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| amy gutmann theory of democratic education: Democratic Education Amy Gutmann, 1999-04-18 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions. |
| amy gutmann theory of democratic education: Democratic Education Amy Gutmann, 1999-03-29 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions. |
| amy gutmann theory of democratic education: Why Deliberative Democracy? Amy Gutmann, Dennis F. Thompson, 2009-01-10 The most widely debated conception of democracy in recent years is deliberative democracy--the idea that citizens or their representatives owe each other mutually acceptable reasons for the laws they enact. Two prominent voices in the ongoing discussion are Amy Gutmann and Dennis Thompson. In Why Deliberative Democracy?, they move the debate forward beyond their influential book, Democracy and Disagreement. What exactly is deliberative democracy? Why is it more defensible than its rivals? By offering clear answers to these timely questions, Gutmann and Thompson illuminate the theory and practice of justifying public policies in contemporary democracies. They not only develop their theory of deliberative democracy in new directions but also apply it to new practical problems. They discuss bioethics, health care, truth commissions, educational policy, and decisions to declare war. In What Deliberative Democracy Means, which opens this collection of essays, they provide the most accessible exposition of deliberative democracy to date. They show how deliberative democracy should play an important role even in the debates about military intervention abroad. Why Deliberative Democracy? contributes to our understanding of how democratic citizens and their representatives can make justifiable decisions for their society in the face of the fundamental disagreements that are inevitable in diverse societies. Gutmann and Thompson provide a balanced and fair-minded approach that will benefit anyone intent on giving reason and reciprocity a more prominent place in politics than power and special interests. |
| amy gutmann theory of democratic education: Identity in Democracy Amy Gutmann, 2009-01-10 Written by one of America's leading political thinkers, this is a book about the good, the bad, and the ugly of identity politics.Amy Gutmann rises above the raging polemics that often characterize discussions of identity groups and offers a fair-minded assessment of the role they play in democracies. She addresses fundamental questions of timeless urgency while keeping in focus their relevance to contemporary debates: Do some identity groups undermine the greater democratic good and thus their own legitimacy in a democratic society? Even if so, how is a democracy to fairly distinguish between groups such as the KKK on the one hand and the NAACP on the other? Should democracies exempt members of some minorities from certain legitimate or widely accepted rules, such as Canada's allowing Sikh members of the Royal Canadian Mounted Police to wear turbans instead of Stetsons? Do voluntary groups like the Boy Scouts have a right to discriminate on grounds of sexual preference, gender, or race? Identity-group politics, Gutmann shows, is not aberrant but inescapable in democracies because identity groups represent who people are, not only what they want--and who people are shapes what they demand from democratic politics. Rather than trying to abolish identity politics, Gutmann calls upon us to distinguish between those demands of identity groups that aid and those that impede justice. Her book does justice to identity groups, while recognizing that they cannot be counted upon to do likewise to others. Clear, engaging, and forcefully argued, Amy Gutmann's Identity in Democracy provides the fractious world of multicultural and identity-group scholarship with a unifying work that will sustain it for years to come. |
| amy gutmann theory of democratic education: The Handbook of Dewey’s Educational Theory and Practice Charles L. Lowery, Patrick M. Jenlink, 2019-08-05 In the last twenty-five years there has been a great deal of scholarship about John Dewey’s work, as well as continued appraisal of his relevance for our time, especially in his contributions to pragmatism and progressivism in teaching, learning, and school learning. The Handbook of Dewey’s Educational Theory and Practice provides a comprehensive, accessible, richly theoretical yet practical guide to the educational theories, ideals, and pragmatic implications of the work of John Dewey, America’s preeminent philosopher of education. Edited by a multidisciplinary team with a wide range of perspectives and experience, this volume will serve as a state-of-the-art reference to the hugely consequential implications of Dewey’s work for education and schooling in the 21st century. Organized around a series of concentric circles ranging from the purposes of education to appropriate policies, principles of schooling at the organizational and administrative level, and pedagogical practice in Deweyan classrooms, the chapters will connect Dewey’s theoretical ideas to their pragmatic implications. |
| amy gutmann theory of democratic education: Freedom of Association Amy Gutmann, 1998-08-23 Americans are joiners--of churches, community associations, and service organizations of all kinds. This volume explores the individual and civic values of associational freedom in a liberal democracy. |
| amy gutmann theory of democratic education: Making Good Citizens Diane Ravitch, Joseph P. Viteritti, 2001-01-01 Annotation In this book leading thinkers from a variety of disciplines probe the relation between a healthy democracy and education. Contributors such as Jean Bethke Elshtain, Nathan Glazer, Robert Putnam, Jack Rakove, and Alan Wolfe discuss topics that range from the place of religion in public life to political conflict in a pluralist society to the problems of racial inequality. |
| amy gutmann theory of democratic education: Jefferson’s Revolutionary Theory and the Reconstruction of Educational Purpose Kerry T. Burch, 2020-05-27 This book newly interprets the educational implications of Thomas Jefferson’s revolutionary thought. In an age where American democracy is imperilled and the civic purposes of schooling eviscerated, Burch turns to Jefferson to help bring to life the values and principles that must be recovered in order for Americans to transcend the narrow purposes of education prescribed by today’s neoliberal paradigm. The author argues that critical engagement with the most radical dimensions of Jefferson’s educational philosophy can establish a rational basis upon which to re-establish the civic purposes of public education. Bracketing the defining features of Jefferson's theory throughout each of the chapters, the author illuminates the deficiencies of the dominant educational paradigm, and charts a new path forward for its progressive renewal. |
| amy gutmann theory of democratic education: Democratic Education Amy Gutmann, 1999-01-01 Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions. |
| amy gutmann theory of democratic education: Everybody Wants to Go to Heaven but Nobody Wants to Die: Bioethics and the Transformation of Health Care in America Amy Gutmann, Jonathan D. Moreno, 2019-08-27 NOW FEATURING A NEW AFTERWORD, PANDEMIC ETHICS From two eminent scholars comes a provocative examination of bioethics and our culture’s obsession with having it all without paying the price. Shockingly, the United States has among the lowest life expectancies and highest infant mortality rates of any high-income nation, yet, as Amy Gutmann and Jonathan D. Moreno show, we spend twice as much per capita on medical care without insuring everyone. A “remarkable, highly readable journey” (Judy Woodruff ) sure to become a classic on bioethics, Everybody Wants to Go to Heaven but Nobody Wants to Die explores the troubling contradictions between expanding medical research and neglecting human rights, from testing anthrax vaccines on children to using brain science for marketing campaigns. Providing “a clear and compassionate presentation” (Library Journal) of such complex topics as radical changes in doctor-patient relations, legal controversies over in vitro babies, experiments on humans, unaffordable new drugs, and limited access to hospice care, this urgent and incisive history is “required reading for anyone with a heartbeat” (Andrea Mitchell). |
| amy gutmann theory of democratic education: Because of Race Mica Pollock, 2010-11-14 In Because of Race, Mica Pollock tackles a long-standing and fraught debate over racial inequalities in America's schools. Which denials of opportunity experienced by students of color should be remedied? Pollock exposes raw, real-time arguments over what inequalities of opportunity based on race in our schools look like today--and what, if anything, various Americans should do about it. Pollock encountered these debates while working at the U.S. Department of Education's Office for Civil Rights in 1999-2001. For more than two years, she listened to hundreds of parents, advocates, educators, and federal employees talk about the educational treatment of children and youth in specific schools and districts. People debated how children were spoken to, disciplined, and ignored in both segregated and desegregated districts, and how children were afforded or denied basic resources and opportunities to learn. Pollock discusses four rebuttals that greeted demands for everyday justice for students of color inside schools and districts. She explores how debates over daily opportunity provision exposed conflicting analyses of opportunity denial and harm worth remedying. Because of Race lays bare our habits of argument and offers concrete suggestions for arguing more successfully toward equal opportunity. |
| amy gutmann theory of democratic education: Democracy and Disagreement Amy Gutmann, Dennis F. Thompson, 2009-07-01 The din and deadlock of public life in America—where insults are traded, slogans proclaimed, and self-serving deals made and unmade—reveal the deep disagreement that pervades our democracy. The disagreement is not only political but also moral, as citizens and their representatives increasingly take extreme and intransigent positions. A better kind of public discussion is needed, and Amy Gutmann and Dennis Thompson provide an eloquent argument for “deliberative democracy” today. They develop a principled framework for opponents to come together on moral and political issues. Gutmann and Thompson show how a deliberative democracy can address some of our most difficult controversies—from abortion and affirmative action to health care and welfare—and can allow diverse groups separated by class, race, religion, and gender to reason together. Their work goes beyond that of most political theorists and social scientists by exploring both the principles for reasonable argument and their application to actual cases. Not only do the authors suggest how deliberative democracy can work, they also show why improving our collective capacity for moral argument is better than referring all disagreements to procedural politics or judicial institutions. Democracy and Disagreement presents a compelling approach to how we might resolve some of our most trying moral disagreements and live with those that will inevitably persist, on terms that all of us can respect. |
| amy gutmann theory of democratic education: Democratic Community John W. Chapman, Ian Shapiro, 1995-06 A state-of-the-art meditation on relations, theoretical and practical, among a familiar triad of themes: comunitarianism, liberalism, and democracy. --American Political Science Review A collection of distinguished contributors, from a wide range of disciplines, examine the implications of the resurgence of interest in community. The chapters in Democratic Community consider the fundamental issues that divide liberals and communitarians, as well as the structure of communities, the roles of freedom and democratic institutions in sustaining one another, the place of a democratic civil society in a democratic polity, and the contributions of feminist thinking. This thirty-fifth volume in the American Society of Political and Legal Philosophy series is devoted, as is each volume in the series, to a single topic-- in this case, the implications for human nature and democratic theory of the resurgence of interest in community. Democratic Community deals not only with fundamental issues that divide liberals and communitarians, but is also concerned with the structure of communities, the roles of freedom and democratic institutions in sustaining one another, the place of a democratic civil society in a democratic polity, and the contributions of feminist thinking to the great debate. The collection of distinguished contributors, from a wide range of disciplines, includes: Richard J. Arneson (University of California, San Diego), Jean Baechler (University of Paris, Sorbonne), Christopher J. Berry (University of Glasgow), Robert A. Dahl (Yale University), Martin P. Golding (Duke University), Carol C. Gould (Stevens Institute of Technology), Amy Gutmann (Princeton University), Jane Mansbridge (Northwestern University), Kenneth Minogue (London School of Economics), Robert C. Post (University of California, Berkeley), David A. J. Richards (New York University), Gerald N. Rosenberg (University of Chicago), Bruce K. Rutherford (Yale University), Alan Ryan (Princeton University), and Carmen Sirianni (Brandeis University). |
| amy gutmann theory of democratic education: Controversy in the Classroom Diana E. Hess, 2009-05-26 Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education. |
| amy gutmann theory of democratic education: Ethics and the Community of Inquiry Gilbert Burgh, Terri Field, Mark Freakley, 2006 The first edition of this book is a follow up to 'Engaging with Ethics'. The new focus has been prompted by conceptual development based on recent research together with teaching experiences with the original book, including institutional teaching, course evaluations and book reviews. Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education. |
| amy gutmann theory of democratic education: Education, Democracy and Citizenship Revisited , 2010-11-01 ÿThis book contains a revised collection of previously published articles spanning a period of five years (2004-2009) during which my original thoughts on democratic citizenship education have been developed. Central to this book is the notion that democratic citizenship education ought to be deliberative, compassionate and friendly in order that teachers and students (learners) may respect one another and take risks in and through their pedagogical encounters. In this way, hopefully, students and teachers may become more critical, explorative and engaging. |
| amy gutmann theory of democratic education: Deliberative Democracy Jon Elster, 1998-03-28 This volume assesses the strengths and weaknesses of deliberative democracy. |
| amy gutmann theory of democratic education: The Spirit of Compromise Amy Gutmann, Dennis Thompson, 2014-04-27 Why compromise is essential for effective government and why it is missing in politics today To govern in a democracy, political leaders have to compromise. When they do not, the result is political paralysis—dramatically demonstrated by the gridlock in Congress in recent years. In The Spirit of Compromise, eminent political thinkers Amy Gutmann and Dennis Thompson show why compromise is so important, what stands in the way of achieving it, and how citizens can make defensible compromises more likely. They urge politicians to focus less on campaigning and more on governing. In a new preface, the authors reflect on the state of compromise in Congress since the book's initial publication. Calling for greater cooperation in contemporary politics, The Spirit of Compromise will interest everyone who cares about making government work better for the good of all. |
| amy gutmann theory of democratic education: What School Could Be Ted Dintersmith, 2018-04-10 An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change. Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be—and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference. America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope. Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools. |
| amy gutmann theory of democratic education: Locke's Education for Liberty Nathan Tarcov, 1999-01-01 Locke's Education for Liberty presents an analysis of the crucial but often underestimated place of education and the family within Lockean liberalism. Nathan Tarcov shows that Locke's neglected work Some Thoughts Concerning Education compares with Plato's Republic and Rousseau's Emile as a treatise on education embodying a comprehensive vision of moral and social life. Locke believed that the family can be the agency, not the enemy, of individual liberty and equality. Tarcov's superb reevaluation reveals to the modern reader a breadth and unity heretofore unrecognized in Locke's thought. |
| amy gutmann theory of democratic education: Educating Liberty Christopher James Barker, 2018 A comprehensive study of Mill's theory of liberty, uncovering Mill's solution to the problem of democracy, the tyranny of the majority |
| amy gutmann theory of democratic education: Ethics and Politics Amy Gutmann, Dennis Frank Thompson, 1990 |
| amy gutmann theory of democratic education: Democracy for Realists Christopher H. Achen, Larry M. Bartels, 2016-04-19 Why our belief in government by the people is unrealistic—and what we can do about it Democracy for Realists assails the romantic folk-theory at the heart of contemporary thinking about democratic politics and government, and offers a provocative alternative view grounded in the actual human nature of democratic citizens. Christopher Achen and Larry Bartels deploy a wealth of social-scientific evidence, including ingenious original analyses of topics ranging from abortion politics and budget deficits to the Great Depression and shark attacks, to show that the familiar ideal of thoughtful citizens steering the ship of state from the voting booth is fundamentally misguided. They demonstrate that voters—even those who are well informed and politically engaged—mostly choose parties and candidates on the basis of social identities and partisan loyalties, not political issues. They also show that voters adjust their policy views and even their perceptions of basic matters of fact to match those loyalties. When parties are roughly evenly matched, elections often turn on irrelevant or misleading considerations such as economic spurts or downturns beyond the incumbents' control; the outcomes are essentially random. Thus, voters do not control the course of public policy, even indirectly. Achen and Bartels argue that democratic theory needs to be founded on identity groups and political parties, not on the preferences of individual voters. Democracy for Realists provides a powerful challenge to conventional thinking, pointing the way toward a fundamentally different understanding of the realities and potential of democratic government. |
| amy gutmann theory of democratic education: Diversity and Distrust Stephen MACEDO, Stephen Macedo, 2009-06-30 Extending the ideas of John Rawls, Macedo defends a civic liberalism in culturally diverse democracies that supports the legitimacy of reasonable efforts to inculcate shared political virtues while leaving many larger questions of meaning and value to private communities. |
| amy gutmann theory of democratic education: Teaching, Friendship and Humanity Nuraan Davids, Yusef Waghid, 2020-08-27 This book extends liberal understandings in and about democratic citizenship education in relation to university pedagogy, more specifically higher teaching and learning. The authors’ argument is in defence of cultivating humanity through (higher) educational encounters on the basis of virtues that connect with the idea of love. Unlike romantic and erotic love, the book examines love in relation to educational encounters whereby humans or citizens can engage autonomously, deliberatively andresponsibly, yet lovingly. The rationale for focussing on the notion of philia (love) in educational encounters, the authors argue, is that doing so allows our current understandings of such encounters to be expanded beyond mere talk of reasonable engagements—autonomous action, deliberative iterations, and simple action—toward emotive enactments that could enhance human relations in educational encounters. |
| amy gutmann theory of democratic education: Democratic Education and Muslim Philosophy Nuraan Davids, Yusef Waghid, 2019-11-10 This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars such as Ibn al-Arabi, Ibn Sina (Avicenna) and Fazlur Rahman to offer an enriched and expanded notion of democratic education. This engaging and reflective work will be of interest and value to students and scholars of educational philosophy and cultural studies. |
| amy gutmann theory of democratic education: Achieving High Educational Standards for All Division of Behavioral and Social Sciences and Education, Catherine E. Snow, 2002-04-15 The Council, with help from the US Department of Education, held the Millennium Convention in Washington, DC in September 2000. It gathered educators, researchers, and policy makers at the national, state, and local levels to assess success and failure in educating minority and disadvantaged students since the Brown vs, Board of Education decision nearly a half century before, report on research into the causes of the successes and failures, and review strategies and practices that hold promise for continuing improvements. There is no index. Annotation copyrighted by Book News, Inc., Portland, OR |
| amy gutmann theory of democratic education: In Our Name Eric Beerbohm, 2015-12-29 When a government in a democracy acts in our name, are we, as citizens, responsible for those acts? What if the government commits a moral crime? The protestor's slogan--Not in our name!--testifies to the need to separate ourselves from the wrongs of our leaders. Yet the idea that individual citizens might bear a special responsibility for political wrongdoing is deeply puzzling for ordinary morality and leading theories of democracy. In Our Name explains how citizens may be morally exposed to the failures of their representatives and state institutions, and how complicity is the professional hazard of democratic citizenship. Confronting the ethical challenges that citizens are faced with in a self-governing democracy, Eric Beerbohm proposes institutional remedies for dealing with them. Beerbohm questions prevailing theories of democracy for failing to account for our dual position as both citizens and subjects. Showing that the obligation to participate in the democratic process is even greater when we risk serving as accomplices to wrongdoing, Beerbohm argues for a distinctive division of labor between citizens and their representatives that charges lawmakers with the responsibility of incorporating their constituents' moral principles into their reasoning about policy. Grappling with the practical issues of democratic decision making, In Our Name engages with political science, law, and psychology to envision mechanisms for citizens seeking to avoid democratic complicity. |
| amy gutmann theory of democratic education: Democracy and Difference Seyla Benhabib, 2021-08-10 The global trend toward democratization of the last two decades has been accompanied by the resurgence of various politics of identity/difference. From nationalist and ethnic revivals in the countries of east and central Europe to the former Soviet Union, to the politics of cultural separatism in Canada, and to social movement politics in liberal western-democracies, the negotiation of identity/difference has become a challenge to democracies everywhere. This volume brings together a group of distinguished thinkers who rearticulate and reconsider the foundations of democratic theory and practice in the light of the politics of identity/difference. In Part One Jürgen Habermas, Sheldon S. Wolin, Jane Mansbridge, Seyla Benhabib, Joshua Cohen, and Iris Marion Young write on democratic theory. Part Two--on equality, difference, and public representation--contains essays by Anne Phillips, Will Kymlicka, Carol C. Gould, Jean L. Cohen, and Nancy Fraser; and Part Three--on culture, identity, and democracy--by Chantal Mouffe, Bonnie Honig, Fred Dallmayr, Joan B. Landes, and Carlos A. Forment. In the last section Richard Rorty, Robert A. Dahl, Amy Gutmann, and Benjamin R. Barber write on whether democracy needs philosophical foundations. |
| amy gutmann theory of democratic education: Rediscovering the Democratic Purposes of Education Lorraine McDonnell, P. Michael Timpane, Roger W. Benjamin, 2000 Education theorists, demonstrating that a democratically informed education is not an outmoded idea, establish intellectual foundations for revitalizing American schools and offer ideas for how the educational process can become more democratic. An initial series of articles reexamines the original premise of American education as articulated by thinkers like Jefferson and Dewey. A second set identifies flaws in how schools are currently governed and offers models for change. The final group analyzes the implications for education posed by value conflicts arising over the twin strands of a democracy: socialization and governance. Annotation copyrighted by Book News, Inc., Portland, OR |
| amy gutmann theory of democratic education: Color Conscious Kwame Anthony Appiah, Amy Gutmann, 1998-03-16 In America today, the problem of achieving racial justice--whether through color-blind policies or through affirmative action--provokes more noisy name-calling than fruitful deliberation. In Color Conscious, K. Anthony Appiah and Amy Gutmann, two eminent moral and political philosophers, seek to clear the ground for a discussion of the place of race in politics and in our moral lives. Provocative and insightful, their essays tackle different aspects of the question of racial justice; together they provide a compelling response to our nation's most vexing problem. Appiah begins by establishing the problematic nature of the idea of race. He draws on the scholarly consensus that race has no legitimate biological basis, exploring the history of its invention as a social category and showing how the concept has been used to explain differences among groups of people by mistakenly attributing various essences to them. Appiah argues that, while people of color may still need to gather together, in the face of racism, under the banner of race, they need also to balance carefully the calls of race against the many other dimensions of individual identity; and he suggests, finally, what this might mean for our political life. Gutmann examines alternative political responses to racial injustice. She argues that American politics cannot be fair to all citizens by being color blind because American society is not color blind. Fairness, not color blindness, is a fundamental principle of justice. Whether policies should be color-conscious, class conscious, or both in particular situations, depends on an open-minded assessment of their fairness. Exploring timely issues of university admissions, corporate hiring, and political representation, Gutmann develops a moral perspective that supports a commitment to constitutional democracy. Appiah and Gutmann write candidly and carefully, presenting many-faceted interpretations of a host of controversial issues. Rather than supplying simple answers to complex questions, they offer to citizens of every color principled starting points for the ongoing national discussions about race. |
| amy gutmann theory of democratic education: Handbook of Patriotism Mitja Sardoč, 2020-07-28 Both historically and conceptually, patriotism has been one of the foundational characteristics that defines the very essence of one’s attachment, identification and loyalty to a political community and a basic virtue associated with citizenship as a political conception of the person. Despite its centrality in the pantheon of political ideals, patriotism remains a contested concept and an elusive virtue as well as a source of potential conflicts and violence. The Handbook of Patriotism (the first reference work of its kind) brings together a set of contributions by some of the leading authors on the main themes and concepts associated with this area of scholarly research. Each chapter provides a comprehensive coverage of a particular aspect of this complex, and controversial, social phenomenon. The handbook provides a clear and authoritative exposition of key contemporary conceptions of patriotism, discusses the justification and the motivational impulses associated with patriotism, and examines some of the different ideas most commonly associated with one’s attachment, identification and loyalty to a political community. At the same time, it covers a number of basic concepts associated with the ‘standard’ analysis of patriotism, e.g. civic friendship, solidarity, associative duties, civic virtue, loyalty, pride, responsibility, courage etc. It also presents some of the concepts that were previously lef outside its gravitational orbit, e.g. federalism, religion, taxation and the economy. |
| amy gutmann theory of democratic education: Handbook of Social Justice Interventions in Education Carol A. Mullen, 2021-08-27 The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces. |
| amy gutmann theory of democratic education: The Law of Deliberative Democracy Ron Levy, Graeme Orr, 2016-11-03 Laws have colonised most of the corners of political practice, and now substantially determine the process and even the product of democracy. Yet analysis of these laws of politics has been hobbled by a limited set of theories about politics. Largely absent is the perspective of deliberative democracy – a rising theme in political studies that seeks a more rational, cooperative, informed, and truly democratic politics. Legal and political scholarship often view each other in reductive terms. This book breaks through such caricatures to provide the first full-length examination of whether and how the law of politics can match deliberative democratic ideals. Essential reading for those interested in either law or politics, the book presents a challenging critique of laws governing electoral politics in the English-speaking world. Judges often act as spoilers, vetoing or naively reshaping schemes meant to enhance deliberation. This pattern testifies to deliberation’s weak penetration into legal consciousness. It is also a fault of deliberative democracy scholarship itself, which says little about how deliberation connects with the actual practice of law. Superficially, the law of politics and deliberative democracy appear starkly incompatible. Yet, after laying out this critique, The Law of Deliberative Democracy considers prospects for reform. The book contends that the conflict between law and public deliberation is not inevitable: it results from judicial and legislative choices. An extended, original analysis demonstrates how lawyers and deliberativists can engage with each other to bridge their two solitudes. |
| amy gutmann theory of democratic education: International Handbook of Philosophy of Education Paul Smeyers, 2019-02-23 This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg |
| amy gutmann theory of democratic education: Men and Citizens Judith N. Shklar, 1985-04-18 Cambridge paperback library. First published 1969. Includes bibliographical references. 5. |
| amy gutmann theory of democratic education: Idiot Nation Michael Moore, 2005 Every book tells a story . . . And the 70 titles in the Pocket Penguins series are emblematic of the renowned breadth and quality that formed part of the original Penguin vision in 1935 and that continue to define our publishing today. Together, they tell one version of the unique story of Penguin Books. Multi-million selling author; award-winning filmmaker, performer, activist and scourge of political hypocrites everywhere, Michael Moore is nothing less than a global phenomenon. Stupid White Men - the book they tried to ban in the US - was published by Penguin in the UK in 2002 and has since sold well over 1.5 million copies. These hilarious and scorching extracts show exactly why Moore is the man that everyone has an opinion on. |
| amy gutmann theory of democratic education: Political Ethics and Public Office Dennis Frank Thompson, 1987 Are public officials morally justified in threatening violence, engaging in deception, or forcing citizens to act for their own good? Can individual officials be held morally accountable for the wrongs that governments commit? Dennis Thompson addresses these questions by developing a conception of political ethics that respects the demands of both morality and politics. He criticizes conventional conceptions for failing to appreciate the difference democracy makes, and for ascribing responsibility only to isolated leaders or to impersonal organizations. His book seeks to recapture the sense that men and women, acting for us and together with us in a democratic process, make the moral choices that govern our public life. Thompson surveys ethical conflicts of public officials over a range of political issues, including nuclear deterrence, foreign intervention, undercover investigation, bureaucratic negligence, campaign finance, the privacy of officials, health care, welfare paternalism, drug and safety regulation, and social experimentation. He views these conflicts from the perspectives of many different kinds of public officials--elected and appointed executives at several levels of government, administrators, judges, legislators, governmental advisers, and even doctors, lawyers, social workers, and journalists whose professional roles often thrust them into public life. In clarifying the ethical problems faced by officials, Thompson combines theoretical analysis with practical prescription, and begins to define a field of inquiry for which many have said there is a need but to which few have yet contributed. Philosophers, political scientists, policy analysts, sociologists, lawyers, and other professionals interested in ethics in government will gain insight from this book. |
| amy gutmann theory of democratic education: Critical Elitism Alfred Moore, 2017-06-22 This book re-imagines expert authority for an age of critical citizens, and shows how expertise can contribute in a deliberative system. |
| amy gutmann theory of democratic education: Philosophy of Education Randall Curren, 2006-12-15 Philosophy of Education: An Anthology brings together the essential historical and contemporary readings in the philosophy of education. The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability. Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey. Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice. |
Democratic Education at 30: An interview with Dr. Amy Gutmann
I wrote Democratic Education to shine a spotlight on the importance of education for securing individual freedom, opportunity, and mutual respect. Why and how should democracies …
Democratic Education - University of Michigan
Amy Gutmann 1 recognizes this power and in Democratic Education proposes a theory of education which distributes educational authority in a manner she believes to be consistent …
Social Justice: A Language Re/Considered
Gutmann’s democratic interpretation of equal educational opportunity follows from the political purpose she ascribes to primary education, namely, equipping all children with a sufficient …
Negating Amy Gutmann: Deliberative Democracy, Business …
Jun 2, 2020 · According to the political philosopher Amy Gutmann (1987), there are, broadly speaking, three types of political theories of education: those that give authority over education …
Amy Gutmann and Liberal, Deliberative Democracy ... - Springer
liberal turn toward critical pedagogy, focusing on social justice issues. In Democratic Education, Gutmann brings out disagreements on issues such as censorship (book banning, teaching …
DEMOCRATIC EDUCATION - degruyterbrill.com
Democratic education / Amy Gutmann, with a new preface and epilogue. p. cm. Includes bibliographical references and index. ISBN 1-400810-280
Amy Gutmann Education (PDF)
Democratic Education Amy Gutmann,1999-04-18 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the authority to shape the …
Theory and Research in Education
Amy Gutmann’s Identity in Democracy is a broad-ranging and nuanced contri-bution to political theorizing about group identities or ‘identity politics’. Gutmann sees identity groups as having a …
DEMOCRATIC EDUCATION by Amy Gutmann. Princeton, NJ:
To answer these questions and to develop the implications of the answers for policy, Gutmann begins by postulating as the core value of democratic education what she calls "conscious …
Democratic Education and Social Learning Theory
THE ROLE OF MORAL DEVELOPMENT IN THE THEORY OF DEMOCRATIC EDUCATION In a passage that anticipates a large contemporary literature about the aims of public education, …
Reconciling Educational Adequacy and Equity Arguments …
Abstract s is informed by examining two popular philosophies of resource distribution. Amy Gutmann's democratic threshold theory provides an adequacy argument that mirrors in …
The odd malaise of democratic education: Horace Mann, Amy …
Based on Amy Gutmann’s democratic education theory, I maintain that the foremost role of public education is to foster basic democratic principles (such as equal opportunity and liberty) (Ben …
Misplaced Priorities: Gutmann’s Democratic Theory ... - Springer
In this paper, I argue that in focusing so intently on how education can contribute to democratic politics, Gutmann’s theory makes insufficient room for the basic interests of individual children, …
Amy Gutmann Education (2024) - api.spsnyc.org
Amy Gutmann Education: Democratic Education Amy Gutmann,1999-04-18 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the …
DEMOCRATIC EDUCATION. By AMY GUTMANN. Princeton, N.J.,
Gutmann's answer to the first question is that control of education should be shared democratically among parents, citizens and professional educators. Her answer to the second …
Truth and Democratic Education - Springer
According to Gutmann, "The central question posed by democratic education is: Who should have authority to shape the ducation of future citizens? ''1 The word "shape" in Gutmann's framing …
ED 363 573 SO 023 598 AUTHOR Weinstein, Mark TITLE
ABSTRACT prepare students for participation in a democracy. The theories of Amy Gutmann, Jurgen Habermas, and Matthew Lipman offer insights into the various approache to critical …
Book Reviews - JSTOR
1J32 History of Education Quarterly Against functionalist accounts, Gutmann insists that there is such an opportunity for democratic decision-making about schooling. She shows in nuanced …
Reproductions supplied by EDRS are the best that can be made
education as portrayed in Amy Gutmann's influential theory. The primary aim of public education in a democracy, according to Gu mann, is to educate children for free and equal citizenship. …
Democratic Education at 30: An interview with Dr. Amy …
I wrote Democratic Education to shine a spotlight on the importance of education for securing individual freedom, opportunity, and mutual respect. Why and how should democracies …
Book Review of Democratic Education, by Amy Gutman
Gutmann's book first defends the proposition that a democratic theory of education is superior to alternative theories which have been pro-pounded by political philosophers from Plato onward.
Democratic Education - University of Michigan
Amy Gutmann 1 recognizes this power and in Democratic Education proposes a theory of education which distributes educational authority in a manner she believes to be consistent …
Social Justice: A Language Re/Considered
Gutmann’s democratic interpretation of equal educational opportunity follows from the political purpose she ascribes to primary education, namely, equipping all children with a sufficient …
Negating Amy Gutmann: Deliberative Democracy, Business …
Jun 2, 2020 · According to the political philosopher Amy Gutmann (1987), there are, broadly speaking, three types of political theories of education: those that give authority over education …
Amy Gutmann and Liberal, Deliberative Democracy
liberal turn toward critical pedagogy, focusing on social justice issues. In Democratic Education, Gutmann brings out disagreements on issues such as censorship (book banning, teaching …
DEMOCRATIC EDUCATION - degruyterbrill.com
Democratic education / Amy Gutmann, with a new preface and epilogue. p. cm. Includes bibliographical references and index. ISBN 1-400810-280
Amy Gutmann Education (PDF)
Democratic Education Amy Gutmann,1999-04-18 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the authority to shape the …
Theory and Research in Education
Amy Gutmann’s Identity in Democracy is a broad-ranging and nuanced contri-bution to political theorizing about group identities or ‘identity politics’. Gutmann sees identity groups as having a …
DEMOCRATIC EDUCATION by Amy Gutmann. Princeton, NJ:
To answer these questions and to develop the implications of the answers for policy, Gutmann begins by postulating as the core value of democratic education what she calls "conscious …
Democratic Education and Social Learning Theory
THE ROLE OF MORAL DEVELOPMENT IN THE THEORY OF DEMOCRATIC EDUCATION In a passage that anticipates a large contemporary literature about the aims of public education, …
Reconciling Educational Adequacy and Equity Arguments …
Abstract s is informed by examining two popular philosophies of resource distribution. Amy Gutmann's democratic threshold theory provides an adequacy argument that mirrors in …
The odd malaise of democratic education: Horace Mann, …
Based on Amy Gutmann’s democratic education theory, I maintain that the foremost role of public education is to foster basic democratic principles (such as equal opportunity and liberty) (Ben …
Misplaced Priorities: Gutmann’s Democratic Theory
In this paper, I argue that in focusing so intently on how education can contribute to democratic politics, Gutmann’s theory makes insufficient room for the basic interests of individual children, …
Amy Gutmann Education (2024) - api.spsnyc.org
Amy Gutmann Education: Democratic Education Amy Gutmann,1999-04-18 A groundbreaking classic that lays out and defends a democratic theory of education Who should have the …
DEMOCRATIC EDUCATION. By AMY GUTMANN. Princeton, …
Gutmann's answer to the first question is that control of education should be shared democratically among parents, citizens and professional educators. Her answer to the second …
Truth and Democratic Education - Springer
According to Gutmann, "The central question posed by democratic education is: Who should have authority to shape the ducation of future citizens? ''1 The word "shape" in Gutmann's framing …
ED 363 573 SO 023 598 AUTHOR Weinstein, Mark TITLE
ABSTRACT prepare students for participation in a democracy. The theories of Amy Gutmann, Jurgen Habermas, and Matthew Lipman offer insights into the various approache to critical …
Book Reviews - JSTOR
1J32 History of Education Quarterly Against functionalist accounts, Gutmann insists that there is such an opportunity for democratic decision-making about schooling. She shows in nuanced …
Reproductions supplied by EDRS are the best that can be made
education as portrayed in Amy Gutmann's influential theory. The primary aim of public education in a democracy, according to Gu mann, is to educate children for free and equal citizenship. …
