In Vietnam, patriotism is the highest value in the nation's spiritual value system. Patriotic feelings were formed from the very beginning of the founding of the country and continue to grow strongly to this day. It soon became the reason for life, the ideal, and the belief in the spiritual life of the Vietnamese people. The purpose of this paper is to provide a comprehensive and in-depth view of patriotism as a specific philosophy of the Vietnamese nation. To that end, (...) the paper focuses on analyzing what patriotism is and its expressions. It discusses the basic tenets of Vietnamese patriotism: the spirit of independence, self-reliance, the sense of national self-reliance, solidarity in national construction and defense and a humanistic spirit. The paper thus highlights the peculiarities of the patriotic philosophy of the Vietnamese nation and how it manifests in the rural villages. (shrink)

This is the text of The Lindley Lecture for 1984, given by Alasdair Maclntyre, a Scottish philosopher.

This chapter defends an Aristotelian account of patriotism that differs from, and improves upon, the ‘extreme’ account of Aristotelian patriotism defended by Alasdair MacIntyre in a famous lecture. The virtue of patriotism is modeled on Aristotle’s account of the virtue of friendship; and the resulting account of patriotism falls between MacIntyre’s extreme patriotism and Marcia Baron’s moderate patriotism. The chapter illustrates how this plausible Aristotelian account of patriotism can avoid the dilemma that Baron has pressed against MacIntyre’s extreme account. It (...) also illustrates why the virtue of patriotism cannot coexist with willful forms of ignorance. In its discussion of patriotism and ignorance the chapter draws on a recent study (2018) of the especially strong connection in the United States between patriotism and poverty. (shrink)

In this paper, I want to look at some questions that arise when we try to abandon the conceptual and political framework of the nation-state. Is it impossible to conceive the unity of the state apart from the unity of the nation? Are shared political values insufficient to account for the existence of bounded states and special duties to one's own country? In the first section I will discuss the view that the idea of the modern state is incoherent and (...) that it tacitly relies on the social idea of membership provided by the nation. The following section will give an alternative to the nationalist account of the exist ence of bounded communities and suggest why Habermasians and Rawlsians are right in thinking that the shared value of justice can be sufficient for political unity. Finally, I give a brief indication of the rel evance of this discussion to the idea of European Union. Key Words: boundaries. • collective intentionality • constitutional patriotism • European Union • liberal unity • post-national identity. (shrink)

A major issue in political philosophy is the extent to which one or another version of nationalism or, by contrast, cosmopolitanism, is morally justified. Nationalism, like cosmopolitanism, may be understood as a position on the status and responsibilities of nation states, but the terms may also be used to designate attitudes appropriate to those positions. One problem in political philosophy is to distinguish and appraise various forms of nationalism and cosmopolitanism ; a related problem is how to understand the relation (...) of patriotism to each. Nationalists may tend to be patriots, but need not be; patriots may tend to be nationalists, but need not be. Like nationalism, patriotism may also be considered in propositional forms or in related attitudinal forms; but unlike nationalism and cosmopolitanism, patriotism can exist in the form of an emotion: roughly, love of one’s country. This paper characterizes nationalism, cosmopolitanism, and patriotism in both forms and argues for a conception of patriotism on which it is both distinct from nationalism and compatible with certain kinds of cosmopolitanism. It also suggests that, in qualified forms, nationalism and cosmopolitanism may overlap in what they require of their proponents. (shrink)

This chapter examines the normative question of whether the cultivation of patriotic and nationalist ideals and attachments should have a central place in programs of civic education. It argues that the most useful way to draw the distinction between patriotism and nationalism focuses on their respective objects of loyalty; patriotism is loyalty to a country while nationalism is loyalty to a people. This way of distinguishing between patriotism and nationalism forms the background for the discussion of a variety of instrumental (...) and non-instrumental arguments for cultivating patriotic and nationalist political attachments in schools. It also examines an assumption common to these programs of civic education: that a shared identity is crucial for citizens to have a sense of belonging that supports social stability and desirable forms of political change. The final part of the chapter introduces a number of alternative educational proposals that aim to avoid some of the difficulties faced by patriotic and nationalist strategies. These alternative proposals aim to encourage good citizenship while taking into account new challenges generated by the political, social, and economic conditions of an increasingly globalized world. (shrink)

ABSTRACT Patriotism is controversial in moral education across contexts. In China, patriotism is highly politicised by the government and heavily promoted in education. In the last few decades, the moralisation of patriotism, which refers here to the framing of patriotism as a virtue, has become the focus of teaching patriotism in China. This paper demonstrates how patriotism is moralised and promoted in Chinese moral education textbooks. The paper begins by providing a theoretical introduction to patriotism in moral education and defending (...) a rational approach to teaching patriotism given its controversial nature. Then it elaborates on the Chinese context of teaching patriotism and analyses patriotism as part of moral education in Chinese textbooks. Our findings indicate various ways in which patriotism is promoted in Chinese education as a non-controversial virtue and moral duty. Finally, the paper discusses the limitations of this way of teaching patriotism and argues for the adoption of the rational approach as an alternative. (shrink)

Define “patriotism” as love for one’s country and devotion to its well-being. This essay contends that patriotism thus defined is a virtue and that environmentalism is one of its most important manifestations. Patriotism, as devotion to particular places and people, can occur at various levels, from the local to the national. Knowing and caring about particular places and people and working to protect them is good for us and good for them and hence a good thing overall. Knowing and caring (...) and working less on behalf of more remote places and people is also good, since it allows us to focus our efforts, act effectively, and do more good in the world. Philosophical analyses of patriotism by Alasdair MacIntyre and Martha Nussbaum are complemented by the more “down to earth” understanding of the virtue presented here. While patriotism’s dangers are undeniable, so are the dangers stemming from lack of patriotism. The proper answer to bad patriotism is not cosmopolitanism, but good patriotism: the kind illustrated by environmental activists. (shrink)

I first distinguish patriotism from nationalism. The kind of patriotism that provides the last refuge to the scoundrel is put aside as not to the point. I then develop a typology of positions on the moral standing of patriotism that includes extreme patriotism that trumps moral considerations that conflict with it, extreme patriotism understood as the central moral virtue, moderate patriotism, patriotism as a morally indifferent preference, and a distinctively ethical version of patriotism. I argue that is clearly morally unacceptable; (...) concur with the critics of that it, too, must be rejected; agree with the defenders of that it is a distinctive and morally legitimate position, but go on to argue that there is nothing to be said for it, morally speaking, and that it is therefore a morally indifferent preference; finally, I present as a different type of patriotism which, under some fairly common circumstances, may be a moral duty. (shrink)

Patriotism is subject to searing moral criticism, but is it necessarily a vice? The article offers a conditional defense of patriotism. It acknowledges that even at its best, patriotism is a dangerous virtue and prone to abuse. Nevertheless, we ought to acknowledge the truth that a just patriotism is possible, and we should seek to specify and bring about its conditions. Just as it is permissible to form deep attachments to imperfect others, so, too, it is not always wrong to (...) feel a special attachment to and responsibility for one’s own country. Even so, addressing patriotism’s manifest dangers requires enacting practical institutional reforms. These include greater protections for rights of political dissent and contestation, insulating the school curriculum from politicization and bringing more attention to the nation’s shortcomings, and greatly expanding the role of international institutions and perspectives which furnish a salutary check on national self-preference. (shrink)

Patriotism is not commonly associated with freedom. Even less so when Hegel is evoked. By reading Hegel’s concept of patriotism through the lens of revolutionary France, I present a notion of patriotism that is tied to the realization of freedom. This paper demonstrates what happens when Hegel’s philosophy of law is re-read through the political philosophy of the French Revolution itself. Hegel’s Philosophy of Right and its lectures are marked by tensions. The legacy it leaves traces it leaves behind can (...) be re-appropriated to explore the inconclusive hints left by the philosopher. The idea of patriotism is one of them, simply defined as an intersubjective link between the concrete individual and the state or as particular and general interests coinciding. This paper expands this analysis by introducing two elements: Hegel’s discussion on the character of the law and how it comes to be law; and the revolutionary phenomenon itself. The revolutionaries’ views on patriotism and its functions within a revolutionary moment can help us transform the mere traces left by Hegel into a wider vision that incorporates and promotes freedom. (shrink)

In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an unhealthy (...) attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. (shrink)

The official patriotic narrative that emerged in the USSR during the Stalin period shows the continuity of imperial models that served to constitute "love of the fatherland". This article presents several concepts about the formation of imperial patriotism prevalent in the course of history; it identifies tendencies of interaction between cultural tradition and foreign models. It also shows the principal possibility of combining patriotism with other forms of unifying and mobilizing discourses. The official patriotic discourse of the Stalin era is (...) analyzed as an eclectic ideological construct that, to a large extent, relied on the tradition of imperial patriotic education. The constants distinguishing Russian - Soviet patriotism include the representation of Russia 's imperial past, viewing the question of a multi-national state through the paradigm of the empire's "civilizing mission", and patriotism as an integral part of public political education. Some of the elements fundamental for Soviet "love of the fatherland" are preserved in modern Russian patriotism as for instance in the form of " Soviet " nostalgia or representations of militant "statehood". (shrink)

Love for a country has come to be linked with two terms: patriotism and nationalism. The conceptual distinction between these two ideas has been a matter of controversy. In this chapter we propose that one way of thinking about and distinguishing between patriotism and nationalism is via the very concept of love. We make the claim that what distinguishes patriotism and nationalism is not the quality of love but the type of love invoked. We argue that love in patriotism is (...) similar to familial love whereas love in nationalism resembles intense passionate romantic love. We furthermore argue that love involved in our conception of patriotism can be harmless, while the kind of love associated with the relevant conception of nationalism can be dangerous and easily involves “bad faith,” a deceptive faith in the superior goodness of one’s country. To substantiate our claim, we draw from literature across different disciplines: philosophy, political psychology, and biology. (shrink)

This paper examines whether patriotism and other forms of group partiality can be justified and what are the moral limits on actions performed to benefit countries and other groups. In particular, I ask whether partiality toward one’s country can justify attacking enemy civilians to achieve victory or other political goals. Using a rule utilitarian approach, I then defend the legitimacy of “moderate” patriotic partiality but argue that noncombatant immunity imposes an absolute constraint on what may be done to promote the (...) interests of a country or other group involved in warfare or other forms of violent conflict. (shrink)

Should we educate for patriotism? The issue has exercised many political philosophers and philosophers of education over the last few years and produced radical divisions among them. This paper comments on two recent contributions to the debate, by David Stevens and David Archard. While both these essays oppose education for patriotism, the present paper supports it. It argues that David Stevens's essay wrongly assumes that patriotic sentiment must be based on obligations to one's fellow-nationals, while David Archard's misgivings about education (...) for patriotism seem to turn largely on his over-restrictive conception of education. (shrink)

In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the many personal and social benefits of patriotic sentiment yet which is also infused with a passion for justice. Though the argument is pragmatic given the ubiquity of patriotic sentiment, I argue that critical patriotism is able to reconcile a love of one’s country with an ardent determination to reform and improve it.

How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the currently preferred classroom practice is to (...) address patriotic ideas in the context of open discussion. We conclude with some discussion of the extensive and often hostile coverage of our research in the British press. (shrink)

Should we educate for patriotism? The issue has exercised many political philosophers and philosophers of education over the last few years and produced radical divisions among them. This paper comments on two recent contributions to the debate, by David Stevens and David Archard. While both these essays oppose education for patriotism, the present paper supports it. It argues that David Stevens's essay wrongly assumes that patriotic sentiment must be based on obligations to one's fellow-nationals, while David Archard's misgivings about education (...) for patriotism seem to turn largely on his over-restrictive conception of education. (shrink)

Though the average person may take patriotism for granted as a natural feeling of loyalty to one's country, among philosophers the nature, moral standing, and political significance of patriotism have always been contentious. On the one hand, there are those who defend patriotic loyalty as either a duty or a virtue and extol it as an indispensable condition of a viable polity. On the other hand, critics of patriotism maintain that it is morally suspect to prefer one's country and compatriots, (...) and doing so offends against impartial justice and hinders universal human solidarity. Today patriotism is a topic of debate not only in moral philosophy but also in political theory, where it is often brought up as a test case in the confrontation between liberals and communitarians. These debates have produced much high-quality writing, the best of which is here presented in this wide-ranging collection of essays by philosophers and political theorists. All the main varieties of patriotism are covered—moderate and extreme, as well as ethnic/cultural and political—and both critics and defenders are given a hearing. Editor Igor Primoratz has also included articles that discuss the history of the term in moral and political discourse in the English-speaking world, the distinctively American type of patriotism, the relation of patriotism to nationalism and racism, and the tension between patriotism and universal human solidarity, especially as this issue relates to foreign aid. As the first anthology to treat patriotism in its own right, this work emphasizes that patriotism is a distinct moral and political outlook, and is not merely a variety of nationalism or the emotional underpinning of nationalist theories. As such, it will be an important resource for courses in philosophy and political science, and will also serve as an accessible general reader for the interested layperson. (shrink)

Associative duties—duties inherent to some of our relationships—are most commonly discussed in terms of intimate associations such as of families, friends, or lovers. In this essay I ask whether impersonal associations such as state or nation can also give rise to genuinely associative duties, i.e., duties of patriotism or nationalism. I distinguish between the two in terms of their objects: the object of patriotism is an institutionalized political community, whereas the object of nationalism is a group of people who share (...) a common identity, often grounded in a belief in shared history, and an aspiration for collective self-government together. I explore three arguments for the thesis that a special concern for one’s polity and fellow-citizens, or one’s nation and co-nationals, is an associative duty: from reciprocity, from collective self-determination, and from the well-being of compatriots or co-nationals. I argue that the relationship among compatriots is a more plausible contender for generating associative duties than the relationship among co-nationals, although even in this case there are questions whether these are genuinely associative duties, or simply special duties. Although the relationship among co-nationals is a less plausible contender for associative duties, the well-being argument does apply to the relationship among both co-nationals and compatriots. I also suggest that there is a certain privileging of the status quo in the way that associative duties arguments work, because they tend to operate from existing relations and associations. (shrink)

Debate about multicultural education in the USAhas been marked by anxieties about thestability of a nation that is both increasinglyculturally diverse and increasingly resistantto coercive assimilative practices. Apolitically and morally persuasivemulticulturalism must seek to dispel ratherthan evade these anxieties. One educationalvenue in which they must be addressed ishistory teaching. The possibility ofcultivating democratic patriotism in theteaching of a genuinely multicultural Americanhistory is discussed.

In this article I critically engage some of the philosophical ideas Kleingeld presents in Kant and Cosmopolitanism, namely patriotism, poverty and global justice. Against Kleingeld, I propose, first, that perhaps democracy is less important and affectionate love more so to both Kant himself as well as to an account that can successfully refute a Bernard Williams style objection to Kantian patriotism; second, that guaranteeing unconditional poverty relief for all its citizens is constitutive of the minimally just state for Kant; and, (...) third, that there seem to be more disanalogies between the domestic and the global public authorities in Kant's account of right than Kleingeld's interpretation allows for. (shrink)

A review of Patriotism: Philosophical and Political Perspectives.

Getting inside Tully's Head -- Unraveling the threads in Edmund Burke's vindication of natural society -- Dodsley's Irishman : Edmund Burke's Ireland and the British Republic of Letters -- Patriot criticism : from the ridiculous to the sublime in Burke's philosophical enquiry -- Burke's history.

In this essay, I examine the compatibility of Kantian cosmopolitanism and patriotism. In response to recent literature, I first argue that in order to discuss this issue fruitfully, one should distinguish between three different forms of patriotism and be careful to make clear when patriotism is obligatory, permissible, or prohibited. I then show that Kantians can defend the view that civic patriotism is a duty, but that attempts to also establish nationalist patriotism and trait-based patriotism as Kantian duties fail. Showing (...) that civic patriotism is a duty does not by itself show that it is compatible with cosmopolitanism, however, and I therefore examine the relationship between different duties in more detail, arguing that there is no conflict of duties here. Finally, I argue that Kantianism provides even a bit of room for nationalist and trait-based patriotism to count as having moral worth, although this room is very narrowly circumscribed. (shrink)

The terms “patriotism” and “nationalism” are distinguished historically, conceptually, and geographically. Historically, patriotism is shown to have roots in the classical republican tradition of political thought, according to which citizens should give priority to the common good of their political or civic, as distinct from national, community. Conceptually, it is argued that patriotism is best understood as a political philosophy, an account of the form or forms of dialogue that citizens should engage in when responding to their conflicts, whereas nationalism (...) is a political ideology, an account of the kinds of things that citizens should be saying within those dialogues, in particular, when they take the form of negotiation. Patriotism, then, is that political philosophy which endorses the maxim “conversation first, negotiation second, force third,” since conversation between citizens has the best prospects for realizing and developing the common good. Nationalism, by contrast, is the ideology of those who, when it comes to political negotiations, give the greatest weight to the needs of their national community. Finally, regarding geography, patriotism is shown to be concerned with the jurisdiction of the state, whereas nationalism emphasizes the permanent and sharply demarcated territory where the national community is located. The chapter then concludes with the recommendation that we all need to affirm a global patriotism, alongside the more local forms. (shrink)

The paper discusses the identity-building power and motivational force of patriotism. The basic idea underlying the discussion is that far from being a mere irrational and destructive force, patriotism is an expression of ‘existing human social identity.’ Thus, it argues that rather than dismissing patriotism altogether as an undesirable and/or irrational phenomenon, we need to understand how to discriminate between alternative forms of patriotism while investigating what constitutional reforms might be required to support those forms of patriotic identification that are (...) morally desirable. I argue that to flourish, desirable forms of patriotism (what I call Ethical Patriotism) require a political milieu where forms of subsidiarity, functional representation and local participation combine to produce a more democratic and decentralized system of governance. Applied to a post-national polity like the EU, this conclusion invites to rethink the European constitutional project so as to make it less elitist and more open to influence and participation from below. Keywords: cosmopolitanism; communitarianism; identity; nationalism; governance; Europe (Published: 4 December 2009) Citation: Ethics & Global Politics, Vol. 2, No. 4, 2009, pp. 321–348. DOI: 10.3402/egp.v2i4.2002. (shrink)

In this essay I address three ways in which Edwards can inform Christian understanding of public life. First I show how Edwards provides both philosophical and theological rationales for social engagement and thereby resists the separation of religion from public life, and use his consideration of poverty as an illustration. Part II examines Edwards's dialectical treatment of patriotism, demonstrating both its importance to the Christian life and its susceptibility to deceptive accommodation to culture. Finally, in Part III I discuss Edwards's (...) use of "national covenant," which despite its temptation to chauvinism Edwards used to undermine national pride. In the conclusion I assess what we can use from Edwards for contemporary Christian understandings of public life. (shrink)

This chapter contains section titled: The Dangers of Patriotism The Limits of Moral Concern Particular and Universal Loyalties Liberalism and Country The Patriot and the Cosmopolitan.

Old and new complicities of collective political attachment in violence give patriotism a bad name. Simplistic positions often view collective attachment as either entirely bad or as sanitizable merely by adding to patriotism the adjective ‘critical’. Patriotic affectivity, as illustrated with the political emotion of pride, stands out within philosophical debates. This article argues that, to think about patriotism differently, we need to look more closely at ‘optics’ of patriotism and pride that have escaped debate although they are crucial for (...) avoiding older pitfalls. To this end, I revisit Richard Rorty’s and Martha Nussbaum’s positions on pride by introducing more challenging examples of what being/feeling patriotic should mean. I reframe patriotism so that an ‘outward’ ‘optic’ acts as a strong corrective of the usual inward preoccupation with domestic issues within the polity and the state. (shrink)

In the face of rising concerns about citizenship, national identity, diversity and belonging in Britain today, politicians from all sides of the political spectrum have looked to schools to inspire and invigorate a strong, modern sense of patriotism and common purpose, which is capable of binding people together and motivating citizens to fulfil their obligations to each other and to the state.In this timely and astute analysis, Michael Hand unpacks the claims made on both sides of the debate to assess (...) whether love of country is a defensible aim of education. Remarking on the curious failure of engagement between defenders and opponents of patriotic education, he looks beyond the usual arguments for and against, to offer original insight into whether teaching patriotic attachment can be defended on rational grounds. Rather than looking merely to the practical difficulties of cultivating common bonds without misrepresenting or distorting the country's history, Hand's tightly argued conclusion is that reasonable disagreement about the desirability of loving one's country rules out the explicit teaching of Patriotism in schools, and therefore, it should not be actively promoted but rather taught as a controversial issue in the classroom.Breaking new ground in the intellectual debates around teaching citizenship and promoting common patriotic purpose, Patriotism in Schools is an illuminating treatment of a pressing contemporary issue, which will animate and provoke debate amongst parents, teachers, students, academics, politicians and policy-makers alike. (shrink)

This paper centres on the question as to whether human rights can be reconciled with patriotism. It lays out the more conventional arguments which perceive them as incommensurable concepts. A central aspect of this incommensurability relates to the close historical tie between patriotism and the state. One further dimension of this argument is then articulated, namely, the contention that patriotism is an explicitly political concept. The implicit antagonism between, on the one hand, the state, politics and patriotism, and, on the (...) other hand, human rights, is illustrated via the work of Carl Schmitt. However, in the last few decades there has been a resurgence of interest in patriotism and an attempt to formulate a more moderate form, which tries to reconcile itself with universal ethical themes. Some of these arguments are briefly summarised; the discussion then focuses on Jürgen Habermas’s understanding of constitutional patriotism. This is seen to provide an effective response to Schmitt’s arguments. There are weaknesses in the constitutional patriotic argument which relate to its limited understanding of both the state and politics. This leads me to formulate my own argument for “unpatriotic patriotism.” The discussion then examines and responds to certain potential criticisms of this argument. (shrink)

Abstract Viroli is right to draw a distinction between republican patriotism and nationalism. But in arguing that the former can correct the problems associated with the latter, he places too much trust in the descriptions of patriotism offered by republican theorists. In practice, republican patriotism has been almost as fierce and hostile to outsiders as nationalism. Patriotism might make us better citizens, but it will not make the world a more peaceful or generous place.

This chapter contains sections titled: How Should Patriotism be Handled in Schools? Current Views and Practices in British Schools The Media Reaction to the Research Note References.

Patriotism is subject to searing moral criticism, but is it necessarily a vice? The article offers a conditional defense of patriotism. It acknowledges that even at its best, patriotism is a dangerous virtue and prone to abuse. Nevertheless, we ought to acknowledge the truth that a just patriotism is possible, and we should seek to specify and bring about its conditions. Just as it is permissible to form deep attachments to imperfect others, so, too, it is not always wrong to (...) feel a special attachment to and responsibility for one’s own country. Even so, addressing patriotism’s manifest dangers requires enacting practical institutional reforms. These include greater protections for rights of political dissent and contestation, insulating the school curriculum from politicization and bringing more attention to the nation’s shortcomings, and greatly expanding the role of international institutions and perspectives which furnish a salutary check on national self-preference. (shrink)

The principle of patriotism says that we are morally required to favor our own nation and its people. But there is an opposed moral perspective: cosmopolitanism. The cosmopolitan regards herself as a citizen of the world and holds that national borders lack intrinsic, noninstrumental moral significance. The cosmopolitan view is that people are people, and our common humanity is the ground of our moral duties toward people. This paper examines some recent arguments for patriotism, and finds them all wanting. In (...) the absence of any good argument for patriotism, perhaps we should consider cosmopolitanism. (shrink)

'It is rare that a philosopher addresses a topic that is at once of vital interest to non-philosophers and philosophers alike.'-CONCERNED PHILOSOPHERS FOR PEACE NEWSLETTER.

This paper is concerned with the problem of particularistic and objective approach to morals in the debate on global justice. The former one is usually defended by the communitarian philosophy and moderate liberal nationalism that claim for moral significance of national borders. Within this approach, patriotism is a fundamental virtue. The latter approach is presented by the cosmopolitans who apply the Rawlsian justice as fairness to the world at large. They reject moral significance of national borders and claim for equal (...) rights and obligations to all human beings regardless of their origin and nationality. This approach to global justice treats patriotism as a vice. The main aim of this essay is to analyse whether the concept of patriotism and the concept of global justice necessarily come into conflict with one other. (shrink)

This article examines a particular debate between Eamonn Callan and William Galston concerning the need for a civic education which counters the divisive pull of pluralism by uniting the citizenry in patriotic allegiance to a single national identity.

The term “patriotism” has had different meanings, deriving from different historical circumstances. In its predominant modern sense it has been condemned as vicious, extolled as virtuous, and judged to be a quality potentially virtuous, but only in moderation. It is argued that, as most commonly understood by writers in this century, neither unrestricted patriotism, nor even moderate patriotism, is a virtue, but it is a socially pernicious vice, the more virulent for being associared with virtue.

The term “patriotism” has had different meanings, deriving from different historical circumstances. In its predominant modern sense it has been condemned as vicious, extolled as virtuous, and judged to be a quality potentially virtuous, but only in moderation. It is argued that, as most commonly understood by writers in this century, neither unrestricted patriotism, nor even moderate patriotism, is a virtue, but it is a socially pernicious vice, the more virulent for being associared with virtue.

The term “patriotism” has had different meanings, deriving from different historical circumstances. In its predominant modern sense it has been condemned as vicious, extolled as virtuous, and judged to be a quality potentially virtuous, but only in moderation. It is argued that, as most commonly understood by writers in this century, neither unrestricted patriotism, nor even moderate patriotism, is a virtue, but it is a socially pernicious vice, the more virulent for being associared with virtue.