Moral and Political Education: NOMOS XLIII

Moral and Political Education: NOMOS XLIII

by Susan Murray, Laurie Ouellette
     
 

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

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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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Product Details

ISBN-13:
9780814756751
Publisher:
New York University Press
Publication date:
12/01/2001
Series:
NOMOS - American Society for Political and Legal Philosophy Series
Pages:
496
Product dimensions:
1.25(w) x 5.50(h) x 8.50(d)

Table of Contents

Preface
Contributors
Introduction1
Pt. IDebating Democratic Education
1Civic Minimalism, Cosmopolitanism, and Patriotism: Where Does Democratic Education Stand in Relation to Each?23
2How Do Liberal Democracies Teach Values?58
3Education Disestablishment: Why Democratic Values Are Ill-Served by Democratic Control of Schooling87
4Pluralism and Democratic Education: Stopping Short by Stopping with Schools147
5Can Publicly Funded Schools Legitimately Teach Values in a Constitutional Democracy? A Reply to McConnell and Eisgruber170
Pt. IINeutrality, Individual Autonomy, and Educational Reform
6Civic Education and Ethical Subservience: From Mozert to Santa Fe and Beyond193
7Liberalism, Neutrality, and Education221
8School Vouchers, Separation of Church and State, and Personal Autonomy244
9Testing the Boundaries of Parental Authority over Education: The Case of Homeschooling275
10Changing the Conversation about Children's Education314
Pt. IIIPrisons, Punishment, and Moral Education
11Moral Education and Juvenile Crime359
Pt. IVEducation and the Ideal Racial Integration: Renewal or Retreat?
12The Promise of Racial Integration in a Multicultural Age383
13Individual Experience and Social Policy: Thinking Practically about Overcoming Racial and Ethnic Prejudice425
14Civic Virtue, Cultural Bounty: The Case for Ethnoracial Diversity434
15The Broken Promise of Racial Integration456
Index475

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