Moral and Political Education: NOMOS XLIII

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Overview

What are the proper aims of education in a liberal democracy? Given the deep disagreement about moral and religious values in modern societies, what is the proper balance between public and private claimants to educational authority? Should parents be given greater control over their children's formal education? Are today's public schools promoting a culture of rootless individualism? Do we increasingly resort to prisons and punishment instead of schooling and moral education to control young people? And what, finally, should be the fate of the great project of racially integrated schooling: a project that energized a vast expenditure of hopes and resources in the latter half of the 20th century in America? Should we recommit ourselves to the ideal of integration, or should we embrace other, perhaps better, ways to help the disadvantaged and promote social integration? Should we go further, and affirm that predominantly black educational institutions have intrinsic benefits, such as preserving black culture and providing role models for black youngsters?

As education reform takes center stage these questions are at the heart of what it means to be an American and participate in a democratic society. The essayists in this volume bring philosophical, political, and legal reflection to bear on the practical questions of how education should be changed to meet the needs of the twenty-first century. In so doing they display a determination to illuminate the educational choices that lie before all modern democracies.

Contributors: Anita L. Allen, Lawrence Blum, Harry Brighouse, Randall Curren, Peter de Marneffe, James G. Dwyer, Christopher Eisgruber, William A. Galston, Amy Gutmann, Michael W. McConnell, Rob Reich, Nancy L. Rosenblum, Yael Tamir, John Tomasi, and Andrew Valls.

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Editorial Reviews

From the Publisher

"Reliably rigorous yet accessible, well crafted, learned, provocative, and well selected."

-The American Political Science Association,

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Product Details

  • ISBN-13: 9780814756751
  • Publisher: New York University Press
  • Publication date: 12/1/2001
  • Series: Nomos Series
  • Pages: 352
  • Product dimensions: 1.25 (w) x 5.50 (h) x 8.50 (d)

Meet the Author

Stephen Macedo is Laurance S. Rockefeller Professor of Politics and the Director of the University Center for Human Values at Princeton University.

Yael Tamir is Professor of Politics at Tel Aviv University.

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Table of Contents

Preface
Contributors
Introduction 1
Pt. I Debating Democratic Education
1 Civic Minimalism, Cosmopolitanism, and Patriotism: Where Does Democratic Education Stand in Relation to Each? 23
2 How Do Liberal Democracies Teach Values? 58
3 Education Disestablishment: Why Democratic Values Are Ill-Served by Democratic Control of Schooling 87
4 Pluralism and Democratic Education: Stopping Short by Stopping with Schools 147
5 Can Publicly Funded Schools Legitimately Teach Values in a Constitutional Democracy? A Reply to McConnell and Eisgruber 170
Pt. II Neutrality, Individual Autonomy, and Educational Reform
6 Civic Education and Ethical Subservience: From Mozert to Santa Fe and Beyond 193
7 Liberalism, Neutrality, and Education 221
8 School Vouchers, Separation of Church and State, and Personal Autonomy 244
9 Testing the Boundaries of Parental Authority over Education: The Case of Homeschooling 275
10 Changing the Conversation about Children's Education 314
Pt. III Prisons, Punishment, and Moral Education
11 Moral Education and Juvenile Crime 359
Pt. IV Education and the Ideal Racial Integration: Renewal or Retreat?
12 The Promise of Racial Integration in a Multicultural Age 383
13 Individual Experience and Social Policy: Thinking Practically about Overcoming Racial and Ethnic Prejudice 425
14 Civic Virtue, Cultural Bounty: The Case for Ethnoracial Diversity 434
15 The Broken Promise of Racial Integration 456
Index 475
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