This article seeks to investigate which kind of educational ethos would be most appropriate for a cosmopolitan Europe. It rejects the idea of the world citizen and narrow forms of nationalism for a genuinely European cosmopolitanism that seeks to learn the lessons of Europe’s often violent past while seeking to develop an education that is implicitly concerned with questions of democracy and human rights in its contents as well as its practice. Drawing on critical debates that inform the work of Adorno, Giroux, Levinas, Nussbaum and others, the article seeks to uncover the necessary ambivalences in a educative practice that is fearful of silencing the Other and cancelling complex pedagogic relationships, while at the same time wishing to uphold democratic versions of citizenship.
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