Acknowledgements -- 1. Editor’s Introduction -- Part One: Antiquity and Modernity -- 2. Cosmópolis or koinópolis - what's the difference? -- 3. Human Nature, Democracy and the United States of Europe - Gunnar Landtman (1878 - 1940) on United Europe -- 4. The Idea of Europe in the “Age of Ideologies” (1929-1939): the importance of a forgotten issue -- Part Two: Patriotic Commitment and Cosmopolitan Obligation -- 5. The Love of Country in Education. Questioning the meaning of a patriotic education -- 6. Kant’s Cosmopolitan Patriotism and Walt Whitman’s Pedagogy in “A Passage to India.” -- 7. The Cosmopolitan Idea of Global Distributive Justice -- Part Three: Cosmopolitan Educational Challenges and Responses -- 8. Cosmopolitanism and Education: Of Philosophy and the Teaching of Philosophy -- 9. Educational cosmopolitanism: a performative attitude and an institutional requirement -- 10. Reimagining European citizenship: an educational account from a cosmopolitan perspective -- 11. Europe and the post colony: possibilities for cosmopolitanism -- Part Four: The Many Faces of the Philosophical Tasks Confronting Cosmopolitanism -- 12. Alain Badiou on political education -- 13. A Speculative Vital Materialist Approach to Cosmopolitanism -- 14. ‘We refugees’: biopower, cosmopolitanism and hospitality. Between camps and encampments’ -- 15. What is Universal? Laclau's Ontological Rhetorics and Collective Identity -- 16. Coda - Concentric and Eccentric Cosmopolitanisms.This volume discusses perspectives on cosmopolitanism, as well as concepts and the work of key figures. For example, it examines educational, philosophical and historical perspectives, deals with such issues as citizenship, internationalism, patriotism, globalization, hegemony and many other topics. It brings together works on Alain Badiou, Giorgio Agamben, Ernesto Laclau, Bruno Latour and Homi Bhabha with works on Whitman, Kant, Martha Nussbaum, Thomas Pogge, Onora O’Neill and Philippe Van Parijs. The book engages in the new dialogue on cosmopolitanism from a variety of outlooks. It advances that dialogue and problematizes it through as yet unexplored paths. Its chapters respond to the intricacies of current discourses on cosmopolitanism and related notions and take into account both affirmative and negative stances to cosmopolitanism and its educational significance. Overall, the book relies on such stances as background material in order to transcend them and offer fresh perspectives on cosmopolitan stakes. It makes use of a recent tendency in political philosophical and cultural-critical debates that opens a possibility of more nuanced approaches to old ‘-isms’.