Higher education makes an importantcontribution to citizenship. In the UnitedStates, the required portion of the ``liberalarts education'' in colleges and universitiescan be reformed so as to equip students for thechallenges of global citizenship. The paperadvocates focusing on three abilities: theSocratic ability to critize one's owntraditions and to carry on an argument on termsof mutual respect for reason; (2) the abilityto think as a citizen of the whole world, notjust some local region or group; and (3) the``narrative imagination,'' the ability to (...) imaginewhat it would be like to be in the position ofsomeone very different from oneself. The paperdiscusses the role of the ``liberal arts''curriculum in U.S. education and asks howEuropean universities, with their differentstructure, might promote these three abilities. (shrink)

This article surveys recent work on the idea of "citizenship", not as a legal category, but as a normative ideal of membership and participation. We focus on two emerging issues. First, whereas traditional notions of citizenship assume that membership and participation are promoted by the possession of rights, many theorists now emphasize civic responsibilities. Second, whereas traditional theories assume that citizenship provides a common status and identity, some theorists now argue that the distinctive needs and identities of certain groups -such (...) as women, ethnic minorities, the disabled - can only be accommodated through "group-differentiated citizenship". The writings of neo-conservatives, participatory democrats, civic republicans, feminists, civil society theorists, virtue theorists and cultural pluralists are surveyed. (shrink)

Schools in liberal societies are responsible for producing liberal citizens. However, if they have too robust a view of citizenship, they may find themselves undermining the view of good lives held by many pacific and law abiding groups. Here I argue against treating citizenship as an educational good that simply trumps private values when they conflict and in favor of a view that seeks a context sensitive balance between such conflicting goods. The paper explores Rawls's distinction between two moral powers (...) as a way of understanding the character of some of the private interests in schooling. (shrink)