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Despite renewed interest in the positive role exemplars can play in moral education, exemplar-based education has been criticized as illiberal and indoctrinating. In this chapter, we investigate these worries and show how a specific, twofold approach to exemplar narratives can help avoid them. According to opponents, exemplar education can involve indoctrination and impose specific moral values, since pupils are expected to act in ways that resemble exemplars. Even if pupils are encouraged to pick their own exemplars, this arguably still promotes (...) |
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What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out a qualitative (...) |
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In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence of the demands of (...) |
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In this chapter, I consider the problem children, conceived of as future citizens, pose to understanding the scope and limits of Rawls’s Political Liberalism by focusing on the civic education of children. Can a politically liberal state provide all children the opportunity to become reasonable citizens? Or does the cultivation of reasonableness require comprehensive liberalism? I show that educating children to become reasonable in the way Rawls outlines imposes a demanding requirement that conflicts with Rawls’s aim of including a wide (...) |
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Drawing on Courtney Jung’s structural theory of obligation, this article proposes a novel interpretation of the relationship between liberal democratic justice and identity politics. This interpretation, in turn, justifies an anti-racist curriculum in the context of liberal democratic education. According to Jung’s theory, the liberal state has an obligation to improve the status of oppressed identity groups in society in so far as the state itself has participated in the formation of their identities through historical and continuing structural injustices. Based (...) |
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Offering the first developed account of political liberal education, this book combines a thorough analysis of the theoretical groundwork of political liberal education with application-oriented approaches to contemporary educational challenges. Following in depth engagement with the shortcomings of Rawls’ theory and addressing some key objections to neutrality-based restrictions in education, the volume moves on to provide an insightful discussion of topics such as same-sex relations in sex-education, the position of migrant children and the rights of religious parents to determine the (...) |
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Liberal education is a value-loaded notion which raises questions regarding the conditions and limits of promoting self-fulfilment within a broader conception of justice. The communitarian critique of rights-based liberalism reveals a tension between, on one hand, the maximizing, normative conception of liberal education and, on the other, the limited mandate of social and political institutions to foster its achievement. The aim of this paper is to argue against a minimalist conception of liberal education, as it seems to derive from rights-based (...) |
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