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  1. Enrolling the Citizen in Sustainability: Membership Categorization, Morality and Civic Participation.Jennifer Summerville & Barbara Adkins - 2007 - Human Studies 30 (4):429-446.
    This article examines the common-sense and methodical ways in which “the citizen” is produced and enrolled as an active participant in “sustainable” regional planning. Using Membership Categorization Analysis, we explicate how the categorization procedures in the Foreword of a draft regional planning policy interactionally produce the identity of “the citizen” and “civic values and obligations” in relation to geographic place and institutional categories. Furthermore, we show how positioning practices establish a relationship between authors (government) and readers (citizens) where both are (...)
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  • Rawls' theory of justice and citizenship education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499–518.
    Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls' difference principle and by discussing (...)
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  • Rawls’ Theory of Justice and Citizenship Education.Marianna Papastephanou - 2005 - Journal of Philosophy of Education 39 (3):499-518.
    Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls’ difference principle and by discussing (...)
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  • Reason, Education and Liberalism: Family Resemblance within an Overlapping Consensus.John Halliday - 2001 - Studies in Philosophy and Education 20 (3):225-234.
    This paper focuses on recent debates over the nature ofliberalism and its central feature of reason, both inside and outside ofeducational philosophy. Central ideas from Jonathan and Hirst contributeas do those from Rawls, Gadamer, Wittgenstein, Taylor, and Ackermantoward a less traditional contextualized and contingent view.
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  • Non-coercive promotion of values in civic education for democracy.Allyn Fives - 2013 - Philosophy and Social Criticism 39 (6):577-590.
    This article explores the values that should be promoted in civic education for democracy and also how the promotion of values can be non-coercive. It will be argued that civic education should promote the values of reasonableness, mutual respect and fairness, but also that only public, political reasons count in attempting to justify the content of civic education. It will also be argued that the content of civic education may legitimately be broader than this, including but not restricted to the (...)
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  • Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010.Christian Fernández & Mikael Sundström - 2011 - Studies in Philosophy and Education 30 (4):363-384.
    What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out a qualitative (...)
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  • Applying Rawlsian Approaches to Resolve Ethical Issues: Inventory and Setting of a Research Agenda.Neelke Doorn - 2010 - Journal of Business Ethics 91 (1):127-143.
    Insights from social science are increasingly used in the field of applied ethics. However, recent insights have shown that the empirical branch of business ethics lacks thorough theoretical grounding. This article discusses the use of the Rawlsian methods of wide reflective equilibrium and overlapping consensus in the field of applied ethics. Instead of focussing on one single comprehensive ethical doctrine to provide adequate guidance for resolving moral dilemmas, these Rawlsian methods seek to find a balance between considered judgments and intuitions (...)
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