ABSTRACT
Cosmopolitanism and relevant notions, that appear either as synonymous or allied with, or even inimical to cosmopolitanism such as globalization, universalism, multiculturalism, citizenship, patriotism, nationalism, are widely discussed in philosophy of education and more generally in educational studies. Certain universalizing educational practices and measures stem from a cultural territory marked by fears about failures of cognitive utility and procedural reform to redeem totality through the incorporation of alterity. Defenders of cosmopolitanism have often confronted, and responded to charges such as elitism, rationalism, and utopianism. Principles of universality and cosmopolitanism with the kind of universalizing aspirations are upheld by the so-called Western world in its most expansionist and imperialist moments. Inevitably, the conclusion about cosmopolitanism is that people have to rely on the specific modern Western conception that now acquires transcendental value that is, it becomes declared an inescapable human constant, the condition of possibility of any inclusive globality.
