In her essay, Nussbaum questions the righteousness of having an extreme sense of national identity by saying, "As students here grow up, is it sufficient for them to learn that they are above all citizens of the United States but that they ought to respect the basic human rights of citizens of India, Bolivia, Nigeria, and Norway? Most important, should they be taught that they are, above all, citizens of the United States, or should they instead be taught that they are, above all, citizens of a world of human beings, and that, while they happen to be situated in the United States, they have to share this world with the citizens of other countries?- (Nussbaum 6)
Nussbaum thinks that an extreme loyalty to a nationality makes individuals work for, and value their own rights and interests, and disregard and disvalue those of individuals from different identities. "We should not confine our thinking to our own sphere, that in making choices in both political and economic matters we should most seriously consider the right of other human beings to life, liberty, and the pursuit of happiness, and that we should work to acquire the knowledge that will enable us to deliberate those rights,"" (Nussbaum 13-14). She wants individuals to be committed to valuing the rights of all people despite their differences. This to her is the meaning of true citizenship. .
Ultimately, Nussbaum's Cosmopolitan belief intends to create citizens that address and solve the world's major problems. By teaching cosmopolitan education, Nussbaum believes that human beings begin to learn fundamental things about themselves and in effect open their minds to improve their implications of individual and global problems. "We should regard our deliberations as, first and foremost, deliberations about human problems of people in particular concrete situations, not problems growing out of national identity that is altogether unlike that of others,"" (Nussbaum 7).
These were the thoughts circulating through my mind each time I picked up Nussbaum's "Cultivating Humanity." ... (Nussbaum 19). ... So in this way, I agree with Nussbaum. ... Nussbaum explains that in normative chauvinism imagination is key. ... Throughout the entire chapter, Nussbaum makes her arguments and thoughts clear to the reader. ...
Although Nussbaum has accumulated a few amount of critics for her more feminist positions in regards to these subjects, Nussbaum also has a number of supporters who agree with a majority of, if not all, the points she makes that will be presented in this paper. First and foremost, the Capabilities Approach is described by Nussbaum as "a counter-theory to challenge . . . entrenched but misguided theories . . . to move policy choice in the right direction" (Nussbaum Preface, Kindle Locations 37-38). ... Nussbaum continues stating that the U.S. ... Many people who criticize Martha Nus...
Washington and WEB Dubois continue to act as politically-charged lightning rods. ... Without Washington there may be Dubois, but not in the sense we know him. ... The individual is where DuBois begins in The Souls of Black Folk. This is the single most important difference in the two narratives - the institution vs. the individual (or collective individuals). ... The commitment to the individual view leads DuBois down a very different path. ...
Jebb begins citing that the main conflict, divine law vs. human law, is the strength in the play. ... The conflict, according to Bowra, built good contrast - the real arrogance of Creon vs. the apparent arrogance of Antigone. ... Nussbaum, the final in this series of critics, gives a rather different insight into Antigone. ... Nussbaum blames her for refusal of vision. ... Despite the common need for the reader to sympathize with Antigone, as Nussbaum says, Antigone and Creon are both unloving, inhuman beings. ...
Dubois thought the main problem of America was the problem of race. ... Dubois thought that a black person could never have just one identity. ... Dubois had a major role in the opposition to Booker T. ... For Dubois, resistance was the way to go in order to gain equality. ... Dubois debated furiously with the pan-Africanist leader of his time Marcus Garvey. ...
Harvard University was DuBois's first choice, but Harvard had high admissions standards which DuBois's high school did not satisfy, and was denied. ... DuBois interviewed some 3,000 families; this was the first time that someone had take scientific approach of studying social problems (DuBois). ... In Souls, DuBois challenged Booker T. ... DuBois believed that without the ballot, citizenship, and higher education in arts and sciences that there could not be any black advances (DuBois). ... The Crisis was the most important national voice for the advancement of black civil rights...
History Comparison Essay The future of the freedman W.E.B Dubois and Booker T. ... Washington was born four years before the civil war had begun, Dubois was born three years after the civil war had come to an end. ... Dubois was not exposed to the daily problems that slaves endured until his early teenage years. Dubois's and Washington's slightly different backgrounds caused them to have different views on the future of freedman in the United States. ... Washington and Dubois were both visionaries who shared the same goal, although they had there own individual ...
DuBois was the only child of Alfred and Mary DuBois. ... DuBois graduated as the first black to graduate from GBHS. ... DuBois attended Fisk College for three years. ... That experience torn DuBois apart. ... DuBois to put it all in just a few pages. ...
