ABSTRACT
This chapter addresses ways in which people enact in their lives, if not in so many words, reflective openness to the new fused with reflective loyalty to the known. The account can benefit educators by providing a picture of what cosmopolitanism looks and sounds like in contemporary experience – including, perhaps, in their own. This picture can serve educators, in turn, in working toward the cosmopolitan-minded pedagogy this entire book is in process of framing. I also hope the chapter can be of use to researchers interested in teaching and education in a globalizing context, whom I encourage to take seriously the history and current trajectory of cosmopolitan studies.
