This paper argues that self?respect constitutes an important value, and further, an important basis for equality. It also argues that under conditions of inequality?producing segregation, voluntary separation in schooling may be more likely to provide the resources necessary for self?respect. A prima facie case of voluntary separation for stigmatized minorities when equality ? as equal status and treatment ? is not an option under either the terms of integration or involuntary segregation is defended.
In this essay Michael Merry defends the following prima facie argument: that civic virtue is not dependent on integration and in fact may be best fostered under conditions of segregation. He demonstrates that civic virtue can and does take place under conditions of involuntary segregation, but that voluntary separation—as a response to segregation—is a more effective way to facilitate it. While segregation and disadvantage commonly coexist, spatial concentrations, particularly when there is a strong voluntary aspect present, often aid in fostering (...) civic virtue. Accordingly, so long as separation provides the conditions necessary for the promotion of civic virtue, integration is not an irreducible good. (shrink)
In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world constraints (...) on moral action and the need to prioritise one?s sometimes conflicting responsibilities will often qualify cosmopolitan justice as supererogatory. This fact does not absolve persons from aspiring to see themselves as having the moral obligation to help others in need, while recognising that their factual obligations are more modest in being bound by what they are actually able to do. (shrink)
In this paper the authors carefully study the problem of liberty as it applies to school choice, and whether there ought to be restricted liberty in the case of homeschooling. They examine three prominent concerns that might be brought against homeschooling, viz., that it aggravates social inequality, worsens societal conflict and works against the best interests of children. To examine the tensions that occur between parental liberty, children's interests, and state oversight, the authors consider the case of homeschooling in the (...) Dutch context. (shrink)
This article aims to open a new line of debate about religion in public schools by focusing on religious ideals. The article begins with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents in (...) Western liberal democracies that are the focus of this article. The fifth and most important section “Reasonable pluralism and the inclusion of religious ideals in public secondary schools” provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)
For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...) a familiar view that argues that we have a central obligation to cultivate good citizens. The article will focus on the tensions which inevitably arise from the sometimes conflicting interests between them. (shrink)
The ideological interface between Muslims and liberal educators undoubtedly is strained in the realm of sex education, and perhaps on no topic more so than homosexuality. Mark Halstead argues that schools should not try to ?undermine the faith? of Muslims, who object to teaching homosexuality as an ?acceptable alternative lifestyle?. In this article, I will argue against his monolithic presentation of Islam. Furthermore, I will argue that because Halstead presents a narrow view of Islam he is neglectful of gay and (...) lesbian Muslims who are particularly vulnerable to the unrepentant hostilities of their own communities, and he limits the options available to sex educators in such a way as to discourage genuine encounters between homosexuals and Muslims. (shrink)