Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action.
Keywords Life-long learning  Habermas  Knowledge interests  Learning power  Citizenship education  Civil society  Accountability  Care  Education  Teaching  Learning  Colonization  Hermeneutic  Emancipatory  Lifeworld
Categories (categorize this paper)
DOI 10.1007/s11217-006-9015-1
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 59,949
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Knowledge and Human Interests.Jürgen Habermas - 1971 - Heinemann Educational.

View all 9 references / Add more references

Citations of this work BETA

Education: Understanding, Ethics, and the Call of Justice.Clarence W. Joldersma - 2011 - Studies in Philosophy and Education 30 (5):441-447.
On the Art of Being Wrong: An Essay on the Dialectic of Errors.Sverre Wide - 2009 - Journal of Philosophy of Education 43 (4):573-588.

View all 6 citations / Add more citations

Similar books and articles

Triadic Moral Learning and Disability Awareness.Mal Leicester - 2011 - Journal of Moral Education 40 (3):319-327.
Care or Control?: Defining Learners' Needs for Lifelong Learning.Kathryn Ecclestone - 1999 - British Journal of Educational Studies 47 (4):332 - 347.
Lifelong Education: From Conflict to Consensus? [REVIEW]Paul Hager - 1998 - Studies in Philosophy and Education 17 (4):323-332.
Voluntary Activities in Lifelong Integrated Education in Japan.Yoshiko Nomura - 1982 - Journal of Moral Education 11 (3):192-199.


Added to PP index

Total views
36 ( #291,739 of 2,433,244 )

Recent downloads (6 months)
1 ( #462,722 of 2,433,244 )

How can I increase my downloads?


My notes