The inclusion of jus post bellum in just war theory may be justified. But, according to Evans, it becomes problematic when confronted with tenets of "just occupation," namely that sovereignty or self-determination should be restored to the occupied people as soon as is reasonably possible.

This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and (...) what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments. We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and what might be done in (...) the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

In his provocative definition of bullshit as “indifference to the truth”, Harry Frankfurt contentiously states that democracy is particularly prone to this deformity of discourse because of “the widespread conviction that it is the responsibility of a citizen in a democracy to have opinions about everything, or at least everything that pertains to the conduct of his country’s affairs.” I provide an exposition of this claim that Frankfurt does not himself give and I contend that he has identified an important (...) problem with democratic deliberation. This is an argument about, not against, democracy and it is one which gives pause over the sanguine assumptions of much radical, “deliberative” democratic theory that this phenomenon will not be significantly present in an enhanced democracy. A suggestionabout the responsibilities of political philosophers in helping a democratic citizenry to tackle the problem is floated for future elaboration. (shrink)

L’article, tout d’abord, soutient qu’une bonne partie de la pratique éducative dans une société libérale et démocratique vise à promouvoir ce que j’appelle l’idéal du caractère démocratique pour les citoyens de l’avenir. Celui-ci incarne la conviction deweyienne que la démocratie n’est pas qu’une forme de communauté politique, mais aussi une façon de vivre où les individus peuvent s’épanouir dans des conditions sociales justes. La nature exigeante de cet idéal peut paraître problématique, mais j’essaierai de montrer que tel n’est pas le (...) cas. Ce qui est un problème est la mesure dans laquelle la théorie et la pratique actuelle s’écartent de l’idéal, quelles que soient les critiques officielles qui lui sont adressées. Les regards deweyiens sur les liens entre les formes d’éducation et celles de société indiquent que la trahison ou l’abandon contemporain de l’idéal du caractère démocratique exigent une critique radicale de la façon dont les considérations de l’économie capitaliste contemporaine minent les aspirations, toujours aussi largement partagées, à une vie bonne et une éducation qui nous aide à y accéder. (shrink)

This article argues, first of all, that much educational practice in liberal-democratic society officially aims to promote what I call a’ democratic character-ideal’ for the citizens of the future. It embodies the Deweyian belief that democracy is not just a form of polity but also a way of life in which individuals can flourish in socially just circumstances. The demanding nature of the ideal may appear to be a problem for it, but I demonstrate how this is not so. What (...) is a problem is the extent to which the actual theory and practice of education is diverting from the ideal, regardless of official protestations to the contrary. Deweyian insights into the links between forms of education and forms of society suggest that the democratic character-ideal’s current betrayal or abandonment should yield a radical critique of how considerations of contemporary capitalist economics are undermining what remain widely cherished aspirations of how it is good to live, and how education should help us to achieve those aspirations. (shrink)

Dieser Artikel legt in erster Linie dar, dass ein Großteil der Erziehungspraxis in der liberaldemokratischen Gesellschaft offiziell die Förderung des – wie ich es nenne – demokratischen Charakterideals für die Zukunftsbürger anstrebt. Es verkörpert die deweysche Überzeugung, die Demokratie sei nicht lediglich eine Form der politischen Ordnung, sondern geradeso eine Lebensart, in welcher Individuen in sozial gerechten Verhältnissen prosperieren könnten. Die anspruchsvolle Natur des Ideals mag hierbei als Problem erscheinen, doch ich demonstriere, dem sei nicht so. Was das eigentliche Problem (...) ist, ist das Ausmaß, bis zu welchem die aktuelle Erziehungstheorie und -praxis von dem Ideal ablenken, ohne Rücksicht auf die offiziellen Einwände dagegen. Die deweyschen Einsichten in die Verbindungen zwischen Erziehungs- und Gesellschaftsformen suggerieren, dass der gegenwärtige Verrat oder die Preisgabe des demokratischen Charakterideals eine radikale Kritik hervorbringen soll, die Betrachtungen der modernen kapitalistischen Ökonomien untergrüben das weit gehegte Streben nach einem guten Leben und der Erziehung, die uns zur Erfüllung dieses Strebens verhelfen solle. (shrink)

Rousseau's political thought has been accredited with major influence upon subsequent radical democratic thinking, but in fact its contradictions and obscurities render the real import of its legacy deeply ambiguous. This article aims to identify its central message through clarification of the Social Contract's presuppositions and prescriptions, interpreted in the light of his other writings. Although the modernity of his thought is evident in the priority he gives to individual freedom, Rousseau's disturbing novelty lies in his belief that this can (...) only be reconciled with the interests of political community when people are, by contemporary standards, severely underdeveloped in their individuality. For him, modern socialization irreversibly blocks this reconciliation and compounds the oppression of individuals by distorting their authentic identities. Thus, Rousseau ought to be seen as offering nothing but a critique of any aspiration to salvage genuine liberty in society now. The article urges a redefinition of his contribution to political thought and depicts him as an early articulator of powerful challenges to the main aims of contractarian and democratic theory, which the latter is still unwisely apt to ignore. (shrink)

U članku se, prije svega, tvrdi da većina odgojne prakse u liberalno-demokratskom društvu službeno teži promicanju, kako ga nazivam, ‘ideala demokratskog karaktera’ za građane budućnosti. On utjelovljuje deweyjevsko uvjerenje da demokracija nije samo oblik političke zajednice nego i način življenja u kojem se pojedinci mogu razvijati u socijalno pravednim okolnostima. Zahtjevna priroda tog ideala se može činiti problematičnom, no nastojat ću pokazati da tomu nije slučaj. Ono što jest problem je omjer u kojem aktualna teorija i praksa odgoja odudara od (...) ideala, bez obzira na službene prigovore tom idealu. Deweyjevski uvidi u poveznice između oblika odgoja i oblika društva ukazuju da suvremena izdaja ili napuštanje ideala demokratskog karaktera iziskuje radikalnu kritiku stanja u kojem razmatranja suvremene kapitalističke ekonomije podrivaju široko prihvaćene težnje za dobrim životom i odgojem koji pridonosi ostvarenju tih težnji. (shrink)

This article considers the potential for a researcher to use their own creative practice as a method of data collection. Much of the published material in this field focuses on more theoretical positions, with limited use being made of specific PhDs that illustrate the context in which practice was undertaken by the researcher. It explores strategies for data collection and researcher motivation during what the author identifies as "researcher practice." This is achieved through the use of three PhD case studies. (...) Methods of data collection focus on: the use of output from practice for quantitative data collection, the use of output from practice for qualitative data collection, and the use of output from practice for data translation. The article discusses the methodologies employed in the case studies to identify themes which enable the definition of a generic researcher practitioner methodology. It notes the significance of creative practice in support of data collection and the differences between researcher practice and commercial practice, and emphasises the contribution of researcher practice towards personal motivation. (shrink)