Brandeis University, Philosophy Department
Fall 2007
Brandeis University Web Stite

Philosophy 20A

Democracy & Disobedience

Professor Andreas Teuber
Prof. Teuber


PAPER TOPIC IV

Global Citizenship


Exporting Democracy 2007


Consider the following:

Proponents of nationalism in politics and in education frequently make a thin concession to cosmopolitanism. They may argue, for example, that although nations should in general base education and political deliberation on shared national values, a commitment to basic human rights should be part of any national educational system, and that this commitment will in a sense serve to hold many nations together.3 This seems to be a fair comment on practical reality; and the emphasis on human rights is certainly necessary for a world in which nations interact all the time on terms, let us hope, of justice and mutual respect.

But is it sufficient? As students here grow up, is it sufficient for them to learn that they are above all citizens of the United States, but that they ought to respect the basic human rights of citizens of India, Bolivia, Nigeria, and Norway? Or should they, as I think -- in addition to giving special attention to the history and current situation of their own nation -- learn a good deal more than is frequently the case about the rest of the world in which they live, about India and Bolivia and Nigeria and Norway and their histories, problems, and comparative successes? Should they learn only that citizens of India have equal basic human rights, or should they also learn about the problems of hunger and pollution in India, and the implications of these problems for larger problems of global hunger and global ecology? Most important, should they be taught that they are above all citizens of the United States, or should they instead be taught that they are above all citizens of a world of human beings, and that, while they themselves happen to be situated in the United States, they have to share this world of human beings with the citizens of other countries? I shall shortly suggest four arguments for the second conception of education, which I shall call cosmopolitan education. But first I introduce a historical digression, which will trace cosmopolitanism to its origins, in the process recovering some excellent arguments that originally motivated it as an educational project. . . .

This means, in educational terms, that the student in the United States, for example, may continue to regard herself as in part defined by her particular loves -- for her family, her religious and/or ethnic and/or racial community or communities, even for her country. But she must also, and centrally, learn to recognize humanity wherever she encounters it, undeterred by traits that are strange to her, and be eager to understand humanity in its "strange" guises. She must learn enough about the different to recognize common aims, aspirations, and values, and enough about these common ends to see how variously they are instantiated in the many cultures and many histories . . . .

A favored exercise, in this process of world thinking, is to conceive of the entire world of human beings as a single body, its many people as so many limbs . . .

There is clearly a huge amount to be said about how such ideas might be realized in curricula at many levels. Instead of beginning that more concrete task, however, I shall now return to the present day and offer four arguments for making world citizenship, rather than democratic/national citizenship, education's central focus . . .

1. Through cosmopolitan education, we learn more about ourselves. One of the greatest barriers to rational deliberation in politics is the unexamined feeling that one's own current preferences and ways are neutral and natural. An education that takes national boundaries as morally salient too often reinforces this kind of irrationality, by lending to what is an accident of history a false air of moral weight and glory. By looking at ourselves in the lens of the other, we come to see what in our practices is local and non-necessary, what more broadly or deeply shared. Our nation is appallingly ignorant of most of the rest of the world. I think that this means that it is also, in many crucial ways, ignorant of itself.

To give just one example of this -- since 1994 is the United Nations' International Year of the Family -- if we want to understand our own history and our choices where the structure of the family and of child-rearing are involved, we are immeasurably assisted by looking around the world to see in what configurations families exist, and through what strategies children are in fact being cared for. (This would include a study of the history of the family, both in our own and in other traditions.) Such a study can show us, for example, that the two-parent nuclear family, in which the mother is the primary homemaker and the father the primary breadwinner is by no means a pervasive style of child-rearing in today's world. The extended family, clusters of families, the village, women's associations -- all these groups and still others are in various places regarded as having major child-rearing responsibilities. Seeing this, we can begin to ask questions -- for example, how much child abuse there is in a family that involves grandparents and other relatives in child-rearing, as compared with the relatively isolated Western-style nuclear family; how many different structures of child care have been found to support women's work, and how well each of these is functioning.4 If we do not undertake this kind of educational project, we risk assuming that the options familiar to us are the only ones there are, and that they are somehow "normal" and "natural" for the human species as such. Much the same can be said about conceptions of gender and sexuality, about conceptions of work and its division, about schemes of property holding, about the treatment of childhood and old age.

2. We make headway solving problems that require international cooperation. The air does not obey national boundaries. This simple fact can be, for children, the beginning of the recognition that, like it or not, we live in a world in which the destinies of nations are closely intertwined with respect to basic goods and survival itself. The pollution of third-world nations who are attempting to attain our high standard of living will, in some cases, end up in our air. No matter what account of these matters we will finally adopt, any intelligent deliberation about ecology -- as, also, about the food supply and population -- requires global planning, global knowledge, and the recognition of a shared future.

To conduct this sort of global dialogue, we need not only knowledge of the geography and ecology of other nations -- something that would already entail much revision in our curricula -- but also a great deal about the people with whom we shall be talking, so that in talking with them we may be capable of respecting their traditions and commitments. Cosmopolitan education would supply the background necessary for this type of deliberation.

3. We recognize moral obligations to the rest of the world that are real, and that otherwise would go unrecognized. What are Americans to make of the fact that the high living standard we enjoy is one that very likely cannot be universalized, at least given the present costs of pollution controls and the present economic situation of developing nations, without ecological disaster? If we take Kantian morality at all seriously, as we should, we need to educate our children to be troubled by this fact. Otherwise we are educating a nation of moral hypocrites, who talk the language of universalizability but whose universe has a self-servingly narrow scope.

This point may appear to presuppose universalism, rather than being an argument in its favor. But here one may note that the values on which Americans may most justly pride themselves are, in a deep sense, Stoic values: respect for human dignity and the opportunity for each person to pursue happiness. If we really do believe that all human beings are created equal and endowed with certain inalienable rights, we are morally required to think about what that conception requires us to do with and for the rest of the world.

Once again, that does not mean that one may not permissibly give one's own sphere a special degree of concern. Politics, like child care, will be poorly done if each thinks herself equally responsible for all, rather than giving the immediate surroundings special attention and care. To give one's own sphere special care is justifiable in universalist terms, and I think that this is its most compelling justification. To take one example, we do not really think that our own children are morally more important than other people's children, even though almost all of us who have children would give our own children far more love and care than we give other people's children. It is good for children, on the whole, that things should work out this way, and that is why our special care is good rather than selfish. Education may and should reflect those special concerns -- spending more time, for example, within a given nation, on that nation's history and politics. But my argument does entail that we should not confine our thinking to our own sphere -- that in making choices in both political and economic matters we should most seriously consider the right of other human beings to life, liberty, and the pursuit of happiness, and work to acquire the knowledge that will enable us to deliberate well about those rights. I believe that this sort of thinking will have large-scale economic and political consequences.

4. On the one hand any number of democratic theorists seem to argue well when they insist on the centrality to democratic deliberation of certain values that bind all citizens together. But why should these values, which instruct us to join hands across boundaries of ethnicity and class and gender and race, lose steam when they get to the borders of the nation? By conceding that a morally arbitrary boundary such as the boundary of the nation has a deep and formative role in our deliberations, we seem to be depriving ourselves of any principled way of arguing to citizens that they should in fact join hands across these other barriers.

For one thing, the very same groups exist both outside and inside. Why should we think of people from China as our fellows the minute they dwell in a certain place, namely the United States, but not when they dwell in a certain other place, namely China? What is it about the national boundary that magically converts people toward whom our education is both incurious and indifferent into people to whom we have duties of mutual respect? I think, in short, that we undercut the very case for multicultural respect within a nation by failing to make a broader world respect central to education. . . .

Furthermore, the defense of shared national values . . . , as I understand it, requires appealing to certain basic features of human personhood that obviously also transcend national boundaries. So if we fail to educate children to cross those boundaries in their minds and imaginations, we are tacitly giving them the message that we don't really mean what we say. We say that respect should be accorded to humanity as such, but we really mean that Americans as such are worthy of special respect. And that, I think, is a story that Americans have told for far too long . . . - Martha Nussbaum, excerpts from "Patriotism and Cosmopolitanism" reprinted in its entirety in For Love of Country?and ONLINE HERE

Martha Nussbaum makes a case for thinking of ourselves less as citizens of this or that country than as citizens of the world and she makes an effort to say what she means by saying as much.

Kwane Anthony Appiah already in his reply to Nussbaum in "For Love of Country?" raises concerns about her vision, concerns and questions he elaborates and expands specifically in his book "Cosmopolitanism."

Put simply in your own words what objections does Appiah raise to Nussbaum's view of global citizenship. Are you more sympathetic to Appiah's account of global citizenship than Nussbaum's or do you see things the other way around, that is, are you mosre sympathetic to Nussbaum's conception.?

Does it make sense (now) to think of ourselves as citizens of the world, as global citizens?

What sense is that?

Drawing on the responses to Nussbaum's essay on "Patriotism and Cosmopolitanism" by Appiah, Barber, Bok, Butler, Falk, Glazer, Gutman, Himmelfarb, McConnell, Pinsky, Putnam, Scarry, Sen, Taylor, Wallerstein and Walzer as well as Nussbaum's reply to her critics in For Love of Country? and on Appiah's Cosmopolitainsim, make a case for or against thinking of ourselves as citizens of the world as opposed to citizens of this or that country, think of several strong objections that others might raise to the case you make, and respond to them. In the course of making your case, of expressing your view and defending it, be as clear as you possibly can be about what a conception of global citizenship might look like and how its realization might further or impede the expansion of democracy.


Exporting Democracy 2007


GOOD LUCK!





GUIDES TO READING AND WRITING PHILOSOPHY


 


[PHIL 20A] [Syllabus] [Handouts] [Home] [Bio] [CV] [PHIL DEPT.] [E-MAIL]

Send comments to: Andreas Teuber
URL:   http://phils7.dce.harvard.edu/
Last Modified: 12/03/07
Instructor's Toolkit
Copyright © The President and Fellows of Harvard College