Cosmopolitanism in Education: Diversity and Competition - Essay Sample

Introduction

The cosmopolitanism theory has two distinct aspects namely a claim of freedom mainly from political and cultural allegiances, and the acceptance and the subsequent embracing of a world that surpasses one's local sphere of interaction. One of the most important aspects of the theory that is eerily significant to education is the advocacy for diversity, which forms the basis for competition in the education system. Competition is the driving force that forms the Western model of education, particularly when one perceives it from the global university ranking system, meaning that the competitive education model proves to be the most successful. Essentially, cosmopolitanism moulds the social policy applied in education. On the other hand, capabilities approach views education and development in terms that are not economic since it places humans at the center of policy and practice. The capability approach perceives development and the formulation of policy through the expansion of real freedom that makes the entire process enjoyable. Evidently, the two theories perceive education from different aspects that intend to promote policy and practice.

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Role of the Theories in Promoting Education and Social Justice

Capabilities Approach

Capability approach view education in less economic terms. The approach places humanity at the center of educational development or practice. It posits that human development is a process that seeks to expand real freedoms in terms of their capability (Fabre & David 12). In that sense, the theory identifies poverty not as the lack of physical resources, but rather the deprivation of human capability. According to the capability approach, the role of education is complex and multiple. In this regard, the approach defines education as the center of life, meaning that it defines the essence of life. In the conventional sense, education refers to the art or science of learning or acquiring the capabilities to read and write. Nevertheless, the approach capability theory notes that the acquisition of basic literacy (wiring and reading skills) is insufficient for the propagation and the continuity of human life. Humanity needs to do more to fight poverty and advance sustainable in the full sense. For example, humans need to address intellectual or capability by alleviating ignorance.

As mentioned earlier, capability approach theory needs to promote substantive freedom, which is only possible when humans enhance real choices through education. Towards this end, education goes beyond the notion that it is merely a foundation to other capabilities. The surest way to achieve that feat would be to offer equitable access education that enhances capability as advocated by the capability theory. Therefore, education should consider the interrelation between human development, teaching, and learning. The education system should assist children and adolescents to develop abilities and capabilities that enable them to think critically, make informed decisions, find solutions to problems, manage situations, and employ effective communication skills. The theory implies that the education process, context, and processes must be of high quality that certainly leads to the desired, specific learning outcomes that defines capabilities (Walker 387).

The vision and the mission of the capability approach are consistent with declaration of the Convention of the Rights of the Child that requires education to develop a child's talents, personality, physical, and mental capabilities. A child should have the opportunity to develop his or her full potential regardless of their economic, political, or social background. The international education commitments also incorporate such principles in their mandates. For example, the World Education Forum (2000) agreed that education should aim at enhancing the potential needs that will enable a child to acquire the relevant skills. Furthermore, the Dakar Framework for Action gave life to the need of quality of education for the global youth. The objectives of the resolution (Dakar) advocated for the inclusion of measurable outcomes in numeracy, literacy, and basic life skills. The advocacy naturally changed or shaped attitudes and behavior within the education system. It is evident that the current education system borrows heavily form the provisions of the capability approach.

Cosmopolitanism

Cosmopolitanism presumes that people, who are the real agents of change, are rational, which means that they seek to maximize utility and are consistent in their choices. Therefore, the pursuit of profit remains the most notable characterization of man. Since the days of Adam Smith, the government undertakes the task of educating the people instead of leaving it to the market forces (Hansen 4). Higher education in particular incorporates the cosmopolitanism framework, which means that it applies the competitive market model. The subsequent social policies are consistent with the free market theory. The market-orientated implementation of the education system is quite evident in the contemporary higher education. The competitive nature of the global universal education system has great influence on the theoretical and the conceptual framework of education.

Cosmopolitanism represents the realization or the reality that people face in the wake of cultural change and globalization. It is responsible for the development of reflective openness that currently characterizes the global education system. Additionally, in pursuit of education and development, people should be mindful of the local or regional factors or challenges that exist in the areas they stay. Cosmopolitanism defines the current education system in that it advocates for the incorporation of tradition and culture in the system of education (Appiah 87). The theory combines the cultural tenets and tradition into the education system without necessarily condemning the opportunities that the world provides. Therefore, the education system should train the youth, children, and adolescents to navigate the point of intersection between the cultural differences and the individual (Hull et al., 337). The children should be open to learning from other people, and not merely tolerating them because they belong to a different culture (Gutierrez 45). Evidently, cosmopolitanism requires the learners to be curious about the world, be aware of their surroundings, and open to new ideas, which forms the true objectives of education. For instance, cosmopolitanism is at the center of the exchange programs that allows children to visit other countries to learn, develop, and grow.

Conclusion

As demonstrated, cosmopolitanism and capability approach perceive education from different aspects that intend to promote policy and practice. Capability approach view education in less economic terms. The approach places humanity at the center of educational development or practice. It posits that human development is a process that seeks to expand real freedoms in terms of their capability. Capability approach theory needs to promote substantive freedom, which is only possible when humans enhance real choices through education. Towards this end, education goes beyond the notion that it is merely a foundation to other capabilities. On the other hand, cosmopolitanism represents the realization or the reality that people face in the wake of cultural change and globalization. It is responsible for the development of reflective openness that currently characterizes the global education system. The theory combines the cultural tenets and tradition into the education system without necessarily condemning the opportunities that the world provides.

Works Cited

Appiah, Kwame Anthony. "Chapter 6: Education for global citizenship." Yearbook of the National Society for the Study of Education 107.1 (2008): 83-99.

Fabre, Cecile, and David Miller. "Justice and Culture: Rawls, Sen, Nussbaum and O'Neill." Political Studies Review 1.1 (2003): 4-17.

Gutierrez, Kris. "Culture matters: Rethinking educational equity." New York: Carnegie Foundation (2006): 43-47

Hansen, David T. "Cosmopolitanism and Education: A View from the Ground." Teachers college record 112.1 (2010): 1-30.

Hull, Glynda A., Amy Stornaiuolo, and Urvashi Sahni. "Cultural citizenship and cosmopolitan practice: Global youth communicate online." English Education 42.4 (2010): 331-367.

Walker, Melanie. "A capital or capabilities education narrative in a world of staggering inequalities?" International Journal of Educational Development 32.3 (2012): 384-393.