describe this status is the digital divide (Prensky, 2001). The first computer used in Bangladesh was a mainframe in 1964 (SDNP Bangladesh, 2000). What has happened since then? I will explore the following components of the digital divide in Bangladesh: access to the Internet and computer/mobile devices, amount of education of its citizens, role of the government and the community, the skills of the teachers, and quality and quantity of the information available. -
Does Cosmopolitan Thinking Have a Future?
Review of International Studies (2000), 26, 179–197 Copyright © British International Studies Association Does cosmopolitan thinking have a future? DEREK HEATER1 It certainly has a past.2 And that past, especially in its Stoic foundations, reveals a clear ethical purpose: ‘As long as I remember that I am part of such a whole [Universe],’ explained Marcus Aurelius, ‘… I shall … direct every impulse of mine to the common interest’.3 Moreover, the word ‘cosmopolitan’ derives from kosmopolites, citizen of the universe, and polites, citizen, notably in its Aristotelean definition, has a decided ethical content. Accordingly, if the citizen of a state (polis) should be possessed of civic virtue (arete), by extension, the citizen of the universe (kosmopolis) should live a life of virtue, guided by his perception and understanding of the divine, natural law. True, in non-academic parlance the word ‘cosmopolitan’ has, from the eighteenth century, acquired the vague and vulgar connotation for an individual of enjoying comfortable familiarity with a variety of geographical and cultural environments. None the less, the more precise, political–ethical sense of a kosmopolites is so much more apposite to our present purpose that this essay will be framed in the main by this meaning. With the question thus interpreted, it follows that we wish to know whether state citizenship, as we currently understand it, might be paralleled by a world citizenship of comparable content; if so, we obviously also wish to know what the implications must be for the individual’s moral and political behaviour and the institutional contexts which would be needed to facilitate this cosmopolitan behaviour. -
25 Universities with Global Studies Programs Or Programs of Similar
25 UNIVERSITIES WITH GLOBAL STUDIES PROGRAMS OR PROGRAMS OF SIMILAR INTEREST *This list is not meant to be extensive but to provide you with a starting point when exploring your post-secondary options. What is a Global Studies Major? According to the The College Board: “Global studies majors are “global thinkers” in every sense. Drawing from fields as different as geography, music, political science, and ecology, they look at the connections between nations and peoples and the trends that shape our lives. And global studies majors don’t just think on a large scale. They may study how something like climate change can affect hundreds of nations, but they also consider its effects on their own backyard.” Potential Career Paths: Foreign Service/State Department; International business, including working for a domestic American corporation in their international operations, or working for a corporation abroad; Entrepreneurialism; International law; International development and sustainable development; International non-profit work or activism on environment, human rights, social justice, etc.; Journalism and other communications media; Education, especially teaching and administration at the high school level and above. Click here to see more about what you can do with a Global Studies Degree 1. BRANDEIS UNIVERSITY The International and Global Studies (IGS) Program is an interdisciplinary program that provides students with an opportunity to understand the complex processes of globalization that have so profoundly affected politics, economics, culture, society, the environment and many other facets of our lives. 2. BROWN UNIVERSITY: WATSON INSTITUTE FOR INTERNATIONAL STUDIES The Watson Institute is a community of scholars whose work aims to help us understand and address the world's great challenges, such as globalization, economic uncertainty, security threats, environmental degradation, and poverty. -
The Porter Hypothesis at 20: Can Environmental Regulation Enhance Innovation and Competitiveness? Stefan Ambec*, Mark A
2 The Porter Hypothesis at 20: Can Environmental Regulation Enhance Innovation and Competitiveness? Stefan Ambec*, Mark A. Coheny, Stewart Elgiez, and Paul Lanoie§ Introduction Some twenty years ago, Harvard Business School economist and strategy professor Michael Porter challenged the conventional wisdom about the impact of environmental regulation on business by arguing that well-designed regulation could actually increase competitiveness: “Strict environmental regulations do not inevitably hinder competitive advantage against rivals; indeed, they often enhance it” (Porter 1991, 168). Until that time, the traditional view of environmental regulation, held by virtually all economists, was that requiring firms to reduce an externality like pollution necessarily restricted their options and thus by definition reduced their profits. After all, if profitable opportunities existed to reduce pollution, profit-maximizing firms would already be taking advantage of them. Over the past twenty years, much has been written about what has since become known simply as the Porter Hypothesis. Yet even today, we continue to find conflicting evidence concerning the Porter Hypothesis, alternative theories that might explain the Porter Hypothesis, and oftentimes a misunderstanding of what it does and does not say. This article reviews the key theoretical foundations and empirical evidence to date concern- ing the Porter Hypothesis and identifies research challenges and opportunities concerning the links between environmental regulation, innovation, and competitiveness. Such a careful exam- ination of both the theory and the empirical evidence can yield some useful insights for the *Senior researcher, Toulouse School of Economics (INRA-LERNA), and visiting professor, University of Gothenburg; e-mail: [email protected]. yProfessor of management and law, Vanderbilt University, and university professor, Resources for the Future; e-mail: [email protected]. -
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 -
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’. -
Between Naturalism and Religion: Philosophical Essays Pdf, Epub, Ebook
BETWEEN NATURALISM AND RELIGION: PHILOSOPHICAL ESSAYS PDF, EPUB, EBOOK Jürgen Habermas | 344 pages | 10 Jun 2008 | Polity Press | 9780745638256 | English | Oxford, United Kingdom Between Naturalism and Religion: Philosophical Essays PDF Book Skip to main content. Swindal James F. Show More. Between Naturalism and Religion: Philosophical Essays. The observer perspective does not undermine the participant perspective if we can show that the two are complementary but irreducible, and then show how perspectival dualism is itself "part of our nature. Average rating 3. Bohman Jeremy J. The tension between naturalism and religion is the central theme of this major new book by Jrgen Habermas. Please login or register to read this article. Like Rorty and other pragmatists, Habermas has come to believe that religion is not going away, and that it is better engaged within its moderate forms, especially when fundamentalism seems resurgent. Charlie Stephen rated it really liked it Mar 13, There is a nice convergence here between the philosophical task Habermas sets himself in working out the self-critical relation of reason to religion in Chapter 8 and the burden placed on secular citizens in a "postsecular society. He also views 'modernized' religions as partners in the public sphere to combat the results of uncontrolled capitalism and reductionist, simple-minded thinking. Sign in to use this feature. Deven rated it really liked it Apr 29, Hyung S. Ciaran P. See all jobs. In Chapter 2, for example, Davidson is criticized for analyzing language from the perspective of an empirical theorist making behavioral observations Political Theory - Habermas and Rawls Loading Have your say Log in or register to post comments.