ABSTRACT Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive (...) and negative influences, the liberationist approach has the best potential for meeting some of the deficiencies of participatory forms of democratic life. (shrink)

Democratic theory values diversity and pluralism, a market-place of visions und experiences of the good life. Presently conceived, education in democratic societies, because of the assumed requirement of neutrality concerning life choices, deters the flourishing of valuable versions of the good life which are the sine qua non of democratic society. A proposal is made about education which, on the one hand, upholds the relationships of democratic society, but at the same time fosters co-existence with dignity of a plethora of (...) cultural, ideological, ethnic and religious life options. (shrink)

A common complaint among those involved in teaching the educational foundations is the reluctance of many trainee teachers to engage in issues of educational theory. This is particularly apparent with those trainees who are more concerned with managing classrooms of children than grappling with what are often abstract and difficult ideas. This paper considers the current use of educational stories as a pedagogical strategy in teacher training, and a story that has been used in this way is presented. It is (...) argued that teachers of the educational foundations disciplines can, via stories, appeal to the opposing tensions and schemata in students’ own minds, and this engagement can be enhanced when students are confronted with broader educational debates, perspectives and proposals. Stories provide abstract concepts with a necessary tension, they suggest a way of entering the theoretical via the concrete and they show students the personal relevance of certain debates, which may have previously appeared remote and obscure. The end result is that students are challenged to make decisions about matters of fundamental importance such as the kinds of teachers they will be and about the ethical commitment they will make to teaching. (shrink)

Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self‐affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...) to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. (shrink)