David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Ethics and Education 3 (2):135-147 (2008)
In this article I consider whether there is a process of repression occurring in definitions of citizenship and frameworks of citizenship education, which involves a forgetting of history. By focusing on recently troubled countries I identify how the force of history comes to play, and from that I consider how, in relatively stable liberal democracies such as England, the repression of history is more complete. I suggest that this repression leads to an impoverished definition of citizenship in terms of values and ethical considerations, resulting in an antiseptic curriculum which fails to address some of the sharper issues that lie deep in the complexity of experience and identity, issues that should be addressed in the pursuit of being-together in a pluralist society
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References found in this work BETA
B. Crick (1999). The Presuppositions of Citizenship Education. Journal of Philosophy of Education 33 (3):337–352.
Penny Enslin & Patricia White (2003). Democratic Citizenship. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub. 110--25.
Citations of this work BETA
Viktor Gardelli, Eva Alerby & Anders Persson (2014). Why Philosophical Ethics in School: Implications for Education in Technology and in General. Ethics and Education 9 (1):16-28.
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