Suchergebnisse

This paper surveys three sources of conflict about citizenship & education in contemporary normative political theory: the extent to which rival conceptions of citizenship differ in the ends they prescribe for civic education; disagreement about the educational processes needed to yield accepted civic educational ends & how some of those processes might best be institutionalized via schooling; & disagreement about how liberal legitimacy constrains state action undertaken for the sake of democratic education. 62 References. Adapted from the source document.

Develops and applies a unified interpretation of John Rawls' theory of justice as fairness in order to clarify the account of citizenship that Rawls relies upon, and the kind of educational policies that the state can legitimately pursue to promote social justice. This title examines the role of the family as the 'first school of justice'.

Citizenship education is a complex matter, not least when the place of civic virtues in it is considered. This is illustrated by a consideration of the civic virtue of gratitude. Two conceptions of gratitude are explored. Gratitude seen as a debt is examined and Kant's exposition of it, including his objections to a person's getting himself into the position where he has to show gratitude as a beneficiary, is explored. An alternative conception of gratitude as recognition is developed. This, it is claimed, has more relevance to the kind of gratitude it would be appropriate for citizens of a democratic state to feel and show. The educational implications of these views are briefly indicated. (DIPF/ orig.)

International audience ; In the risk society, the citizens must be better trained and in capacity to give their views on the local prevention policies. In France, schools need to have risk prevention plans witch can training all the members of the scholl community. However, it is hard to generalise them because of the difficulty of the French company to be in a riskculture.

International audience ; In the risk society, the citizens must be better trained and in capacity to give their views on the local prevention policies. In France, schools need to have risk prevention plans witch can training all the members of the scholl community. However, it is hard to generalise them because of the difficulty of the French company to be in a riskculture.