In some ways similar to Constructivism, Cosmopolitanism as a Learning Theory also posits that students construct knowledge by reorganising information from a variety of sources, including the classroom teacher, and other sources such as their own experiences.
Cosmopolitanism differs from Constructivism in that Cosmopolitanism describes learning as a collaborative activity, and occurs as students collaboratively engage with the world. Cosmopolitanism implies an openness to ideas and cultures that are different to our own, as a result of interaction with other people, cultures and ideas (Saito, 2010, p. 334). This requires, from students, a high level of commitment in order to reorganise existing ideas and preconceptions to accommodate different ways of thinking, however the end result can be more enlightened and mature students, as their high level of work commitment causes a similar high level of commitment to alternate cultures and ideas (Saito, 2010, p. 342). In a nutshell, students who work at this level are open to new ideas.
Associated Teaching Techniques
Instructional Techniques appropriate for Behaviourism are certainly not appropriate, and even Learning Intentions and Success Criteria need to be personalised, or negotiated between teachers and students. Interaction between students and other cultures can be assisted through eLearning and Digital Pedagogies, such as is set out in Microsoft’s 21 Century Learning Design (21CLD). Alternative techniques include PBL (and similar models) and Personalisation.
Under the Schlechty model, students working at this level are Authentically Engaged, as they are frequently directing their own learning, for their own purposes.