Educational Philosophy and Theory 43 (4):351-364 (2011)

Abstract
This paper deals with some issues underlying the role of education in the preparation of students for democratic participation. Throughout, I maintain two basic ideas: first, that a political action undertaken to obtain practical ends reflects a set of privately held values whose recognition is therefore essential to any idea of the political; second, that the continued viability of liberal democracy is dependent upon its openness to alteration through its recognition of private values. In order to bring these ideas to light more clearly, I will develop my position in the form of a critique of some contemporary liberal theories of civic education, most notably Amy Gutmann's, as expressed in her influential work Democratic Education. Maintaining Gutmann's requirement of educational relativism, I intend to show how her emphasis on individual deliberation as a goal of education fits within a system of deliberative democracy, and that the two serve to minimize, on the individual level, the ability of individuals to seek recognition within the public sphere, and on the political level, the ability of democratic institutions to be renewed through participation
Keywords Rorty  recognition  Gutmann  Isaiah Berlin  negative liberty
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DOI 10.1111/j.1469-5812.2009.00551.x
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Contingency, Irony, and Solidarity.Richard Rorty - 1989 - Cambridge University Press.

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