Seite - 18 - in Reflective Cosmopolitanism - Educating towards inclusive communities through Philosophical Enquiry

18 REfLECTIvE COsMOPOLITANIsM Relational skills Students should develop tolerance to novelty, open-mindedness, cordiality, and the ability to work with other people who have very different cultural and religious backgrounds as well as different ideas and viewpoints. • Manifesting tolerance, and becoming open-minded • Expressing cordiality • Being cooperative: Engaging collaboratively to advance a deeper inquiry with others • Having flexibility • Showing empathy Technical structure of the curriculum The curriculum is designed to work with students from the age of 8 through to 14 and includes specific materials designed for each age. The Curriculum is organized in 3 units according to age, and each unit includes two stories with specific resources related to each story (exercises, discussion plans, activities). The curriculum will be dealing with several principle ideas, but pays special attention to those that we found crucial for developing the aforementioned cosmopolitan approach, and real- izing the educational goals we are addressing. We sought to organize the units in such a way that each unit has a different orientation and deals more deeply with the principle ideas related to that orientation. At the same time, the user of this curriculum will find that these fundamental ideas are also presented in other units (with different approaches, or examined less deeply). Therefore, the user will have three different booklets for the stories (one booklet with two stories for each unit), and one single handbook for the three units. The handbook was designed with specific sections for each unit (and for each story), but connects the different sections according to similar leading ideas. The approach of- fers the possibility of using resources from any unit to work with every story, simply by making small adaptations to age. Unit 1. (Age 8-10): Tina and Amir, and Ella: The foundation is cosmopolitanism as a concept and way of being in the world. • Cosmopolitan relationships (empathy, understanding, tolerance, different perspectives, diversity, caring), and reflexivity in critical reflection on one’s own subjectivity as an orien- tation to self, Other, and world • Language/cultural translation (communicating and meaning-making) Unit 2. (Age 10-12): Hanadi and Christian: The foundation is cosmopolitanism as a culture and ethics; (What ought we do?) • Local and Global (Loyalty) multiple overlapping spheres of engagement, breaking down notions of inside/outside, internal/external, the dynamic relationship of openness and loyalty • Individual and community • Tradition – Customs - Social Rules - Habits • Human Rights Unit 3. (Age 12-14): In and out the park and www.whatisyourname.you: The foundation is cosmopolitanism as a cosmopolitan politics. (How ought we live as a society?) • Truth • Justice (universalism generalization, particularity, theories of justice)