Book contents
- The Cambridge Handbook of Democratic Education
- Cambridge Handbooks in Education
- The Cambridge Handbook of Democratic Education
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction
- Part One Historical Perspectives
- Part Two Philosophical and Normative Foundations
- Part Three Key Topics and Concepts
- 16 Educational Justice and Democratic Education
- 17 Global Justice and Democratic Education
- 18 Debate and Deliberation in Democratic Education
- 19 Agonistic Democracy and the Question of Education
- 20 Punishment and Democratic Education
- 21 Children’s Rights and Democratic Education
- 22 Education, Trust, and the Conversation of Democracy
- 23 Patriotism and Democratic Education
- 24 The Voice of Poetry in Cultivating Cosmopolitan and Democratic Imagination
- 25 Disability and Democratic Education
- Part Four Challenges
- Index
- References
24 - The Voice of Poetry in Cultivating Cosmopolitan and Democratic Imagination
from Part Three - Key Topics and Concepts
Published online by Cambridge University Press: 20 April 2023
Book contents
- The Cambridge Handbook of Democratic Education
- Cambridge Handbooks in Education
- The Cambridge Handbook of Democratic Education
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Introduction
- Part One Historical Perspectives
- Part Two Philosophical and Normative Foundations
- Part Three Key Topics and Concepts
- 16 Educational Justice and Democratic Education
- 17 Global Justice and Democratic Education
- 18 Debate and Deliberation in Democratic Education
- 19 Agonistic Democracy and the Question of Education
- 20 Punishment and Democratic Education
- 21 Children’s Rights and Democratic Education
- 22 Education, Trust, and the Conversation of Democracy
- 23 Patriotism and Democratic Education
- 24 The Voice of Poetry in Cultivating Cosmopolitan and Democratic Imagination
- 25 Disability and Democratic Education
- Part Four Challenges
- Index
- References
Summary
This chapter illuminates the irreplaceable value of poetry in cultivating a cosmopolitan and democratic imagination. The authors contend that poetry evokes unanticipated or overlooked ideas, emotions, and possibilities; it provokes people to look beyond their settled views. Poetry uniquely fuels their ability to engage new thoughts, values, and practices. This ever-renewing quality of mind can, in turn, help people reimagine the nature and value of education continuously as circumstances and the needs they call out evolve. The authors suggest that these imaginative capacities are significant given the cosmopolitan and democratic challenges, and prospects, generated by an intensifying process of political, economic, and cultural globalization. The chapter features a reading of Walt Whitman’s well-known epic poem, “Song of Myself” (first published in 1855), which the authors show both articulates and enacts the most profound promise in a cosmopolitan and democratic imagination.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Democratic Education , pp. 395 - 415Publisher: Cambridge University PressPrint publication year: 2023
References
Allen, G. W., & Folsom, E. (1995). Walt Whitman and the world. Ames, IA: University of Iowa Press.Google Scholar
Anderson, E. (2011). The cosmopolitan canopy: Race and civility in everyday life. New York: W. W. Norton.Google Scholar
Beck, U. (2004). The truth of others: A cosmopolitan approach. Common Knowledge, 10(3), 430–49.Google Scholar
Cavallar, G. (2015). Kant’s embedded cosmopolitanism: History, philosophy and education for world citizens. Berlin: De Gruyter.CrossRefGoogle Scholar
Delanty, G. (Ed.) (2019). Routledge international handbook of cosmopolitan studies. 2nd ed., London: Routledge.Google Scholar
Dewey, J. (1985). John Dewey, the middle works 1899–1924: Vol. 9, Democracy and education. Ed. by Boydston, J. A., Carbondale, IL: Southern Illinois University Press (original work published in 1916).Google Scholar
Dewey, J. (1988). Creative democracy: The task before us. In John Dewey, the later works, 1925–1953: Vol 14, 1939–1941. Ed. By Boydston, J. A., Carbondale, IL: Southern Illinois University Press, pp. 224–30 (original work published in 1939).Google Scholar
Edmundson, M. (2019). Walt Whitman’s guide to a thriving democracy. The Atlantic, 323(4), 100–10.Google Scholar
Hamburger, M. (1973). String of beginnings: Intermittent memoirs 1924–1954. London: Skoob Books.Google Scholar
Hamburger, M. (2022). The truth of poetry: Tensions in modern poetry from Baudelaire to the 1960s. New York: Routledge (original work published in 1982).CrossRefGoogle Scholar
Hansen, D. T. (2011). The teacher and the world: A study of cosmopolitanism as education. New York: Routledge.Google Scholar
Hansen, D. T. (2021). Reimaging the call to teach: A witness to teaching and teachers. New York: Teachers College Press.Google Scholar
Hansen, D. T., & Sullivan, R. (2022). What renders a witness trustworthy? Existential and curricular notes on a mode of educational inquiry. Studies in Philosophy and Education, 41(2), 151–72.CrossRefGoogle Scholar
Hanson, R. L. (1985). The democratic imagination in America: Conversations with our past. Princeton, NJ: Princeton University Press.CrossRefGoogle Scholar
Jordan, J. (2002). Some of us did not die: New and selected essays of June Jordan. New York: Basic/Civitas.Google Scholar
Kleingeld, P. (2011). Kant and cosmopolitanism: The philosophical ideal of world citizenship. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Loving, J. (2000). Walt Whitman: The song of himself. Berkeley, CA: University of California Press.Google Scholar
Miller, M. (2010). Collage of myself: Walt Whitman and the making of Leaves of Grass. Lincoln, NE: University of Nebraska Press.Google Scholar
Montaigne, M. (1991). On repenting. In The Essays of Michel de Montaigne. Trans. and Ed. by Screech, M. A.. London: Penguin (original work published in 1595).Google Scholar
Munzel, G. F. (2017). Kant’s conception of pedagogy: Toward education for freedom. Evanston, IL: Northwestern University Press.CrossRefGoogle Scholar
Muthu, S. (2003). Enlightenment against empire. Princeton, NJ: Princeton University Press.Google Scholar
Nussbaum, M. C. (2021). The cosmopolitan tradition: A noble but flawed ideal. Cambridge, MA: Belknap Press.Google Scholar
Oakeshott, M. (1991). The voice of poetry in the conversation of mankind. In Oakeshott, M., ed., Rationalism in politics and other essays. Indianapolis, IN: Liberty Press, pp. 488–541 (original work published in 1959).Google Scholar
Slate, N. (2012). Colored cosmopolitanism: The shared struggle for freedom in the United States and India. Cambridge, MA: Harvard University Press.Google Scholar
Tuan, Y-F. (1996). Cosmos and hearth: A cosmoplite’s viewpoint. Minneapolis, MN: University of Minneapolis Press.Google Scholar
Valdez, I. (2019). Transnational cosmopolitanism: Kant, Du Bois, and justice as a political craft. Cambridge: Cambridge University Press.Google Scholar
Wardle, H. (Ed.) (2010). A cosmopolitan anthropology? Social Anthropology, 18(4), 381–506 (Special Issue).CrossRefGoogle Scholar
Welsch, W. (1999). Transculturality: The puzzling forms of cultures today. In Featherstone, M. & Lash, S., eds., Spaces of culture. London: Sage, pp. 194–214.Google Scholar
Whitman, W. (2004). Memoranda during the war. Oxford: Oxford University Press (original work published in 1875).Google Scholar