This book critically explores civic republicanism in light of contemporary republican political theory and the influence of republican models of citizenship in recent developments in civic education across a number of Western nations.
The Education of Citizens
Author: A. Peterson
Category: Political Science
Who are the key thinkers in education? What are the hot topics in education? Where will education go from here? The Routledge Companion to Education presents the most comprehensive, up-to-date guide available to the key theories, themes and topics in education. Forty specially commissioned chapters, covering all aspects of education, introduce you to the ideas, research and issues that have shaped this most diverse, dynamic and fluid field. Part one provides an introduction to the key theories, thinkers and disciplines within education Part two covers ideas and issues about how, what and why learning takes place Part three includes analysis on particular approaches to education and explores the issues that attract much contemporary interest. Written by an international team of expert contributors, the chapters all include a descriptive introduction, an analysis of the key ideas and debates, an overview of the latest research, key questions for research and carefully selected further reading. The Routledge Companion to Education is a succinct, detailed, authoritative overview of the topics which are at the forefront of educational research and discourse today. This classic collection is a bookshelf essential for every student and scholar serious about the study of education.
Author: James Arthur,Andrew Peterson
Was heißt Freiheit heute – jenseits einer auf persönliche Interessendurchsetzung zielenden neoliberalen Marktfreiheit? Können wir noch ein Freiheitsverständnis entwickeln, das uns moralische Orientierung in einer immer komplexer werdenden Welt bietet? Philip Pettit, einer der meistdiskutierten Philosophen der Gegenwart, entwickelt in seinem mitreißenden Buch einen Freiheitsbegriff, der die Idee eines nichtbeherrschten Lebens in sein Zentrum stellt. Freiheit heißt ihm zufolge: sein eigener Herr sein, allen auf Augenhöhe begegnen können und den Einfluss anderer Menschen nicht fürchten müssen. Das hat weitreichende soziale, ökonomische und politische Konsequenzen. Ein unverzichtbarer Kompass für die Navigation im 21. Jahrhundert.
Ein moralischer Kompass für eine komplexe Welt
Author: Philip Pettit
Publisher: Suhrkamp Verlag
At the genesis of the Republic of China in 1912, many political leaders, educators, and social reformers argued that republican education should transform China's people into dynamic modern citizens--social and political agents whose public actions would rescue the national community. Over subsequent decades, however, they came to argue fiercely over the contents of citizenship and how it should be taught. Moreover, many of their carefully crafted policies and programs came to be transformed by textbook authors, teachers, administrators, and students. Furthermore, the idea of citizenship, once introduced, raised many troubling questions. Who belonged to the national community in China, and how was the nation constituted? What were the best modes of political action? How should modern people take responsibility for "public matters"? What morality was proper for the modern public? This book reconstructs civic education and citizenship training in secondary schools in the lower Yangzi region during the Republican era. It also analyzes how students used the tools of civic education introduced in their schools to make themselves into young citizens and explores the complex social and political effects of educated youths' civic action.
Civic Education and Student Politics in Southeastern China, 1912-1940
Author: Robert Joseph Culp
Publisher: Harvard Univ Council on East Asian
Civic Education and Competences for Engaging Citizens in Democracies Murray Print University of Sydney and Dirk Lange Leibniz University of Hannover What competences do young citizens need to be considered as active and engaged in the context of a modern Europe? In 2011 an invited research symposium of leading civic and political educators, social scientists and educational administrators from Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above question the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The group addressed these questions through discussion in the symposium and through previously prepared papers. Subsequently the group participated in a modified Delphi Technique to identify the key competences and the final competences are presented in this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens.
Author: Murray Print,Dirk Lange
Publisher: Springer Science & Business Media
This book taps the best American thinkers to answer the essential American question: How do we sustain our experiment in government of, by, and for the people? Authored by an extraordinary and politically diverse roster of public officials, scholars, and educators, these chapters describe our nation's civic education problem, assess its causes, offer an agenda for reform, and explain the high stakes at risk if we fail.
The Case for Civic Education
Author: David J. Feith
Publisher: R&L Education
What do we teach our citizens? This great Platonic question is as crucial today as it has ever been. America and the West come to terms with this question in the context of their richly diverse, technologically sophisticated, fundamentally individualistic societies. Virtually all would agree that such diversity, sophistication, and freedom are positive political and cultural goods, but many would also argue that they militate against the coherence that all regimes and civilizations must, in some way, demand. The nature, extent, and coherence of civic education are perhaps the greatest determinants of a regime's politics and culture, and the regime can in turn do much to foster the right kind of civic education. This book presents the insights of renowned scholars and writers, including Stephen H. Balch, Timothy Fuller, and Roger Kimball, who have thought broadly and deeply about the role that education at all levels plays in promoting, maintaining, or undermining our politics, culture, and society.
Author: Bradley C. S. Watson
Publisher: Intercollegiate Studies Inst
Goals for Civic Education in the Republics Third Century
Author: Robert Freeman Butts
T-Kits ( = Training kits) are a product of the Partnership Agreement on European Youth Worker Training run by the CoE and the European Communities Commission
citizenship, youth and Europe : T-Kit on European citizenship
Author: Peter Merry
Publisher: Council of Europe
Category: Political Science
The United States is in the midst of historic experiments with publicly funded choice in K-12 education, experiments that recently received a "green light" from the Supreme Court. Other nations have long experience with the funding and regulation of nonpublic schools, including religious schools. This book asks what U.S. policymakers, public officials, and citizens can learn from these experiences. In particular, how do other countries regulate or structure publicly funded educational choice with an eye toward civic values —looking not only for improvements in test scores, but also in tolerance, civic cohesion, and democratic values such as integration across the lines of class, religion, and race? The experience of Europe and Canada with school choice is both extensive and varied. In England and Wales, public school choice is widespread, as parents play a significant role in selecting the school their children will attend. In the Netherlands and much of Belgium, a majority of students attend religious schools at government expense. In Canada, France, and Germany, state-financed school choice is limited to circumstances that serve particular social and governmental needs. In Italy, school choice has just recently arrived on the policy agenda. In spite of the diversity of national experiences, in all of these countries choice is regulated by the government in significant and varied ways to promote civic values. In several of these countries, school choice policy itself appears to have played an important role in promoting social cohesion and integration. This book presents a wealth of experience designed to aid policymakers and citizens as they consider historic changes in American public education policy.
International Perspectives on Civic Values and School Choice
Author: Patrick J. Wolf,Stephen Macedo
Publisher: Brookings Institution Press
What happens in a tradition that links citizenship with soldiering when women become citizens? Citizen Soldiers and Manly Warriors provides an in-depth analysis of the theory and practice of the citizen-soldier in historical context. Using a postmodern feminist lens, Snyder reveals that within the citizen-soldier tradition, citizenship and masculinity are simultaneously constituted through engagement in civic and martial practices.
Military Service and Gender in the Civic Republican Tradition
Author: Claire R. Snyder
Publisher: Rowman & Littlefield Publishers
Category: Political Science
Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.
Author: D. C. Phillips
Publisher: SAGE Publications
The radical Democratic-Republican Societies that emerged during the 1790s not only challenged conventional interpretations of the civic republican tradition, they also adopted Enlightenment principles in their advocacy for universal public education. Brian W. Dotts’ The Political Education of Democratus: Negotiating Civic Virtue during the Early Republic shows that, unlike mainstream educational philosophy of the period, radical democrats supported universal political education as essential in protecting liberty and political equality.
Negotiating Civic Virtue during the Early Republic
Author: Brian W. Dotts
Publisher: Lexington Books
This is the first book-length treatment of the relationship between citizenship and the environment. Andrew Dobson argues that ecological citizenship cannot be fully articulated in terms of the two great traditions of citizenship - liberal and civic republican - which have been bequeathed to us. He develops an original theory of citizenship, which he calls 'post-cosmopolitan', and argues that ecological citizenship is an example and an inflection of it. Ecological citizenship focuses on duties as well as rights, and these duties are owed, non-reciprocally, by those individuals and communities who occupy unsustainable amounts of ecological space, to those who occupy too little. The first virtue of ecological citizenship is justice, but post-cosmopolitanism follows some feminisms in arguing that care and compassion may be required to meet its special obligations. Dobson suggests that ecological citizenship's conception of political space is not the state or the municipality, or the ideal speech community of cosmopolitanism, but the 'ecological footprint'. Most governments around the world have signed up to sustainable development, and they cannot afford to ignore ecological citizenship as a means of getting there. Government policies usually revolve around financial sticks and carrots, but these leave people uncommitted to the idea of sustainability and only to the rewards that are attached to it. Dobson contrasts citizenship with fiscal incentives as a way of encouraging people to act more sustainably, in the belief that the former is more compatible with the long-term and deeper shifts of attitude and behaviour that sustainability requires. Both citizenship and sustainability, though, are often viewed with suspicion in liberal societies because they refuse to accept the inviolability of individual preferences. Dobson therefore offers an original account of the relationship between liberalism and sustainability, arguing that the former's commitment to a plurality of conceptions of the good entails a commitment to so-called 'strong' forms of the latter. How to make an ecological citizen? Dobson examines the potential of formal high school citizenship education programmes through a case study of the recent implementation of the compulsory citizenship curriculum in the UK. He concludes that the Department of Education and Skills has constructed a Trojan horse capable of kick-starting ecological citizenship, if teachers are willing and able to travel in it. This book will be of interest to those working in the fields of environmental political theory, citizenship, globalisation, cosmopolitanism, liberalism, and citizenship education.
Author: Andrew Dobson
Publisher: OUP Oxford
Category: Political Science
What are the obligations of the university to society and its communities? What are the virtues of university education? What are the university's ethical responsibilities to its students? The role of citizenship and civic responsibility in higher education is a highly contested yet crucial element of any consideration of the role of university in society. This book offers thoughtful insights into this role, outlining the intellectual and practical tensions and pressures which come to bear upon higher education institutions. Wide ranging in scope, it offers perspectives from British, European, Canadian and North American educational environments. Citizenship and Higher Education will prove stimulating reading for anyone concerned with the ethics of education and the university's place in society - including educationalists, researchers, sociologists and policy-makers.
The Role of Universities in Communities and Society
Author: James Arthur,Karen Bohlin
This book analyzes the issues surrounding civilian national service policy from a fresh and original perspective. The author connects national service programs to the political theories of civic republicanism and communitarianism, assesses the practical consequences of these theories, and examines past youth service programs such as the CCC and Peace Corps to see if they are appropriate models or ideals for a national program. Gorham engages the issue of compulsory versus voluntary service and questions whether service tasks can instill a sense of "citizenship" in young people, as defenders of the program claim. Using the work of Michel Foucault, Charles Taylor, Carole Pateman, and others, he suggests that national service, as presently planned, will not create the "citizen" so much as a post-industrial and gendered subject. In the concluding chapters, he presents an argument for a democratic national service and offers an alternative program for policymakers to consider.
Alexis de Tocqueville and Leadership in America
Author: Eric B. Gorham
Publisher: SUNY Press
New Perspectives in Philosophy of Education seeks to build a bridge between philosophical reflection and socio-political action by developing a range of critical discussions in the areas of ethics, politics and religion. This volume brings together established authorities and a new generation of scholars to ask whether philosophy of education can contribute to political and social discourse, or whether it is destined to remain the marginal gadfly of mainstream ideology. The philosophy of education stands in danger of becoming a neglected field at precisely the moment we need to be able to reflect upon the increasingly apparent costs of the technocratic attitude to education. While many of the educational policy discussions of recent years seem far-reaching and radical, critical debate surrounding these initiatives remain largely at a populist level. New Perspectives in Philosophy of Education provides contemporary responses to philosophical issues that bear upon educational studies, policies and practices, contributing to the debate on the role of philosophy of education in an increasingly fractured intellectual milieu.
Ethics, Politics and Religion
Author: David Lewin,Alexandre Guilherme,Morgan White
Publisher: Bloomsbury Publishing
Problematizing the "reason" of schooling as historical and political, in this book leading international and interdisciplinary scholars challenge the common sense of schooling and the relation of society, education, and curriculum studies. Examining the limits of contemporary notions of power and schooling, the argument is that the principles that order school subjects, the curriculum, and teaching reforms are historical practices that govern what is thought, acted on, and talked about. Highlighting the dynamics of social exclusion, the normalizing of people through curriculum, and questions of social inclusion, The "Reason" of Schooling underscores the urgency for rethinking curriculum research.
Historicizing Curriculum Studies, Pedagogy, and Teacher Education
Author: Thomas S. Popkewitz