City Research Online City, University of London Institutional Repository Citation: Taylor, S. R. (2019). Anti-dualist cosmopolitanism: theorising cosmopolitan through education. (Unpublished Doctoral thesis, City, University of London) This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/24697/ Link to published version: Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] Anti-Dualist Cosmopolitanism: Theorising Cosmopolitan through Education by Sahra Rae Taylor Has been submitted to: The Department of International Politics (School of Social Sciences) City, University of London February 2019 In fulfilment of the requirements for the Degree of: Doctorate of Philosophy (PhD) Supervised by: Dr Thomas Davies (City, University of London) Dr Aggie Hirst (Kings College London) Dr Joe Hoover (Queen Mary, University of London) © Sahra Taylor 2020 Sahra Taylor Page 1 of 300 Jan 2020 Contents Chapter 1: Introduction 1.1. Introduction p.7 1.2. Cosmopolitan Meanings p.11 1.3. Education and Cosmopolitanism p.16 1.4. Kant and Herder p.20 1.5. Chapter Summations p.22 Chapter 2: Contemporary Cosmopolitanism 2.1. Introduction p.27 2.2. Thomas Pogge p.29 2.2.1. The Three Aspects of Cosmopolitanism p.30 2.2.2. Human Groupings p.32 2.2.3. Education p.36 2.3. Seyla Benhabib p.44 2.3.1. The Generalised and Concrete Other p.45 2.3.2. The Claims of Culture p.53 2.3.3. Cosmopolitan Right p.62 2.3.4. Education p.67 2.4. James Ingram p.70 2.4.1. Top Down, and Bottom Up Cosmopolitanism p.72 2.4.2. Contestatory Cosmopolitanism p.75 2.4.3. Education p.81 2.5. Conclusions p.84 Chapter 3: Immanuel Kant's Cosmopolitan System 3.1. Introduction p.88 3.1.1. Situating Kant p.89 3.1.2. Chapter Summation p.92 Part 1: The Human 3.2. Rational Theology p.96 3.2.1. God and religion p.96 3.2.2. Nature and Providence p. 100 3.2.3. Good and evil p. 102 3.3. The Nature of the Human Being p. 106 3.3.1. Natural Human Animals p. 107 3.3.2. Civilised Man p. 109 3.3.3. Moral-Religious-Cosmopolitan man p. 112 3.3.4. Animal Woman and Human Man p. 115 Part 2: Humanity 3.4. Human Groupings p.120 3.4.1. Social (natural) Communities p.118 3.4.2. Civil Society and the State p.125 3.4.3. The Ethico-civil Society p.130 Part 3: Education 3.5 Introduction p.133 3.5.0 Formal Education (Schooling) p.136 3.5.1. Discipline p.138 3.5.2. Cultivation p.140 3.5.3. Moralization p.143 3.6. Informal Education (Culturing) p.146 Sahra Taylor Page 2 of 300 Jan 2020 3.6.1. Family life p.146 3.6.2. Civilisation p.149 3.6.3. International Propagation p.154 3.7. Conclusions p.157 Chapter 4: Johann Gottfried Herder 4.1. Introduction p.159 Part 1: Situating Herder 4.1.1. Why Herder? p.163 4.1.2. Interacting with Herder's works p.164 4.1.3. Herder's Themes p.168 4.1.4. Humanity p.171 4.1.5. Bildung and Tradition p.174 Part 2: Humanity as Process 4.2.1. Language p.176 4.2.2. Family p.181 4.2.3. Culture p.184 4.2.4. The Volk p.189 4.2.5. History p.195 4.2.6. Progress and Change p.199 4.2.7. Unity and Diversity p.205 Part 3: Humanity as Project p.208 4.3. Education p.209 4.3.1. Schools p.215 4.3.2. The Belle Lettres p.220 4.3.3. Philosophy, and the University p.223 4.3.4. Government and the State p.225 4.3.5. Commerce and International Interaction p.232 4.4. Conclusions p.235 Chapter 5: Anti-Dualist Cosmopolitanism 5.1. Introduction p.237 5.2. Reviewing Contemporary Cosmopolitanism p.239 5.3. Cosmopolitanism Education p.245 5.3.1. David Hansen p.246 5.3.2. Mark Bracher p.249 5.3.3. Hannah Spector p.255 5.4. Returning to Kant p.261 5.5. nonbinary Cosmopolitanisms p.269 5.5.1. Turning to Herder p.269 5.5.2. L.H.M. Ling and Daoist trialectics p.275 5.6. Conclusions p.276 Appendices 1. Bibliography p.277 2. Johann Herder p.294 3. Immanuel Kant p.298 Sahra Taylor Page 3 of 300 Jan 2020 Acknowledgements This thesis, and the topics it explores, has been in equal measures a labour of love and hate, joy and frustration. The love and hate, joy and frustration remain, clarified and changed, linked and yet still separate, as does the expression of their synthesis; this thesis. The love of discovery, of learning something new, only to discover that that something beautiful, which seemed so right at first encounter, was somehow so wrong because it excluded when it is supposed to include, it rejected when it is supposed to accept, and it denied what it is supposed to affirm. This has driven this thesis and my personal life in equal measure. It has been underwritten in both areas with the belief that it, and I, are somehow both salvageable, and worthy of life, love, dignity and ultimately 'equality'. The struggle to articulate, organise, and clarify that discovery, to live it and then move beyond it, has been life-changing. Through not just this thesis but also my undergraduate years at City, Dr Thomas Davies has been there as my tutor, where he witnessed my first gushing about cosmopolitanism and my joy at learning. As my advisor he helped me to develop insight and a sense of the importance of history. And finally, as my supervisor for this thesis his encouraging words and historical insight gave me the confidence to believe in myself and keep going when it seemed like the world was falling down around me. Dr Joe Hoover's ethical contribution, from the third year of my undergraduate degree onwards, and his political- theoretical and philosophical expertise, has added depth and clarity in response to my personal inclination towards bluntness and frustration, and his dedication to this thesis, well beyond a narrow institutional expectation, has humbled me. Dr Aggie Hirst has served as both an inspiration in her teaching when I was her student, a valued colleague when we taught together, and a trusted guide in my research. Her directness and insight, her critical theory perspective, and her unwavering support and positive encouragement has kept me going through the many times when it all just felt too much. Thank you also to the Thirsty Thursday gang. That little community of social science PhD'ers at City which, without doubt, saved both myself and this thesis on countless occasions. My thanks especially, but not solely to Dr Holly Powell-Jones, Dr Rima Saini, Dr Jessica Simpson, Dr Daphne Page, Dr Juvaria Jafri, Dr Laura Thompson, and soon to be Drs Aurora Herrera and Tom Hooper. For your welcoming and acceptance, your strengths of character and your desires to make things, no matter where you are and what you are involved in; to make things better than they were, everywhere you go - I thank you all. Yes, even for the hangovers, the crazy bus-rides, and the 'acquired' wine, sandwiches and cakes. I thank you for those too. And to the rest of you, who encouraged me to do this thesis, who believed in me, who kept me going when I wanted to give up... you do not yet have my thanks, but I am certain that you will, once I able to feel in a positive way once more. Sahra Rae Taylor 01st January 2020 Sahra Taylor Page 4 of 300 Jan 2020 Declaration I grant powers of discretion to the University Librarian to allow the thesis to be copied in whole or in part without reference to me. This permission covers only single copies made for study purposes, subject to normal conditions of acknowledgement. Sahra Taylor Page 5 of 300 Jan 2020 Abstract This thesis argues, through a careful analysis of cosmopolitan theorising, that an educational stand can be identified which influences the theorist's theorising of cosmopolitanism. An engagement with their mostly unwritten educational norms can contribute to a new way to approach to concept of cosmopolitanism. Firstly examining the works of Thomas Pogge, Seyla Benhabib and James Ingram in the contemporary era, it identifies a struggle between universalism and particularism through the lens of struggle and conflict, and an overwhelming reliance on Kantian arguments. This thesis then engages directly with Kant's works, reconstructing his political and cosmopolitan scheme from the ground-up. It identifies a series of hierarchies, exclusions, and normative assumptions of human nature, and a foundation of pure practical reason, religion and, crucially, education which his political and cosmopolitan project is designed to develop and expand globally to establish a singular cosmopolitan morality.