Anti-dualist cosmopolitanism: theorising cosmopolitan through education

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. The exclusionary nature of Kant's interwoven project leads to an exploration of a contemporary theorist of his; Johann Herder, who’s cosmopolitanism differs radically from Kant. Herder's cosmopolitanism, whilst still aimed towards the idea of freedom is, in contrast to Kant's hierarchical system, anti dualist in nature, and based on the necessity of a holistic understanding of humanity’s intellectual capabilities which treats reason and emotion as one, and establishes communication, language, culture, and history as core concepts. It also, crucially, rejects a Hobbesian premise of selfishness that must be incorporated and responded to, as well as relying on institutionalisation, and bureaucracies to organise human existence. Herder further emphases education and bildung as ongoing processes of progress and change by which his version of cosmopolitanism (humanität) could be achieved, not in an Enlightened Age, but as an ongoing Age of Enlightenment. This thesis then argues, through an exploration of contemporary cosmopolitan educators, that Herder's works align with their own. As a result, Kant's premises and logics on the meaning and purpose of education are shown to be at odds with contemporary understandings of cosmopolitanism. This thesis then concludes by arguing for a 'nonbinary Cosmopolitan' re-framing of cosmopolitan theorising