Beyond democratic justice: A further misgiving about citizenship education

Journal of Philosophy of Education 38 (2):207–219 (2004)
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Abstract

This paper begins by rehearsing some commonly heard conservative and radical objections to the idea of citizenship education. I then explore another potentially radical objection, implicit in the tenets of ‘character education’ and ‘socio-emotional learning’ but rarely stated explicitly. According to this objection, citizenship education, with its overarching ideal of democratic justice, politicises values education beyond good reason by assuming that political literacy and specific (democratic) social skills, rather than transcultural moral and emotional ‘basics’, are the primary values to be transmitted. I show how this objection is based on three major disagreements about (a) the good and the right, (b) pluralism and (c) the connection between morality and politics.

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Citations of this work

Justice and desert-based emotions.Kristján Kristjánsson - 2005 - Philosophical Explorations 8 (1):53-68.
A 'Seamless Enactment' of Citizenship Education.Tristan McCowan - 2009 - Journal of Philosophy of Education 43 (1):85-99.
A ‘Seamless Enactment’ of Citizenship Education.Tristan McCowan - 2009 - Journal of Philosophy of Education 43 (1):85-99.

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References found in this work

Nicomachean Ethics.Martin Aristotle & Ostwald - 1911 - New York: Hackett Publishing Company. Edited by C. C. W. Taylor.
Democratic Education.Amy Gutmann - 1989 - Ethics 99 (2):439-441.
Citizenship education in England: The Crick report and beyond.Terence H. Mclaughlin - 2000 - Journal of Philosophy of Education 34 (4):541–570.

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