This article discusses some aspects of the practice of complementary and traditional medicine in urban Mexico through a transcultural paradigm, hence it focuses on how medical knowledge are commodified as well as how a `travelling' medical knowledge acquires agency in a transculturation process. This study, while analysing different practices of Chinese and Japanese medicine, argues that oriental medicine is translated in at least two ways - a popular and a cosmopolitan form - that shape particular expressions of citizenship. The (...) popular form is carried out in low-income neighbourhoods and it focuses around a `Mexicanization' of oriental medicine and the reaffirmation of the popular as part of the national. Cosmopolitan medicine, on the other hand, is particularly practised in exclusive health spas and seeks to purge the popular out of the national and to incorporate `traditional' medicine as one of the multiple components of cosmopolitan consumption. The article argues that both popular and cosmopolitan expressions are important to understanding how complementary and oriental medicine have become not only part of a global market, but also part of a particular history of national and popular medical systems. (shrink)

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and (...) justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference. (shrink)

Sheldon Pollock's justly famous work on cosmopolitan orders and processes of vernacularization in the worlds of Latinity and Sanskrit invites questions of a comparative and global‐historical character. I will raise such questions in the context of the Persianate cosmopolitan order, especially as exemplified by the early modern Ottoman Empire, focusing on the wave of vernacularizations this empire witnessed in the seventeenth–eighteenth centuries. In this process of vernacularization, new vernacular forms of philological learning appear to have played a crucial (...) role. Building on Bourdieu's work, I will try to analyze the Ottoman cosmopolitan as a pre‐modern form of linguistic domination, and vernacularization as a form of resistance. Moving beyond Bourdieu, I will be arguing for a genealogical approach that is alive to premodern non‐European philological traditions, and to the historically variable relation between (philological) knowledge and power. (shrink)

One key concept in the large body of scholarship concerned with theorizing social relations is the idea of 'cosmopolitanism'. This book unpacks the idea of cosmopolitanism through the linked knowledges of the Global South. It brings into dialogue an inter-disciplinary team of local and transnational scholars who examine various temporal, cultural, spatial and political contexts in countries as different, yet connected, as Malaysia, Indonesia, Singapore, India, Bangladesh, Japan, Korea and Vietnam. The book also considers a wide range of subjects (...) – present and historical, real, as represented in literature and in theatre, and as theorized in philosophy – across these diverse contexts, but always focusing on regions and places where inter-Asian intermingling has taken place. The conclusions arrived at are varied and considerably enrich social theorizing. The book reveals a cosmopolitanism that is much more specifically Asian than the cosmopolitanism usually associated with the West, demonstrates how concepts of 'nation', 'local' and 'globalization' play out in practice in Asian settings, and re-examines concepts such as migration, diaspora, and the construction of identities. The book has much to offer scholars engaged in history, literary studies, anthropology and cultural studies. (shrink)

Written in an effort “to frame questions of culture and power in different terms” from those of Edward Said, this case study of Ottoman Alexandria before the French invasion in 1798 reveals “lines between empowered and powerless, even East and West,” blurred or erased by “cosmopolitan mixing.... So much attention is paid to the way that empires divide people against each other that it is easy to forget how empires have also brought populations together, forcibly at times, yet often (...) with enduring effects. The cosmopolitan possibilities of empire, as opposed to narrower definitions of national belonging, would shape the life of Etienne Roboly,” whose complicated existence in Egypt—as a citizen of both or neither the French state and/nor the Ottoman—is the focus of this study. The author asks her readers to glean from this article two “lessons”: first, that “nation-states, as the briefest glance at twentieth-century history will confirm, have often proved themselves hostile toward minority populations. Yet we have also been taught to see empires as evil things, which makes the second lesson— that empires have sometimes been more accommodating of difference than many independent nations—seem somewhat counterintuitive.... The history of Alex-andria invites us to look at how empire may provide an umbrella of common security for a range of cultures to coexist, and even at times intermingle.” Still, “the larger question is whether and how inclusionary definitions of belonging can be made to oughtweigh exclusionary ones,” regardless of the political context. (shrink)

‘Methodological cosmopolitanism’ connotes a profound transformation of the sciences as forms of public reflexive social analysis on learning to live well together through building homes in the world: what may be called the ‘Beckian vision’, in memory of Ulrich Beck. This short note considers how Beck’s concept of emancipatory catastrophism may not be the most productive development of his own programme. This is precisely brought out by a methodologically cosmopolitan analysis of a key East Asian response to the global (...) risk of climate change: innovation of low-carbon cities in China. Instead, these presumptively archetypically cosmopolitan initiatives offer something of a political education regarding the irreducibly strategic power/knowledge dynamics at work – including in ongoing contestation about the very term ‘cosmopolitan’. (shrink)

This article argues that Thomas More's creative appropriation in Utopia (1516) of the New World narrative enabled him to sketch out a cosmopolitan civil science for the purpose of sparking sentiments for a new ethics. Placing More's classic in a wider and more detailed context the article shows that the book's protagonists' anthropological approach to civil scientific study in turn has three important characteristics, all of which set it apart from conventional social knowledge: it is (1) empirical or experiential, (...) (2) comparative and (3) cosmopolitan. The article thus offers a new interpretation of the relationship between Utopia and the New World as one that stresses the value of social experimentation, an aspect that is elaborated by emphasizing the theme of social knowledge both in the many vernacular European editions of the work as well as in the account of Utopian social life. (shrink)

Peirce, like his father before him, was proud of his American heritage and was convinced of his fitness to stand shoulder to shoulder with scientists and philosophers from any place or time. Yet, as he well understood, scientific progress is a long- term communal enterprise and he knew that the roots of his own knowledge sprang from European thought. To understand Peirce as an American philosopher it is necessary to grasp that he was profoundly influenced by European thought and culture (...) and to inquire how his American and European experiences worked together to form his ideas and shape him into the world philosopher he became. (shrink)

The ‘learning society’ expresses principles of a universal humanity and a promise of progress that seem to transcend the nation. The paper indicates how this society is governed in the name of a cosmopolitan ideal that despite its universal pretensions embodies particular inclusions and exclusions. These occur through inscribing distinctions and differentiations between the characteristics of those who embody a cosmopolitan reason that brings social progress and personal fulfilment and those who do not embody the cosmopolitan principles (...) of civility and normalcy. Mapping the circulation of the notion of the ‘learning society’ in arenas of Swedish health and criminal justice, and Swedish and US school reforms is to examine the mode of life of the citizen of this society, the learner, as an ‘unfinished cosmopolitanism’ and also directs attention to its ‘other’—those that are outside. (shrink)

Jonardon Ganeri’s The Self: Naturalism, Consciousness, and the First-Person Stance is a trailblazing study in cross-cultural philosophy of mind. Its liberal conception of naturalism makes room for a rich analytic taxonomy of conceptions of personal identity that go well beyond the standard models of Cartesianism, Physicalism, and Reductionism. But this naturalistically respectable model of the self must contend with the fact that the findings of the cognitive sciences are also compatible with ontological antirealism about the self. And while the book (...) opens new avenues for systematic reflection that thoroughly engages the historical material, its solutions to the problem of personal identity and the problem of self-knowledge often shortcut descriptive accounts that take agency and self-awareness to be constituted by their proprietary phenomenology. (shrink)

This response to two academic conferences—“Local Knowledge and Microidentities,” held in England in 2004, and “Patrie d’origine et patries électives,” held in France in 2009—argues that “the idea of the local can only arise from a supralocal perspective” and, thus, that there is no local knowledge without a cosmopolitan knowledge more widely shared. Contributions to the conferences remarked on the widespread existence in Greek and Roman antiquity of bicultural identity and of hypermultiple citizenship. Therefore, despite much evidence of strong (...) attachments by ancient Greeks and Romans to local places and traditions, this brief essay concludes that the concept of microidentity is “hopelessly simplistic.”. (shrink)

The promotion of knowledge economies and societies, equated with the mobile subject as bearer of technological, managerial and cosmopolitan competences, on the one hand, and insecurities about social order and national identities, on the other, have in the past few years led to increasing polarisation between skilled migrants and those deemed to lack useful skills. The former are considered to be bearers of human capital and have the capacity to assimilate seamlessly and are therefore worthy of citizenship; the latter (...) are likely to pose problems of assimilation and dependency due to their economic and cultural ‘otherness’ and offered a transient status and partial citizenship by receiving states. In the European context this trend has been reinforced by the redrawing of European geopolitical space creating new boundaries of exclusion and social justice. The emphasis on the knowledge economy also generates gender inequalities and stratifications based on skills and types of knowledge with implications for citizenship and social justice. (shrink)

The aim of this paper is to show why the humanities are more necessary than ever as part of the university education in our contemporary cosmopolitan age. We need the humanities if our educational institutions are to overcome the threats from narrow-minded politicians and business people to reduce education in schools and universities to simple instruction in management without guidance from the cultures of the world as expressed in art and literature, knowledge of languages, history, and philosophy. Keywords: education; (...) university; humanities; institution; cosmopolitanism. (shrink)

In his theory of history Gottfried von Herder presents a radical critique of the rationalist discourse of cosmopolitan human development advanced by the Enlightenment thinkers of his day. Herder's critique centers around his theory of history as the evolution of the Volk community. He opposed the way the rationalist perspective abstracts historical human development from all connection with the contingent elements of human historical linguistic and cultural practice in the creation of a unified, integrated world. Herder looks instead to (...) a world of infinite cultural diversity, where each historical culture is recognized as a distinct and unique manifestation of all that is rich and progressive in human life. There are some interesting parallels which can be drawn between Herder's relativistic conception of cultural community and the ideas on language and human cultural development presented in the writings of Franqois Lyotard. Both attack the Enlightenment paradigm of cultural knowledge, its pretensions to objectivity, and its claim of constituting a higher knowledge. There is a basic paradox in Herder's vision, for although Herder denies the validity of the universal claims of Enlightenment reason, his conception would appear to require the development of a form of universal rationality encompassing all national cultures. (shrink)

The interest of F. Macfarlane Burnet in host–parasite interactions grew through the 1920s and 1930s, culminating in his book, Biological Aspects of Infectious Disease, often regarded as the founding text of disease ecology. Our knowledge of the influences on Burnet’s ecological thinking is still incomplete. Burnet later attributed much of his conceptual development to his reading of British theoretical biology, especially the work of Julian Huxley and Charles Elton, and regretted he did not study Theobald Smith’s Parasitism and Disease until (...) after he had formulated his ideas. Scholars also have adduced Burnet’s fascination with natural history and the clinical and public health demands on his research effort, among other influences. I want to consider here additional contributions to Burnet’s ecological thinking, focusing on his intellectual milieu, placing his research in a settler society with exceptional expertise in environmental studies and pest management. In part, an ‘‘ecological turn’’ in Australian science in the 1930s, derived to a degree from British colonial scientific investments, shaped Burnet’s conceptual development. This raises the question of whether we might characterize, in postcolonial fashion, disease ecology, and other studies of parasitism, as successful settler colonial or dominion science. (shrink)

O Uruguai é talvez um dos poucos países no mundo onde os estudantes têm três cursos básicos de Filosofia na sua educação pré-universitária. Além disso, vários docentes uruguaios têm hoje dez anos de experiência no ensino da Teoria do Conhecimento no Programa de Diploma do Bacharelado Internacional. Deste ponto de partida, eu quero refletir sobre as possibilidades, as conquistas e as deficiências desses cursos, como uma das contribuições centrais para educar os alunos em uma mente cosmopolita em um mundo globalizado. (...) Parece-me que a educação cosmopolita deve ser pensada para permitir que os alunos aprendam a informação o equipamento conceitual e as ferramentas metodológicas para entender que "as condições de vida em qualquer lugar na Terra são profundamente afetadas por interações internacionais de vários tipos".Summary: Uruguay is perhaps one of the few countries in the world where students have three core courses of Philosophy in their pre-university education. Besides we have now ten years experience teaching Theory of Knowledge in the Diploma Program of International Baccalaureate. From this start point, I want to reflect on the possibilities, the achievements and the deficiencies of these courses, as one of the central contributions to educate students in a cosmopolitan mind for a globalized world. It seems that cosmopolitan education should be designed to put the students in conditions of learning information, conceptual equipment and methodological tools to understand that “the living conditions anywhere on earth are deeply affected by international interactions of various kinds".Keywords: Philosophy, Teaching, Globalization. (shrink)

The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more 'light-hearted' use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed by Foucault's concept of governmentality draws attention to the way in which the discourse of (...) cosmopolitanism relates to the entrepreneurial self and the form of accountability demanded of the knowledge economy. A particular understanding of citizenship and of our relations to others becomes apparent. In educational research on citizenship education, cosmopolitanism is afforded a problem-solving role in relation to globalisation and, more specifically, diversity. Attention is drawn to a meta-level, of the role of particular forms of research in answering to the demand for accountability. Research practice in educational research, or more specifically, education policy sociology concerned with citizenship education, is conducted in terms of the policy language it seeks to critique. Rather than seeking the openness associated with cosmopolitanism, therefore, such research is itself accountable to the demands for particular knowledge of the citizenry. This treatment is also evident in contemporary urban planning policy, similarly concerned with cosmopolitanism as a response to diversity and inclusion. In the current discourse of cosmopolitanism, 'diversity', 'inclusion' and indeed 'citizenship' operate in particular ways through social and educational policy that rather than being dismissed should be addressed due to their role in the construction of contemporary citizenship. (shrink)

In this paper I give an overview of a perspectival realist ontology. I discuss the role of situated knowledge and multiculturalism in perspectival ontology and offer a working definition of ‘phenomena’ as the minimal unit of such ontological commitment. I clarify how the view differs from Kuhn’s view, and highlight some of its implications for how to think of scientific knowledge as a multicultural and cosmopolitan inquiry.

This essay examines the persistent engagement with cosmopolitan inclusivity through the endorsement of indigenous sacredness in works of ethnographic fiction. I focus on Ursula K. Le Guin’s Always Coming Home, James Cameron’s Avatar, and Taiwanese writer Ming-yi Wu’s science fiction The Man with the Compound Eyes, three iconic environmental representations of indigenous knowledge. These texts illustrate how indigenous thinking has very often been transformed from place-bound, locally-embedded cultural traditions to an embodiment of Euro-American eco-spirituality that overturns both national boundaries (...) and the humannature divide at the turn of the twenty-first century. In settler environmental narratives, the insistence on the ethnographic mode strengthens the desire for authenticity and intimacy. (shrink)

In this article, we observe the possibility of ‘practicing’ cosmopolitanism in three distinct experiential spaces intrinsic to human existence: knowledge spaces, habitation spaces and marketplaces. Although cosmopolitanism has been overwhelmingly deliberated upon across multiple disciplines, it has been confined to ‘conceptualisms’ in the Western scholarship. On the other hand, we find that some of the works of thinkers, such as, Rabindranath Tagore’s Creative Unity, Aurobindo Ghosh’s The Ideal of Human Unity and Mikhail Bakhtin’s Rabelais and His World, open the possibilities (...) of experiencing cosmopolitanism in lived human spaces. Cosmopolitanism emerges through knowledge generation and exchanges in the academic vision of Tagore’s ideal Visva-Bharati, in the everydayness of city life through Aurobindo’s Auroville and in the cultural spaces of the Bakhtinian marketplace. Further, we find that cosmopolitanism in these thinkers interweaves the physical place with spaces of the mind. The individual emerges as a core of their cosmopolitan worldview. We argue that these thinkers not only pave the way for recognizing cosmopolitanism in real, lived spaces but also inspire a future vision, practicable in the society through academic institutions, human habitats and regular interactions at marketplaces. (shrink)