Cosmopolitanism
In an effective Social Studies classroom, cosmopolitanism has opportunity to play a large role towards student development. Due to the sensitivity of many topics, teaching and practicing cosmopolitanism makes content relevant by teaching students how to approach ideas with an open mind, heart and ear. An important part of teaching open mindedness is to be clear that it is acceptable to keep your beliefs and an open mind. An openness to the unknown and loyalty to the known can coincide with a cosmopolitan viewpoint.
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The video on the left is from a project in ECI 524 in which we made an imovie documentary on somebody who embodies cosmopolitanism and is a role model. This project is an excellent example of creatively and effectively engaging students by maximizing content relevance. By giving students some direction, and the opportunity to select an individual or topic they are interested in or admire, the content becomes relevant to students.
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The following text is from a class blog post completed on cosmopolitanism and how it can be used in the teaching profession. The blog made the content relevant by using a modern form of communication amongst peers.
While many philosophies come and go in the field of education, and are pushed as the new great idea that will solve all problems in education, cosmopolitanism offers a balance for teachers and students that many philosophies cannot. Forms of cosmopolitanism may vary, but Appiah offers a theory of “actually working” cosmopolitanism called cosmopolitanism on the ground. Ultimately, this belief of cosmopolitanism is a belief that we, as humans, should approach new ideas, cultures, societies, issues with a balance of openness to the new while remaining loyal to the known. Additionally, the best way to approach this, according to Appiah, is discussing compelling issues with the mindset that conversation is king. Most importantly, as conversation is king, conversation is not the same thing as debate. Appiah presents what is actual open-mindedness, not the socially constructed definition of open-mindedness which has somehow turned into having a “progressive opinion” and if someone disagrees, they are wrong. This theory of cosmopolitanism on the ground allows us to be ourselves, while getting to know others through conversation, and accepting the fact that it is OK to disagree, and the world will not blow up in the event two people disagree.
Teachers who embrace cosmopolitanism have the advantage of addressing compelling issues in the classroom positively. For example, one could take the PBI model, starting with a compelling question, having students examine evidence to support their individual solution to the compelling question. The PBI model and cosmopolitanism work hand in hand, as students may understand after learning cosmopolitanism the value of conversation and the beauty of disagreeing respectfully. When approaching inquiry with a cosmopolitan mindset, students are able to see multiple solutions to a compelling question with an open mind. As an advocate for cosmopolitanism, I believe it is practical for the realm of education, but like every good theory, has drawbacks as well. Cosmopolitanism as a philosophy is complex, and students must attain a certain level of maturity and global awareness before achieving cosmopolitan mindsets. Before combining cosmopolitanism with inquiry, teachers must clearly outline the concept of cosmopolitanism with students. As previously stated, many mistakenly attach cosmopolitanism to progressivism or modern liberalism, requiring one to have certain beliefs and if they are not, they cannot be cosmopolitan. In fact, true cosmopolitanism allows one to remain loyal to the known and loyal to the new. It is not that one must have a certain belief, but one must be willing to approach small differences and global issues with an open mind.
While many philosophies come and go in the field of education, and are pushed as the new great idea that will solve all problems in education, cosmopolitanism offers a balance for teachers and students that many philosophies cannot. Forms of cosmopolitanism may vary, but Appiah offers a theory of “actually working” cosmopolitanism called cosmopolitanism on the ground. Ultimately, this belief of cosmopolitanism is a belief that we, as humans, should approach new ideas, cultures, societies, issues with a balance of openness to the new while remaining loyal to the known. Additionally, the best way to approach this, according to Appiah, is discussing compelling issues with the mindset that conversation is king. Most importantly, as conversation is king, conversation is not the same thing as debate. Appiah presents what is actual open-mindedness, not the socially constructed definition of open-mindedness which has somehow turned into having a “progressive opinion” and if someone disagrees, they are wrong. This theory of cosmopolitanism on the ground allows us to be ourselves, while getting to know others through conversation, and accepting the fact that it is OK to disagree, and the world will not blow up in the event two people disagree.
Teachers who embrace cosmopolitanism have the advantage of addressing compelling issues in the classroom positively. For example, one could take the PBI model, starting with a compelling question, having students examine evidence to support their individual solution to the compelling question. The PBI model and cosmopolitanism work hand in hand, as students may understand after learning cosmopolitanism the value of conversation and the beauty of disagreeing respectfully. When approaching inquiry with a cosmopolitan mindset, students are able to see multiple solutions to a compelling question with an open mind. As an advocate for cosmopolitanism, I believe it is practical for the realm of education, but like every good theory, has drawbacks as well. Cosmopolitanism as a philosophy is complex, and students must attain a certain level of maturity and global awareness before achieving cosmopolitan mindsets. Before combining cosmopolitanism with inquiry, teachers must clearly outline the concept of cosmopolitanism with students. As previously stated, many mistakenly attach cosmopolitanism to progressivism or modern liberalism, requiring one to have certain beliefs and if they are not, they cannot be cosmopolitan. In fact, true cosmopolitanism allows one to remain loyal to the known and loyal to the new. It is not that one must have a certain belief, but one must be willing to approach small differences and global issues with an open mind.