ABSTRACT
This chapter presents a thematic organization of cosmopolitanism in education that aims to represent existing and traditional conceptions of cosmopolitanism in education. It discusses specific and nuanced questions of cosmopolitan philosophy's role in education. Identity plays a core role in international educational cosmopolitanism, drawing distinctions between culture in the social, ethnic, and linguistic sense and the culture that can develop in certain settings that transcend these others. Strict universalism in cosmopolitan education may come to supersede the principles of cosmopolitanism philosophy itself. Agonism has received attention in cosmopolitan education literature for its alleged potential to increase understanding through examination of conflict and difference. Rönnström complicates the picture of dialogue as bridge-builder by questioning the assumption that people must have access to some kind of shared language for education and cosmopolitanism. Virtue and character have been largely absent, but the cosmopolitan educational project leads to a significant emphasis on the development of a cosmopolitan character or cosmopolitan virtue.
