Philosophical Inquiry and Education ‘through’ Democracy. Promoting Cosmopolitan and Inclusive Societies

This paper takes its cue from one question, addressed through an educational lens: what could be the inspiring principles of a new democratic narrative to oppose the seductions of counter- and pseudo-narratives deeply undermining the very idea of democracy? The starting point of the argument is the hypothesis that the promotion of a cosmopolitan and inclusive society is a way to actualize the 20th century project of education oriented to democracy. This calls for a profound re-thinking of educational devices and practices. In this scenario, by espousing and elaborating on some ideas of the Philosophy for Children approach, we argue that the community of philosophical inquiry may be conducive to the cultivation of a ‘cosmopolitanly’ ‘complex’ thinking, which, by integrating critical, creative and caring dimensions, contributes to developing inclusive attitudes and caring habits towards oneself, others and the living world.