Toward a Conceptual Framework for Understanding Cosmopolitanism on the Ground
Toward a Conceptual Framework for Understanding Cosmopolitanism on the Ground
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建立理解现实世界主义的概念框架
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发表时间：
2014
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通讯作者：
N. Wahlström
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作者：
N. Wahlström
摘要在这篇文章中，一个连续的抵抗和接受构成了一个框架，理解一个世界性的取向“在地面上”。这样一个统一体是基于对全球化影响的理解，当涉及到个人时，既包含对其他生活方式的积极兴趣的潜力，又包含对他人价值观和生活方式的抵制，这种抵制是由于被迫进入没有自己自愿选择的情况的感觉而引发的。连续性的概念意味着每个人根据情况和背景占据不同的位置，并且这些位置可以改变。在实证研究中使用世界主义概念时，需要使用更成熟和更具体的术语作为分析工具，以辨别某件事是否以及何时可以被视为可能的世界主义取向。为此目的，自我反思、好客、跨文化对话和视角转换的四种能力是从德兰蒂对批判世界主义的理解中发展出来的。为了能够区分制度化的日常对话和似乎让学生参与更积极的世界主义意义建构的对话，罗森布拉特对阅读的研究提出了传出和审美反思经验的连续体。对一项以课堂对话为重点的实证研究的数据进行初步分析，并通过对有关基本价值观的课程进行分析，表明在课堂对话中可以辨别出不同的自我反思和好客的话语行为，以及跨文化对话的潜力。
Abstract In this article, a continuum of resistance and receptivity constitute s a framework for understanding a cosmopolitan orientation “on the ground.” Such a continuum is based on an understanding of the effects of globalization, when it comes to individual people, as both containing a potential for an active interest in other ways of life, and a resistance toward others’ values and ways of living triggered by a feeling of being forced into situations without one’s own voluntarily choice. The notion of continuum implies that each individual occupies a different position depending on the situation and context, and that these positions can shift. In the conceptual use of cosmopolitanism in empirical studies, there is need for more developed and specified terms to be used as analytical tools for discerning if and when something may be considered as a possible cosmopolitan orientation. For this purpose, the four capacities for self‐reflexivity, hospitality, intercultural dialogue and transactions of perspectives, are developed out of Delanty’s understanding of critical cosmopolitanism. To be able to distinguish between institutionalized routine conversations and conversations that seem to engage the students in a more active cosmopolitan meaning making, the continuum of efferent and aesthetic‐reflective experiences, taken from Rosenblatt’s studies of reading, has been suggested. A preliminary analysis of data from an empirical research study focused on classroom conversations, and contextualized by an analysis of a curriculum concerning fundamental values, indicates that it is possible to discern different discursive actions of self‐reflexivity and hospitality in classroom conversations, as well as a potential for intercultural dialogue.