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The Human Problem of Cosmopolitanism.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	The Human Problem of Cosmopolitanism.
作者:	Kennedy, RM.
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Education, Philosophy of.
標題:	Education, Curriculum and Instruction.
標題:	Education, Art.
標題:	Ethics.
ISBN:	9780494927809
摘要、提要註:	This dissertation investigates what the philosophical concept of cosmopolitanism has meant, and can yet mean, for the educational aim of learning to live ethically with others in a plural world. Cosmopolitanism describes both a condition of being constitutively implicated in the lives of others and an ethical imperative to learn how to live well with this implication. While cosmopolitan theories historically have presumed a rational or transparent model of ethical relationality, this study suggests that cosmopolitan ethics requires a theory that can account for the emotional dynamics that track through encounters with others, when such encounters necessarily unsettle the self and leave affective traces in the fabric of social life. Bringing cosmopolitan theory into conversation with psychoanalytic theories and the thought of Hannah Arendt, this study considers how emotional life matters for thinking about the ethical stakes and possibilities of living well in our cosmopolitan existence. For Arendt, plurality is a condition of humanity that offers occasion for transformation because of the singularity that each new person brings into the world. To the extent that education works on the promise of transformation -- i.e. changing lives and being changed by the lives of others -- the writing of Arendt is significant because it examines how renewal emerges through the newness born of human interaction. However, such beginnings are psychically difficult because they presume endings---the loss of culture, of cherished ideals, and of intelligible symbolic worlds. A study of what Arendtian philosophy can mean for cosmopolitanism and for education requires, then, a psychoanalytic examination of the losses that natality leaves behind. Methodologically, each chapter draws on a diverse aesthetic object (film, literary non-fiction, music) to illuminate the intimate experiences of cosmopolitanism. Aesthetic objects carry the enigmatic residues of cosmopolitan life and offer fecund curricular and pedagogical resources for ethical learning. Through this array of aesthetic objects and theoretical analysis, my dissertation offers a theory of cosmopolitanism that shifts the traditional emphasis on universal principles and abstract reasoning to one of human interaction and emotional implication as the unstable foundation of social and political renewal.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR92780

The Human Problem of Cosmopolitanism.
Kennedy, RM.

The Human Problem of Cosmopolitanism. - 186 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--York University (Canada), 2012.

This dissertation investigates what the philosophical concept of cosmopolitanism has meant, and can yet mean, for the educational aim of learning to live ethically with others in a plural world. Cosmopolitanism describes both a condition of being constitutively implicated in the lives of others and an ethical imperative to learn how to live well with this implication. While cosmopolitan theories historically have presumed a rational or transparent model of ethical relationality, this study suggests that cosmopolitan ethics requires a theory that can account for the emotional dynamics that track through encounters with others, when such encounters necessarily unsettle the self and leave affective traces in the fabric of social life. Bringing cosmopolitan theory into conversation with psychoanalytic theories and the thought of Hannah Arendt, this study considers how emotional life matters for thinking about the ethical stakes and possibilities of living well in our cosmopolitan existence. For Arendt, plurality is a condition of humanity that offers occasion for transformation because of the singularity that each new person brings into the world. To the extent that education works on the promise of transformation -- i.e. changing lives and being changed by the lives of others -- the writing of Arendt is significant because it examines how renewal emerges through the newness born of human interaction. However, such beginnings are psychically difficult because they presume endings---the loss of culture, of cherished ideals, and of intelligible symbolic worlds. A study of what Arendtian philosophy can mean for cosmopolitanism and for education requires, then, a psychoanalytic examination of the losses that natality leaves behind. Methodologically, each chapter draws on a diverse aesthetic object (film, literary non-fiction, music) to illuminate the intimate experiences of cosmopolitanism. Aesthetic objects carry the enigmatic residues of cosmopolitan life and offer fecund curricular and pedagogical resources for ethical learning. Through this array of aesthetic objects and theoretical analysis, my dissertation offers a theory of cosmopolitanism that shifts the traditional emphasis on universal principles and abstract reasoning to one of human interaction and emotional implication as the unstable foundation of social and political renewal.

ISBN: 9780494927809Subjects--Topical Terms:

475291
Education, Philosophy of.

The Human Problem of Cosmopolitanism.
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