Dialogo filosofico, cosmopolitismo educativo e comunità di ricerca

This paper takes its cue from the question of the possibility of a "genuine" being-with (Mitsein) within contemporary multicultural scenarios and it investigates how philosophical dialogue could represent a fitting educational strategy to culti-vate those habits of thinking and behaviour that are needed for the project of a real living together. This inquiry is situated within a cosmopolitan perspective that, on the one hand, valorizes some educational insights of Martha Nussbaum and, on the other, endeavours to re-balance some risks of universalistic excess in her conceptual device. In this horizon, the author appeals to David Hansen's educational cosmopolitanism, which is re-interpreted as a form of "alien humanism" culminating in an "inward cosmopolitanism" (Chris Higgins).

The proposed reflection on the structural interlacement of philosophical dialogue and educational cosmopolitanism converges on a re-visitation of the approach of the community of philophical inquiry in Philosophy for Children, whose epistemology is examined in order to distil its potential in terms of education as cosmopolitanism [Publishers' text].