This timely and important book presents a compelling new theory of political education for liberal democracies. Amidst current concern over the need to encourage a morally sensitive and committed citizenry, Professor Callan's study provides a much-needed balanced discussion of the proper ends of education, as well as the moral rights of parents and children.

Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in (...) England in the light of these developments. (shrink)

Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in (...) England in the light of these developments. (shrink)

I first put the notion of non–expansive character education in context by locating its place within recent trends in values education and, in particular, by distinguishing it from more expansive accounts such as civic education and critical postmodernism. I argue that the essential characteristics of non–expansive character education are, on the one hand, moral cosmopolitanism and, on the other, methodological substantivism. In the second part of the essay, I defend this sort of character education against various common criticisms, with special (...) reference to two canonical works of the movement, by Lickona and Kilpatrick. Non–expansive character education stands out, in the end, as a reasonable middle–ground proposal with neither too little nor too much meat on its bones. (shrink)

This text argues that justice is a virtue which everyone shares - a function of personal character and not just of government or economic planning. It uses examples from Plato to Ivan Boesky, to document how we live and how we feel.

I first put the notion of non–expansive character education in context by locating its place within recent trends in values education and, in particular, by distinguishing it from more expansive accounts such as civic education and critical postmodernism. I argue that the essential characteristics of non–expansive character education are, on the one hand, moral cosmopolitanism and, on the other, methodological substantivism. In the second part of the essay, I defend this sort of character education against various common criticisms, with special (...) reference to two canonical works of the movement, by Lickona and Kilpatrick. Non–expansive character education stands out, in the end, as a reasonable middle–ground proposal with neither too little nor too much meat on its bones. (shrink)

This chapter contains sections titled: Introduction Drawing the Boundaries Citizenship and Education.