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  1. La legittimità dell’educazione alla cittadinanza. Questioni filosofiche. [The Legitimacy of Citizenship Education. Philosophical Issues.].Marcello Ostinelli - 2020 - Rivista Svizzera di Scienze Dell'educazione 42 (1):23-45.
    Recently the educational task of the public school has been repeatedly challenged. Citizenship has not been spared from criticism and its legitimacy has been questioned. The article discusses the issue of the legitimacy of citizenship education in public schools, specifying the meaning of neutrality of which it proposes a narrow interpretation. On this basis the article examines four philosophical models of citizenship education (communitarianism, civic humanism, liberalism, republicanism). The analysis suggests that the republican model of citizenship education is the most (...)
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  • (1 other version)Heteronomous Citizenship: Civic virtue and the chains of autonomy.Lucas Swaine - 2010 - Educational Philosophy and Theory 42 (1):73-93.
    In this article, I distinguish personal autonomy from heteronomy, and consider whether autonomy provides a suitable basis for liberalism. I argue that liberal government should not promote autonomy in all its citizens, on the grounds that not all members of liberal democracies require autonomy for a good life. I then outline an alternative option that I call a liberalism of conscience, describing how it better respects heteronomous citizens. I subsequently clarify how a liberalism of conscience is different than, and superior (...)
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  • Questioning Participation and Solidarity as Goals of Citizenship Education.Piet van der Ploeg & Laurence Guérin - 2016 - Critical Review: A Journal of Politics and Society 28 (2):248-264.
    ABSTRACTAccording to many governments and educationalists, education should aim to develop dispositions conducive to political participation and solidarity, because democratic citizenship presupposes participation and solidarity. But there are radically different views on the nature of good citizenship. We examine the implications of this dissensus for citizenship education. Education, we contend, should involve and develop autonomy and open-mindedness. We argue that this requires a more critical approach than is possible when political participation and solidarity are conceived of as goals of education.
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  • The Fact of Diversity and Reasonable Pluralism.Sterling Lynch - 2009 - Journal of Moral Philosophy 6 (1):70-93.
    Contemporary society involves a number of different persons, groups, and ways of life that are deeply divided and very often opposed on fundamental matters of deep concern. Today, many contemporary philosophers regard this 'fact of diversity' as a problem that needs to be addressed when assessing the principles employed to organize society. In this paper, I discuss the fact of diversity, as it is understood by the notion of reasonable pluralism, and explain why it is thought by some to challenge (...)
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