Wittgenstein's work remains, undeniably, now, that off one of those few philosophers who will be read by all future generations.

Remarks on the Foundations of Mathematics. By L. Wittgenstein. Edited by G. H. Von Wright, R. Rhees and G. E. M. Anscombe. Translated by G. E. M. Anscombe. Pp. 400. 37s. 6d. 1956. (Basil Blackwell, Oxford)

Cosmopolitanism: Ethics in a World of Strangers. By Kwame Anthony Appiah. (New York: W. W. Norton, 2006. Pp. xxii + 196, preface, introduction, acknowledgments, notes, index. $24.95 cloth, $15.95 paper) Kwame Anthony Appiah's Cosmopolitanism is meant as a guide for identifying and confronting complex ethical issues in a multi-perspectival world. Its author, an Oxford-educated philosopher of Ghanaian-British parentage, bridges worlds. The term cosmopolitanism - the author prefers it over globalizations narrow association with economics and multiculturalismi observed tendency to prescribe - encompasses two core values: "the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kin, or even formal ties of a shared citizenship," and the idea "that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance" (xv). Terms such as tolerance, kindness, and pluralism are central to cosmopolitan thinking. Appiah presents a wide range of issues that can serve as frames through which to examine how we as individuals and professionals make ethical decisions - essential for the humanities scholar, student, and public-sector folklorist: How real are values? What do we talk about when we talk about differences? Is any form of relativism right? When do morals and manners clash? Can culture be owned? What do we owe strangers by virtue of our shared humanity? And all this is good... and yet, and yet. Too often, the resolutions Appiah proposes for these key issues are so one-sided and misleading, so bolstered by irrelevant, erroneous, and outdated sources, that they are of little help in sorting through the paradoxical interfaces of pluralism and autonomy, diversity and democracy, and globalization and protection of what is valuable in the local. In his central chapter, "Cosmopolitan Contamination," Appiah proposes a change of priorities - away from purity, peoples, authenticity, tribalism, and cultural protection, and toward individuals, mixture, modernity, rights, and what he calls contamination (his term for healthy hybridization) . His philosophical underpinning ("The right approach, I think, starts by taking individuals - not nations, tribes or 'peoples' - as die proper object of moral concern" [Appiah 2006] ) is a hallmark of rightist thought and practice. The left emphasizes social, political, and environmental factors that can constrain the ability of individuals to choose freely. Both perspectives are needed, but only one is developed in this book. Many folklorists are familiar with issues of cultural change and preservation as discussed at UNESCO and WIPO. Appiah reveals no understanding of the complexities of diese dynamics. He wrongly assumes many anthropologists to be cultural relativists who tolerate such practices as female genital mutilation (15) and that UNESCO's Declaration of Cultural Diversity celebrates a pluralism that could embrace the likes of the KKK conveniently ignoring Article IV: "No one may invoke cultural diversity to infringe upon human right. …

Cosmopolitanism: Ethics in a World of Strangers

Classroom discussion practices that can lead to reasoned participation by all students are presented and described by the authors. Their research emphasizes the careful orchestration of talk and tasks in academic learning. Parallels are drawn to the philosophical work on deliberative discourse and the fundamental goal of equipping all students to participate in academically productive talk. These practices, termed Accountable TalkSM, emphasize the forms and norms of discourse that support and promote equity and access to rigorous academic learning. They have been shown to result in academic achievement for diverse populations of students. The authors outline Accountable Talk as encompassing three broad dimensions: one, accountability to the learning community, in which participants listen to and build their contributions in response to those of others; two, accountability to accepted standards of reasoning, talk that emphasizes logical connections and the drawing of reasonable conclusions; and, three, accountability to knowledge, talk that is based explicitly on facts, written texts, or other public information. With more than fifteen years research into Accountable Talk applications across a wide range of classrooms and grade levels, the authors detail the challenges and limitations of contexts in which discourse norms are not shared by all members of the classroom community.

Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life

Sociology was born as an attempt to delimit an object of investigation offered by society as a social reality. The ambition was that of “treating the social facts as things” (Durkheim) or of understanding and explaining the social relations by respecting an “axiological neutrality” (Max Weber). Today, however, we are in the presence of a new kind of sociologists, and they are by no means the less popular ones, who are not trying to avoid assessments in their analysis of the present social world. I have in mind especially two sociologists, Ulrich Beck (Munich) and David Held (London). I will discuss in particular the view of sociology presented in a recent book of Ulrich Beck (Macht und Gegenmacht im globalen Zeitalter, 2002, translated into French under the title Pouvoir et contre-pouvoir a l’ere de la mondialisation, 2003), and I will show some analogies between Beck and Held. Finally, I will try to identify the points hat make the present sociological epistemology different from that of the great founders of this science.

The cosmopolitan vision

The Rights of Others: Aliens, Residents, and Citizens. By Seyla Benhabib. New York: Cambridge University Press, 2004. 251p. $65.00 cloth, $23.99 paper. Between 1910 and 2000, the world's population more than tripled, from 1.6 to 5.3 billion. The number of persons who live as migrants in countries other than those in which they were born increased nearly sixfold, from 33 million to 175 million, and more than half of this increase has occurred since 1965. Almost 20 million of these are refugees, asylum seekers, and internally displaced persons. In her book, Seyla Benhabib grapples with both the political and moral implications of this rapid increase in transnational migration, arguing that the central principles that shape our thinking about political membership and state sovereignty are in tension, if not outright contradiction, with one another. “From a philosophical point of view,” she writes, “transnational migrations bring to the fore the constitutive dilemma at the heart of liberal democracies: between sovereign self-determination claims on the one hand and adherence to universal human rights principles on the other” (p. 2). She argues for an internal reconstruction of both, underscoring the significance of membership in bounded communities, while at the same time promoting the cultivation of democratic loyalties that exceed the national state, supporting political participation on the part of citizens and noncitizen residents alike.

The Rights of Others: Aliens, Residents, and Citizens

Introduction: Education in the Era of Globalizing Capitalism: Ilan Gur-Zeev and Klas Roth.- 1: Dialogue, Difference, and Globalization: An Interview with Nicholas Burbules: Klas Roth.- 2: Moral Education, Liberal Education, and the Voice of the Individual,: Paul Standish.- 3: A Kantian Conception of Human Rights Education: Pradeep A. Dhillon.- Ambiguities of Cosmopolitanism: Difference, Gender and the Right to Education: Sharon Todd.- (Dis)locating Imaginative and Ethical Aims of Global Education: Elizabeth E. Heilman .- Education for Responsibility: Knowledge, Ethics and Deliberation: Klas Roth.- Education for Deliberative Democracy: Lars Lovlie.- Multicultural Metaphors: J. Mark Halstead.- Racism: The Birth of a Concept: Walter Feinberg.- Education as Subjectivity: Three Perspectives on the Construction of Subjectivity and the Position of Knowledge: Birgit Nordtug.- Sports Education Facing Globalizing Education: Ilan Gur-Ze'ev.- Toward a Critique of Paideia and Humanities: (Mis)Education and the Global Ecological Crisis: Richard Kahn.- Hope and Education in the Era of Globalization: Olli-Pekka Moisio and Juha Suoranta.

Education in the era of globalization

Introduction: The Highest Good-the Moral Endeavor of Education, Klas Roth and Chris W. Surprenant 1. Kant's Contribution to Moral Education, Chris W. Surprenant 2. Kant and Rousseau on Moral Education, Joseph R. Reisert 3. Rousseau, Kant, and the Pedagogy of Deception, Phillip Scuderi 4. "Not a Slow Reform, but a Swift Revolution": Kant and Basedow on the Need to Transform Education, Robert B. Louden 5. Kant on Education, Anthropology, and Ethics, Manfred Kuehn 6. Educating through Perplexity: Kant and the German Enlightenment, Richard Velkley 7. Bringing Morality to Appearances: Kant's Theory of Education, Gary B. Herbert 8. Culture and Paradox in Kant's Philosophy of Education, Jorgen Huggler 9. Kant's Invitation to Educational Thinking, Lars Lovlie 10. Examples of Moral Possibility, Paul Guyer 11. Moral Education and the Ideal of Humanity, Richard Dean 12. Enabling the Realization of Humanity: The Anthropological Dimension of Education, Alix Cohen 13. From Discipline to Autonomy: Kant's Theory of Moral Development, Paul Formosa 14. Kant as Moral Psychologist? James Scott Johnston 15. Kant on the Humanities, Susan Meld Shell 16. Freedom and Autonomy in Knowledge-Based Societies, Klas Roth

Kant and Education: Interpretations and Commentary

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Changing notions of citizenship education in contemporary nation-states

(2011). Cosmopolitan Identity and Education. Educational Philosophy and Theory: Vol. 43, Philosophical Perspectives on Cosmopolitanism and Education. Guest Editors: Klas Roth and Nicholas C. Burbules, pp. 205-208.

Cosmopolitan Identity and Education

Present arrangements for the control and administration of schools in Sweden foster freedom of choice and the interests of different value communities more than ideals such as democratic deliberation. I argue that children and young people should be given the opportunity to deliberate in ‘discourse ethics’ terms during their compulsory schooling, and I suggest that their right to engage in such deliberation is contained in the national curriculum. A discourse ethics approach to democratic deliberation pays attention to whether, and to what extent, individuals are free and able to participate in joint democratic deliberation.

Klas Roth

Papers

Education in the era of globalization

Kant and Education: Interpretations and Commentary

Changing notions of citizenship education in contemporary nation-states

Cosmopolitan Identity and Education

Freedom of choice, community and deliberation