Titlebook: Educating for Cosmopolitanism: Lessons from Cognitive Science and Literature; Mark Bracher Book 2013 Mark Bracher 2013 education.cosmopoli

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What Is Cosmopolitanism, and How Can Education Promote It?, the world and promote global justice? This chapter argues that the formation of cosmopolitans requires developing the cognitive capabilities of recognizing, when the facts warrant, the need of distant peoples, understanding how they are not (or at least not primarily) responsible for their need, an

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,Developing Metacognition of Ethnocentrism with Lessing’s “The Old Chief Mshlanga” and Voltaire’s , own cognitive structures and processes and their consequences. “Mshlanga” is an excellent text for promoting metacognition of ethnocentrism because it models the development of such metacognition and also portrays the causes, operations, consequences, and processes for correcting ethnocentric cogni

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,Developing Cosmopolitan Action Scripts with Camus’s “The Guest” and Coetzee’s , for meeting the Other’s needs. Literary study can promote the development of and investment in such scripts. This chapter explains how teachers can employ “The Guest” to help students develop a script of global hospitality that involves providing for needy Others everywhere even at some cost to one

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,Correcting Ethnocentric Prototypes of Self and Other with Achebe’s ,Things Fall Apart ..

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Educating for Cosmopolitanism: Lessons from Cognitive Science and Literature978-1-137-39020-2

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Feature-Based WSD: Why We Are at a Dead-Endneralize across hyponimys of a word nor across language domains. This experiment, as conceived, has no practical application in WSD, but clearly shows the positive influence of a more semantically oriented approach to WSD. Our conclusion is that feature-based WSD is at a dead-end, as also confirmed by the recent results of Senseval 2001.