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Identity in Democracy

Princeton University Press (2004)

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  1. Patriotism and Democratic Citizenship Education in South Africa: On the Possibility of Reconciliation and Nation Building.Yusef Waghid - 2009 - Educational Philosophy and Theory 41 (4):399-409.
    In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the Manifesto on Values, Education and Democracy are in conflict with the achievement of reconciliation and nation building after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through the Department of Education's democratic citizenship agenda in South African schools is a laudable initiative that can contribute toward establishing (...)
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  • Group Identity, Deliberative Democracy and Diversity in Education.Sheron Fraser‐Burgess - 2012 - Educational Philosophy and Theory 44 (5):480-499.
    Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons. This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of Gilbert's plural subjects, identity (...)
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  • A Pluralist Reconstruction of Confucian Democracy.Sungmoon Kim - 2012 - Dao: A Journal of Comparative Philosophy 11 (3):315-336.
    In this paper, I attempt to revamp Confucian democracy, which is originally presented as the communitarian corrective and cultural alternative to Western liberal democracy, into a robust democratic political theory and practice that is plausible in the societal context of pluralism. In order to do so, I first investigate the core tenets of value pluralism with reference to William Galston’s political theory, which gives full attention to the intrinsic value of diversity and human plurality particularly in the modern democratic context. (...)
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  • Survey Article: Citizen Panels and the Concept of Representation.Mark B. Brown - 2006 - Journal of Political Philosophy 14 (2):203-225.
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  • In Search of a Citizenship Education Model for a Democratic Multireligious Indonesia: Case Studies of Two Public Senior High Schools in Jakarta.Didin Syafruddin - unknown
    Concerned with interreligious conflict in Indonesia, this study seeks to describe and evaluate the current citizenship education that has been designed and implemented for a democratic multireligious Indonesia. The context for the study, outlined in Chapters 1 and 2, is contemporary Indonesian society. Three features of this society are highlighted as especially significant. First, it is characterized by a wide diversity of religious groups. Second, it is governed by the state which acknowledges religious diversity with an official stance of interreligious (...)
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  • Deliberating Through Group Differences in Education for Trust and Respect.Sheron Fraser-Burgess - forthcoming - Journal of Thought.
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  • Patriotism in British Schools: Principles, Practices and Press Hysteria.Michael Hand & Joanne Pearce - 2009 - Educational Philosophy and Theory 41 (4):453-465.
    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 (...)
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  • Reseñas de Libros.Maria Medina-Vicent & Ainhoa Alberola Lorente - 2016 - Recerca.Revista de Pensament I Anàlisi 19:155-164.
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  • Acomodo de la diversidad, reconocimiento y justicia social.Marta Gil Blasco - 2016 - Recerca. Revista de Pensament 19:113-136.
    El presente trabajo discute la cuestión del reconocimiento y el acomodo de la diversidad como forma de justicia social. En primer lugar, expondremos el trasfondo común que comparten las propuestas multiculturalistas y las intercultralistas, esto es, el particular énfasis que ponen en la necesidad de reconocimiento para la conformación de la personalidad y en las patologías que se derivan de la falta de reconocimiento. En segundo lugar, veremos algunos de los problemas que suscitan los planteamientos multiculturalistas: minorías dentro de las (...)
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  • Does Liberalism Need Multiculturalism? A Critique of Liberal Multiculturalism.Anke Schuster - 2006 - Essays in Philosophy 7 (1):15.
    In this paper I will argue that liberal multiculturalism is neither a necessary nor a convincing extension of liberalism. In evaluating the two main strands of liberal multiculturalism, I will first analyse the approaches of Charles Taylor and Bhikhu Parekh as the main proponents of the version that focuses on the cultures themselves and raises the issue of the value of cultures in connection with public discourse. I will then turn to Amy Gutmann and Will Kymlicka as liberal multiculturalists who (...)
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  • Justicia abstracta y diversidad cultural : unidad en la diferencia.Mariano C. Melero de la Torre - 2010 - Endoxa 25:315.
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  • La Religion Dans L’Espace Public : Quelques Commentaires Sur les Positions Récentes de Habermas.: Dialogue.Stéphane Courtois - 2010 - Dialogue 49 (1):91-112.
    RÉSUMÉ : Cet article présente une évaluation d’ensemble des positions récentes de Habermas sur la place de la religion dans l’espace public. Après avoir comparé les positions respectives de Rawls et de Habermas sur cette question, en vue de mieux faire ressortir l’originalité de la contribution de Habermas, l’auteur se propose ensuite de montrer que cette dernière soulève un certain nombre de difficultés au plan théorique et pratique. Au plan théorique, il est démontré que la contribution de Habermas soulève un (...)
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  • Heteronomous Citizenship: Civic Virtue and the Chains of Autonomy.Lucas Swaine - 2010 - Educational Philosophy and Theory 42 (1):73-93.
    In this article, I distinguish personal autonomy from heteronomy, and consider whether autonomy provides a suitable basis for liberalism. I argue that liberal government should not promote autonomy in all its citizens, on the grounds that not all members of liberal democracies require autonomy for a good life. I then outline an alternative option that I call a liberalism of conscience, describing how it better respects heteronomous citizens. I subsequently clarify how a liberalism of conscience is different than, and superior (...)
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  • Translating the Ideal of Deliberative Democracy Into Democratic Education: Pure Utopia?David Lefrançois & Marc‐Andre Ethier - 2010 - Educational Philosophy and Theory 42 (3):271-292.
    Is the idea that the self‐determination of all citizens influences progress towards democracy not merely a dream that breaks itself against the hard historical reality of political societies? Is not the same fate reserved for all pedagogical innovations in democratic education that depend on this great dream? It is commonplace to assert this logic to demonstrate the inapplicability of the ideas of both democracy and of democratic education. Though this argument is prominent and recurring in the history of political and (...)
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  • Education, Responsibility and Democratic Justice: Cultivating Friendship to Alleviate Some of the Injustices on the African Continent.Yusef Waghid - 2007 - Educational Philosophy and Theory 39 (2):182-196.
    In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some (...)
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  • Confucian Democracy and Equality.Ranjoo Seodu Herr - 2010 - Asian Philosophy 20 (3):261-282.
    “Confucian democracy” is considered oxymoronic because Confucianism is viewed as lacking an idea of equality among persons necessary for democracy. Against this widespread opinion, this article argues that Confucianism presupposes a uniquely Confucian idea of equality and that therefore a Confucian conception of democracy distinct from liberal democracy is not only conceptually possible but also morally justifiable. This article engages philosophical traditions of East and West by, first, reconstructing the prevailing position based on Joshua Cohen’s political liberalism; second, articulating a (...)
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  • Agency Without Autonomy: Valuational Agency.Ranjoo Seodu Herr - 2010 - Journal of Global Ethics 6 (3):239-254.
    National minority women’s defense of nonliberal minority cultures that encompass sexist customs and rules has greatly perplexed liberal theorists. Many attempted to resolve this puzzle by attributing constrained agency to such women and dismissing their defense as unreasonable. This article argues that this liberal assessment of minority women’s position is philosophically indefensible and that the failure of mainstream liberalism to make sense of these women’s response indicates not that these women’s agency is compromised but rather that the liberal conception of (...)
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  • Three Ways to Politicize Bioethics.Mark B. Brown - 2009 - American Journal of Bioethics 9 (2):43 – 54.
    Many commentators today lament the politicization of bioethics, but some suggest distinguishing among different kinds of politicization. This essay pursues that idea with reference to three traditions of political thought: liberalism, communitarianism, and republicanism. After briefly discussing the concept of politicization itself, the essay examines how each of these political traditions manifests itself in recent bioethics scholarship, focusing on the implications of each tradition for the design of government bioethics councils. The liberal emphasis on the irreducible plurality of values and (...)
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  • Democratic Citizenship, Education and Friendship Revisited: In Defence of Democratic Justice.Yusef Waghid - 2008 - Studies in Philosophy and Education 27 (2-3):197-206.
  • Some Second Thoughts on Progressivism and Rights.Eldon J. Eisenach - 2012 - Social Philosophy and Policy 29 (2):196-219.
    Research Articles Eldon J. Eisenach, Social Philosophy and Policy, FirstView Article.
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  • Islamic Education and Cosmopolitanism: A Philosophical Interlude.Yusef Waghid - 2014 - Studies in Philosophy and Education 33 (3):329-342.
    This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how these notions connect with (...)
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  • Autonomy and Vulnerability: On Just Relations Between Adults and Children.Sigal R. Benporath - 2003 - Journal of Philosophy of Education 37 (1):127–145.
  • Religion, Identity and Freedom of Expression.Raymond Plant - 2011 - Res Publica 17 (1):7-20.
    This article examines the issues raised by religious adherents’ wish to express their beliefs in the public domain through, for example, their modes of dress, their performance of public roles, and their response to homosexuality. It considers on what grounds religion might merit special treatment and how special that treatment should be. A common approach to these issues is through the notion of religious identity, but both the idea of religious identity and its use to ground claims against others prove (...)
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  • Postliberal Theory.Donald Beggs - 2009 - Ethical Theory and Moral Practice 12 (3):219-234.
    This paper begins with a critical part and concludes with a constructive part. First, with reference to a definition of liberalism and using immanent critique, I show deficiencies in the claims of four selfprofessed postliberals to have articulated non-liberal positions. Then, I argue that postliberal political theory consists in acknowledging that in political contexts some voluntary groups as such can be moral, not merely political, agents. Analysis of what moral autonomy is for persons as empirical (not noumenal) agents reveals that (...)
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  • Conscientious Conviction and Subjective Preference: On What Grounds Should Religious Practices Be Accommodated?Stéphane Courtois - 2011 - Philosophical Papers 40 (1):27-53.
    In this paper, I seek to challenge two prevailing views about religious accommodation. The first maintains that religious practices deserve accommodation only if they are regarded as something unchosen on a par with the involuntary circumstances of life people must face. The other view maintains that religious practices are nothing more than preferences but questions the necessity of their accommodation. Against these views, I argue that religious conducts, even on the assumption that they represent voluntary behaviours, deserve in certain circumstances (...)
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  • Re‐Envisioning the Future: Democratic Citizenship Education and Islamic Education.Yusef Waghid & Paul Smeyers - 2014 - Journal of Philosophy of Education 48 (4):539-558.
    In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy, uncritical obedience to the state , and blind patriotism. (...)
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  • Metatheoretical Theses on Identity, Inequality, Time, and Hope: Toward a Pragmatic Cosmopolitanism.Andrew J. Weigert - 2010 - Journal for the Theory of Social Behaviour 40 (3):249-273.
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  • Education, Responsibility and Democratic Justice: Cultivating Friendship to Alleviate Some of the Injustices on the African Continent.Yusef Waghid - 2007 - Educational Philosophy and Theory 39 (2):182–196.
    In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some (...)
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