Seite - 13 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

INTRODUCTION TO THE PEACE CURRICULUM 13 INTRODUCTION TO THE PEACE CURRICULUM This curriculum is part of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) educational Project. This project emerged from the fact that we live in a globalized world. The project responds to the need for new educational strategies with which we can face the challenges created by increased mobility, migration and diversity, which are all products of globalization. With this PEACE project our goal is not to perpetuate the idea of cosmopolitanism as a unifying phenomena, but rather to focus on the tensions that can emerge from cosmopolitanism (between local and global, between tradition and innovation) to propose a more authentic way of building oneself both within a community and with others whilst boosting integration and mutual improvement. We propose developing new educational strategies focused on intercultural philosophical dia- logue in which we seek to find the possibility of building new identities through meeting others. PEACE doesn’t only focus on intercultural cohabitation and learning. By using philosophical dialogue within the Philosophical Enquiry Community, it aims to work with children (especially those at risk of exclusion) around a variety of areas, including topics and critical thinking skills which will allow them to both question their own reality and experience cosmopolitan reality from a critical viewpoint. PEACE’s final goal is to spread the idea that we can contribute to the development of a cosmopolitan identity by encouraging interaction between children (future citizens) and by using new practical educational resources. Thus, the main objective of the project is the creation of six short stories designed for use as tools which will favor reflection and discussion about topics related to cosmopolitanism and in- terculturality. These stories aim to set the scene for philosophical discussion, which in turn seeks to encourage the building of such concepts as “global and local”, “tradition and innovation” and “individual and community”. The aim is not to learn or transmit these concepts, but rather to en- courage reflection around them by connecting with the participants’ own experiences and with their own development as people. Additionally, we also strive to work on developing a range of skills and intellectual abilities required by intercultural and cosmopolitan education, such as those procedures, skills, abilities, strategies, and techniques which are essential to philosophical thought when related to intercul- turality and cosmopolitanism. This approach does not merely include the logical skills involved in formal reasoning; it also encompasses cognitive skills (such as giving reasons, establishing differences and similarities, providing alternatives etc.) and socio-affective skills (putting oneself in the place of others, developing empathy, assertiveness, etc.) which are necessary in develop- ing a favorable attitude and state of mind towards reflexive cosmopolitan experience. Without these basic tools we would hardly be able to carry out proper enquiry, let alone come to think in a critical and autonomous way.