Julian Culp
Biographic Data
| ID | 172283 |
|---|---|
| NAME | Julian Culp |
| GIVEN NAMES | Julian |
| FAMILY NAME | Culp |
| SIGNATURE | CULP J |
| AFFILIATIONS | American University of Paris |
| ORCID | 0000-0001-9316-9160 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Damaging democratic citizenship
In this article I advance the inquiry of democratic citizenship in the digital age or ‘digital citizenship,’ for short, through an ideology critique of what I refer to as the ideology of digital empowerment. According to this ideology, which was prevalent from the early 1990s until the early 2010s, digital technologies would effectively contribute to democratic citizens’ political empowerment. Following the introduction, I explain the basic ideas…
Multicultural education for transnational democratic citizenship
On Will Kymlicka’s conception of multicultural citizenship, group membership enables personal autonomy by way of providing individuals with meaningful options. Many educational and political theorists have employed Kymlicka’s argument to defend a multicultural education as proper preparation for democratic citizenship in socially diverse liberal societies. Multicultural education includes the study of a variety of cultures and is meant to promote…
Three Rawlsian Rationales for a Cultural Turn in Digital Citizenship Education
This article defines and defends three Rawlsian rationales for a cultural turn in education for democratic citizenship within digitized societies. Due to the importance of political culture for realizing deliberative democracy, it is misguided to hold that a primary or exclusive focus of such education should be on learning how to use digital tools for engaging in politics. Pace this technique - or skills-oriented focus, this article argues that …
Deciphering the Paradox of Digital Citizenship
This article deciphers the apparent paradox of democratic citizenship in Western societies that are deeply affected by digital technologies. This paradox of digital citizenship, for short, consists in the fact that the contemporary literature suggests that digital technologies are both empowering and disempowering democratic citizenship. To decipher this paradox, the article provides a multi-perspectival analysis of digital citizenship, showing t…
Post Post-Cold War Democratic Theory
This article identifies three central axes in the contemporary constellation of democratic theory and practice: (1) redefining the roots of democratic power, or kratos, in response to new challenges to popular participation in democracy; (2) the rescaling of the demos given the growing dissatisfaction with liberal cosmopolitan approaches to global democracy; and (3) the de-parochialization of democracy within a multipolar world in light of democr…
Morally philosophizing the indefensible or politically theorizing the disagreeable
International audience
Global justice must be seen to be done—A defense of integrated pluralism
Over the past two decades the academic literature on global distributive justice has generated a proliferation of positions regarding the question of how to conceive a globally just distribution of goods. One important development within this global justice debate is the emergence and increasing influence of several Pluralist theorists of global justice—including, perhaps most prominently, Fraser, R. Miller, and Risse. This article argues that Pl…
Democratic Citizenship Education in Digitized Societies
In this article Julian Culp offers a new conceptualization of democratic citizenship education in light of the transformations of contemporary Western societies to which the use of digital technologies has contributed. His conceptualization adopts a deliberative understanding of democracy that provides a systemic perspective on society‐wide communicative arrangements and employs a nonideal, critical methodology that concentrates on overcoming dem…
A neo-feudal world order? Introduction to the symposium on Peter Hägel’s Billionaires in World Politics
The central aim of Peter Hägel’s Billionaires in World Politics (BWP) is to challenge the assumption that private individuals lack agency and power in world politics – an assumption that is widely shared in the field of International Relations (IR). Hägel’s methodological strategy to achieve this aim is twofold. First, he concentrates on minutest biographical aspects of billionaires to lay bare the idiosyncrasy of their choices, and to falsify, t…
Education and Migration
Discourse ethics, epistemology, and educational justice
This article explores the contribution of Jürgen Habermas’ discourse theory of morality, politics, and law to theorizing educational justice. First, it analyzes Christopher Martin’s discourse-ethical argument that the development of citizens’ discursive agency is required on epistemic grounds. The article criticizes this argument and claims that the moral importance of developing discursive agency should be justified instead on the basis of moral…
A vindication of transnational democratic education – replies to Michael Festl, Martin Beckstein and Michael Geiss
In Democratic Education in a Globalized World (Routledge, 2019) I defend a discourse theory of global justice as the appropriate normative1 ground for conceiving educational justice and citizenship education under conditions of economic and political globalization. In addition, I articulate democratic conceptions of global educational justice and citizenship education that recognize a moral-political right to democratically adequate education and…
Educational justice
Philosophical conceptions of educational justice are centered at the intersection of political philosophy and philosophy of education. They justify moral-political rights to education and sometimes also determine who is responsible for their realization through which kinds of pedagogical practices or systemic educational reform. This article concentrates on contemporary conceptions of educational justice in primary and secondary education and hig…
Two Tales of the Capability Approach
International audience
Israeli History Textbooks and the Palestinians
This article first of all illustrates how Israeli history schoolbooks fail to represent or misrepresent the culture of Palestinian citizens of Israel, and then explains the ways in which such mis- or non-representation hinders the cultivation of vital democratic virtues like empathy. Following that, the article identifies three obstacles for rendering Israeli school education more democratic: Israel's identity as a ‘Jewish and democratic state’, …
Internationalizing Nussbaum’s model of cosmopolitan democratic education
Nussbaum’s moral cosmopolitanism informs her capability-based theory of justice, which she uses in order to develop a distinctive model of cosmopolitan democratic education. I characterize Nussbaum’s educational model as a ‘statist model,’ however, because it regards cosmopolitan democratic education as necessary for realizing democratic arrangements at the domestic level. The socio-cultural diversity of virtually every nation, Nussbaum argues, r…
Introduction
This introduction expounds educational problems that arise from transnational migration. It argues that it is high time to critically analyze normative issues of and in education under conditions of globalization because dominant approaches in normative philosophy of education tend to suffer from both a nationalist bias and a sedentary bias. The contributions to this special issue address normative problems pertaining to migration-related educati…
Disaggregated pluralistic theories of global distributive justice – a critique
Pluralistic theories of global distributive justice aim at justifying a plurality of principles for various subglobal contexts of distributive justice. Helena de Bres has recently proposed the class of disaggregated pluralistic theories, according to which we should refrain from defending principles that apply to the shared background conditions of such subglobal contexts. This article argues that if one does not justify how these background cond…
What Can we Learn from ‘Postmodern’ Critiques of Education for Autonomy
Lyotard defines being postmodern as an ‘incredulity toward metanarratives’. Such incredulity includes, in particular, skepticism vis-à-vis Enlightenment ideals like autonomy. Motivated by such skepticism, several educational scholars put into question education for autonomy as it is practiced in the formal settings of national school systems. More specifically, they criticize that practices of autonomy education can have certain normalizing and i…
Critical remarks on Simon Caney's humanity- centered approach to global justice
http://dx.doi.org/10.5007/1677-2954.2016v15n1p50The practice-independent approach to theorizing justice (PIA) holds that the social practices to which a particular conception of justice is meant to apply are of no importance for the justification of such a conception. In this paper I argue that this approach to theorizing justice is incompatible with the method of reflective equilibrium (MRE) because the MRE is antithetical to a clean separation …
How irresponsible are rising powers
Rising powers like Brazil, China and India have recently made significant gains in their capabilities as states. Therefore many IR scholars are claiming that these powers must now contribute more to the provision of global public goods like a clean environment, free trade and human rights. This article will argue that reasonably democratic international political discourses are another global public good whose greater supply is sorely needed and …
Against all odds
Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a long-term endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-à…
Normative reconstruction without foundation
International audience
G. A. Cohen, Constructivism, and the Fact of Reasonable Pluralism
In this article I argue that G.A. Cohen is mistaken in his belief that the concept of justice needs to be rescued from constructivist theorists of justice. In doing so, I rely on insights of John Rawls’ later work Political Liberalism and Rainer Forst’s discourse theory of justice. Such critical engagement with Cohen’s critique of constructivism is needed, because Cohen bases his critique of constructivism almost exclusively on Rawls’s arguments …
Rising powers' responsibility for reducing global distributive injustice
Rising powers like India and Brazil have recently been gaining considerable economic and political power. This has led to the emergence of a nascent multipolarity in global affairs. Theorists of global distributive justice, however, continue to focus almost exclusively on the responsibility of the established powers for combating global poverty and neglect whether there is a similar responsibility of rising powers. That focus neglects that great …
How irresponsible are rising powers
Rising powers like Brazil, China and India have recently made significant gains in their capabilities as states. Therefore many IR scholars are claiming that these powers must now contribute more to the provision of global public goods like a clean environment, free trade and human rights. This article will argue that reasonably democratic international political discourses are another global public good whose greater supply is sorely needed and …
Multicultural education for transnational democratic citizenship
On Will Kymlicka’s conception of multicultural citizenship, group membership enables personal autonomy by way of providing individuals with meaningful options. Many educational and political theorists have employed Kymlicka’s argument to defend a multicultural education as proper preparation for democratic citizenship in socially diverse liberal societies. Multicultural education includes the study of a variety of cultures and is meant to promote…
Morally philosophizing the indefensible or politically theorizing the disagreeable
International audience
Two Tales of the Capability Approach
International audience
Comment on Lukas Meyer and Pranay Sanklecha. Individual Expectations and Climate Justice
Reciprocity in Economic Games
The evidence of laboratory experiments of behavioral economists shows that individuals behave reciprocally. These data put into question the pure self-interest thesis of human motivation of the homo oeconomicus model and call for alternative models. Focusing on the explanation of reciprocal behavior in Trust Games, this article proposes two directions that economists and other social scientists might want to consider in order to establish a more …
On Rawls, Development and Global Justice
International audience
Rising powers' responsibility for reducing global distributive injustice
Rising powers like India and Brazil have recently been gaining considerable economic and political power. This has led to the emergence of a nascent multipolarity in global affairs. Theorists of global distributive justice, however, continue to focus almost exclusively on the responsibility of the established powers for combating global poverty and neglect whether there is a similar responsibility of rising powers. That focus neglects that great …
Normative reconstruction without foundation
International audience
G. A. Cohen, Constructivism, and the Fact of Reasonable Pluralism
In this article I argue that G.A. Cohen is mistaken in his belief that the concept of justice needs to be rescued from constructivist theorists of justice. In doing so, I rely on insights of John Rawls’ later work Political Liberalism and Rainer Forst’s discourse theory of justice. Such critical engagement with Cohen’s critique of constructivism is needed, because Cohen bases his critique of constructivism almost exclusively on Rawls’s arguments …
Critical remarks on Simon Caney's humanity- centered approach to global justice
http://dx.doi.org/10.5007/1677-2954.2016v15n1p50The practice-independent approach to theorizing justice (PIA) holds that the social practices to which a particular conception of justice is meant to apply are of no importance for the justification of such a conception. In this paper I argue that this approach to theorizing justice is incompatible with the method of reflective equilibrium (MRE) because the MRE is antithetical to a clean separation …
How irresponsible are rising powers
Rising powers like Brazil, China and India have recently made significant gains in their capabilities as states. Therefore many IR scholars are claiming that these powers must now contribute more to the provision of global public goods like a clean environment, free trade and human rights. This article will argue that reasonably democratic international political discourses are another global public good whose greater supply is sorely needed and …
Against all odds
Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a long-term endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-à…
Disaggregated pluralistic theories of global distributive justice – a critique
Pluralistic theories of global distributive justice aim at justifying a plurality of principles for various subglobal contexts of distributive justice. Helena de Bres has recently proposed the class of disaggregated pluralistic theories, according to which we should refrain from defending principles that apply to the shared background conditions of such subglobal contexts. This article argues that if one does not justify how these background cond…
What Can we Learn from ‘Postmodern’ Critiques of Education for Autonomy
Lyotard defines being postmodern as an ‘incredulity toward metanarratives’. Such incredulity includes, in particular, skepticism vis-à-vis Enlightenment ideals like autonomy. Motivated by such skepticism, several educational scholars put into question education for autonomy as it is practiced in the formal settings of national school systems. More specifically, they criticize that practices of autonomy education can have certain normalizing and i…
Israeli History Textbooks and the Palestinians
This article first of all illustrates how Israeli history schoolbooks fail to represent or misrepresent the culture of Palestinian citizens of Israel, and then explains the ways in which such mis- or non-representation hinders the cultivation of vital democratic virtues like empathy. Following that, the article identifies three obstacles for rendering Israeli school education more democratic: Israel's identity as a ‘Jewish and democratic state’, …
Internationalizing Nussbaum’s model of cosmopolitan democratic education
Nussbaum’s moral cosmopolitanism informs her capability-based theory of justice, which she uses in order to develop a distinctive model of cosmopolitan democratic education. I characterize Nussbaum’s educational model as a ‘statist model,’ however, because it regards cosmopolitan democratic education as necessary for realizing democratic arrangements at the domestic level. The socio-cultural diversity of virtually every nation, Nussbaum argues, r…
Introduction
This introduction expounds educational problems that arise from transnational migration. It argues that it is high time to critically analyze normative issues of and in education under conditions of globalization because dominant approaches in normative philosophy of education tend to suffer from both a nationalist bias and a sedentary bias. The contributions to this special issue address normative problems pertaining to migration-related educati…
Two Tales of the Capability Approach
International audience
Education and Migration
Discourse ethics, epistemology, and educational justice
This article explores the contribution of Jürgen Habermas’ discourse theory of morality, politics, and law to theorizing educational justice. First, it analyzes Christopher Martin’s discourse-ethical argument that the development of citizens’ discursive agency is required on epistemic grounds. The article criticizes this argument and claims that the moral importance of developing discursive agency should be justified instead on the basis of moral…
A vindication of transnational democratic education – replies to Michael Festl, Martin Beckstein and Michael Geiss
In Democratic Education in a Globalized World (Routledge, 2019) I defend a discourse theory of global justice as the appropriate normative1 ground for conceiving educational justice and citizenship education under conditions of economic and political globalization. In addition, I articulate democratic conceptions of global educational justice and citizenship education that recognize a moral-political right to democratically adequate education and…
Educational justice
Philosophical conceptions of educational justice are centered at the intersection of political philosophy and philosophy of education. They justify moral-political rights to education and sometimes also determine who is responsible for their realization through which kinds of pedagogical practices or systemic educational reform. This article concentrates on contemporary conceptions of educational justice in primary and secondary education and hig…
A neo-feudal world order? Introduction to the symposium on Peter Hägel’s Billionaires in World Politics
The central aim of Peter Hägel’s Billionaires in World Politics (BWP) is to challenge the assumption that private individuals lack agency and power in world politics – an assumption that is widely shared in the field of International Relations (IR). Hägel’s methodological strategy to achieve this aim is twofold. First, he concentrates on minutest biographical aspects of billionaires to lay bare the idiosyncrasy of their choices, and to falsify, t…
Democratic Citizenship Education in Digitized Societies
In this article Julian Culp offers a new conceptualization of democratic citizenship education in light of the transformations of contemporary Western societies to which the use of digital technologies has contributed. His conceptualization adopts a deliberative understanding of democracy that provides a systemic perspective on society‐wide communicative arrangements and employs a nonideal, critical methodology that concentrates on overcoming dem…
Post Post-Cold War Democratic Theory
This article identifies three central axes in the contemporary constellation of democratic theory and practice: (1) redefining the roots of democratic power, or kratos, in response to new challenges to popular participation in democracy; (2) the rescaling of the demos given the growing dissatisfaction with liberal cosmopolitan approaches to global democracy; and (3) the de-parochialization of democracy within a multipolar world in light of democr…
Morally philosophizing the indefensible or politically theorizing the disagreeable
International audience
Global justice must be seen to be done—A defense of integrated pluralism
Over the past two decades the academic literature on global distributive justice has generated a proliferation of positions regarding the question of how to conceive a globally just distribution of goods. One important development within this global justice debate is the emergence and increasing influence of several Pluralist theorists of global justice—including, perhaps most prominently, Fraser, R. Miller, and Risse. This article argues that Pl…
Multicultural education for transnational democratic citizenship
On Will Kymlicka’s conception of multicultural citizenship, group membership enables personal autonomy by way of providing individuals with meaningful options. Many educational and political theorists have employed Kymlicka’s argument to defend a multicultural education as proper preparation for democratic citizenship in socially diverse liberal societies. Multicultural education includes the study of a variety of cultures and is meant to promote…
Political science (25 works) · Sociology (22 works) · Law (21 works) · Law (18 works) · Philosophy (13 works) · Politics (13 works) · Political Philosophy and Ethics (12 works) · Economic Justice (11 works) · Epistemology (11 works) · Philosophy (11 works)