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.
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.
Any attempt to reimagine citizenship education in a changing world would be difficult to manifest if it fails to rethink the conception of citizenship education. Traditional approaches of citizenship education, often tied to national identity, seem to be inadequate for the contemporary global context, where interconnectedness and pluriculturalism play a significant role. In my work I accentuate the importance of deliberative democracy, which encourages active engagement, deliberation and responsible decision-making in education. A focus on ethical responsibility in relation to educational institutions is central to cultivate critical thinking, compassion and responsiveness among students. These values prepare them for active citizenship, not just within their immediate nation states but in a broader global society. It is argued that education must foster an inclusive environment where students are encouraged to challenge injustice and promote social cohesion across diverse communities. In this way, education becomes a necessary practice for cultivating a citizenship, whereby learners recognise their responsibilities to others across cultural and geographical boundaries. This transformative approach to citizenship education seems prudent in addressing the political, social and ethical challenges of the twenty-first century.
