The Worldliness of a Cosmopolitan Education av William F. (University of British Columbia Canada) Pinar

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<P>Pinar positions himself against three pressing problems of the profession: </P><UL><P><LI>the crime of collectivism that identity politics commits, </LI><P></P><P><LI>the devaluation of academic knowledge by the programmatic preoccupations of teacher education, and </LI><P></P><P><LI>the effacement of educational experience by standardized testing. </LI><P></P></UL><P></P><P>A cosmopolitan curriculum, Pinar argues, juxtaposes the abstract and the concrete, the collective and the individual: history and biography, politics and art, public service and private passion. Such a curriculum provides passages between the subjective and the social, and in so doing, engenders that worldliness a cosmopolitan education invites. Such worldliness is vividly discernible in the lives of three heroic individuals: Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation of c