In the early 1990s Israel underwent a so-called constitutional revolution. According to the champions of this revolution, Israel has essentially become, as a result of this momentous event, a constitutional democracy, upholding individual freedom and liberties and allowing for judicial review of parliamentary legislation. Despite the congratulatory rhetoric, it is generally agreed upon that the constitution is still in need of some essential supplements before Israel can qualify as a fully constitutional democracy. The main question addressed in this paper is (...) the following: is it ‘reasonable’ that Israel take the further necessary steps that qualify it as a fully constitutional democracy? The doubts raised in this regard stem from the very concerns that lead political philosophers (mainly Rawls) to stress the unique value of liberal democracy. As they argue, liberal democracy provides deeply divided societies with the best means to secure their legitimacy and political stability. Israel's political realities, I argue, defy this claim. Moreover, Israel's political realities may also carry a valuable lesson to other states, even to seemingly robust liberal democracies. It is not the purpose of the paper, of course, to argue that Israel's existing rule of government should be embraced by other states – far from that. Israel should undergo some radical changes so that it can protect the rights and interests of all its citizens. Yet, to achieve this purpose, it should transcend, I will argue, liberal democracy. As matters stand, simply strengthening its liberal character, Israel's political system may be exposed to a growing challenge to its legitimacy and stability. It should, therefore, reject liberal democracy and especially the principle of neutrality that is intimately connected with a liberal rule of government and embrace, instead, the ideal of multicultural democracy. This ideal, I argue, is better equipped to answer the need of deeply divided societies to secure their legitimacy and stability. (shrink)

Does the inculcation of patriotic sentiments in the hearts of patriotsrender them invulnerable to the malady of self-alienation experiencedotherwise by citizens of the “atomist” state? Rousseau, as will be shownin this paper, provided a positive answer to this question. Accordingly,he accorded utmost importance in his political and educational writingto the education for patriotism. The purpose of this paper is to offer acritical assessment of Rousseau's education for patriotism. I suggestthat when successfully implemented, this education leads to theestrangement and effacement of (...) the self, giving rise to a malady similarto the one Rousseau wanted to cure. If Rousseau's patriotic educationcan really prevent the experience of self-alienation arising due to alack of a community one can call one's own, this very education givesalso rise to the experience of self-alienation arising upon theemergence of a tight-knit patriotic community. Such a community leavesno room for the development of the individual's (or the patriot's)unique talents and the pursuit of his or her self-regarding goals andencourages the emergence, over again, of the experience ofself-alienation. (shrink)

In recent years, democracies across the globe have seen an increase in the popularity and power of authoritarian, nationalist politicians, groups, and policies. In this climate, the proper role of education in liberal democratic society, and in particular its role in promoting characteristics like autonomy and open-mindedness, is contested. This paper engages this debate by exploring the concept of autonomy and the obligations of liberal democratic societies to promote it. Presenting the conditions for the exercise and development of autonomy, I (...) argue that the intellectual virtue of open-mindedness is necessary for possession of the capacity for autonomy and the motivation to exercise this capacity. In considering the importance of autonomy in liberal democratic societies, I argue that education for autonomy and open-mindedness can be justified by appealing to several liberal democratic aims: ensuring fair opportunity in the pursuit of the good life and preparing students for citizenship in diverse society. My analysis of the relationship between autonomy and open-mindedness aims to contribute to the literature by identifying a conception of autonomy that explicitly acknowledges its connections to intellectual virtue, thus clarifying one aspect of its value and identifying an important component of education that supports autonomy. (shrink)

This article examines a tension within liberal theory by comparing the ideas of liberal virtue in the political theories of Michael Oakeshott and William Galston. On the one hand, liberal society is pluralistic, that is, individuals are free to pursue a variety of ends and purposes. Liberals also argue that liberalism requires a bond of shared characteristics to sustain social unity. Working through the conceptual paradigm of poststructuralism, I argue that Galston fails to resolve this problem as he constructs a (...) liberal individuality that is ‘normalized’ or defined by conformist standards. Oakeshott, conversely, describes a non-normalizing liberalism in which individuals are linked by a common bond of virtue. I argue that these different outcomes spring from the fact that Galston justifies liberal freedom on the basis of ‘instrumentality’ or outcome-orientated considerations, whereas Oakeshott links liberalism with the value of non-instrumentality, or the intrinsic value of acting. (shrink)

A fierce debate about civic education in American public schools has erupted in response to the terrorist attacks of September 11, 2001. Many liberals and conservatives, though they disagree strongly about which civic virtues to teach, share the assumption that such education is an appropriate responsibility for public schools. They are wrong. Civic education aimed at civic virtue is at best ineffective; worse, it is often subversive of the moral purpose of schooling. Moreover, the attempt to impose these partisan conceptions (...) of civic virtue on America's students violates the civic trust that underpins vibrant public schools. (shrink)

Abstract:It is argued that virtuous peers in work organizations have two elements of character no matter what the nature of the goods the organization produces: loyalty to common projects for their own sake and trustworthiness. Each of these is shown to be a uniquely human attribute, an element of character that contributes to a life well lived, and a trait that leads to the flourishing of an entire work community.

Abstract:Vice is a neglected concept in business ethics. This paper attempts to bring vice back into the contemporary dialogue by exploring one vice that is destructive to employee and organization alike. Interestingly, this vice was first described by Aristotle asakolastos. Drawing extensively on the criminology literature, the findings challenge both common sense and popular images of white-collar crime and criminals. While not all instances of employee betrayal are attributable to vice, some most certainly are, and the paper offers a description (...) of those violations of trust in which vice may play a role. (shrink)

Abstract:Recent developments in personality research point to an alchemy of character composed of five elements: extroversion, agreeableness, conscientiousness, neuroticism, and openness to experience. This paper surveys this research for its implications to the study of the virtues in organizational ethics. After subjecting each of these five character traits to several tests as to what constitutes a virtue, the empirical evidence supports an organizational virtue of agreeableness and an organizational virtue of conscientiousness. Although the empirical evidence falls short, an argument is (...) mobilized on behalf of an additional organizational virtue of openness to experience. (shrink)

Abstract:Recent developments in personality research point to an alchemy of character composed of five elements: extroversion, agreeableness, conscientiousness, neuroticism, and openness to experience. This paper surveys this research for its implications to the study of the virtues in organizational ethics. After subjecting each of these five character traits to several tests as to what constitutes a virtue, the empirical evidence supports an organizational virtue of agreeableness and an organizational virtue of conscientiousness. Although the empirical evidence falls short, an argument is (...) mobilized on behalf of an additional organizational virtue of openness to experience. (shrink)

Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex ‘leaps’ between ends and means, and between ideal and real. This article proposes a response in the form of ‘seamless enactment’, applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the (...) curriculum, avoiding problematic tensions between, for example, democratic aims and undemocratic teaching practices. Second, it requires the involvement of teachers and students in the design and development of the educational initiative, as well as in its implementation. Taken to its fullest extent, seamless enactment involves a unification of the separate stages, leading to the collapsing of the curricular transposition framework onto a single point. Finally, some possible justifications for and potential objections to the notion are considered. (shrink)

Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex ‘leaps’ between ends and means, and between ideal and real. This article proposes a response in the form of ‘seamless enactment’, applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the (...) curriculum, avoiding problematic tensions between, for example, democratic aims and undemocratic teaching practices. Second, it requires the involvement of teachers and students in the design and development of the educational initiative, as well as in its implementation. Taken to its fullest extent, seamless enactment involves a unification of the separate stages, leading to the collapsing of the curricular transposition framework onto a single point. Finally, some possible justifications for and potential objections to the notion are considered. (shrink)

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their primary culture (...) and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their primary culture (...) and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)

Most liberal political theorists of education argue that it is better to teach students to tolerate diversity, than to protect the potentially illiberal commitments of some members of the political communities. In fact, neither approach is wholly satisfying, yet they remain the focus of much political theorizing about education. This article suggests that this misguided focus is, in part, a consequence of a focus, by liberal political theorists of education, upon the 1987 Mozert v. Hawkins court case. Mozert raised serious (...) questions about the nature of toleration in liberal society, but from an educational standpoint, the Mozert case led political theorists to consider what curricular content is appropriate for liberal political education, rather than on the practices that democratic citizens must cultivate. I turn to Hannah Arendt to offer a critical account of the liberal responses to Mozert and then call for a theory of democratic education that fosters practices of democratic decision-making and has, as its aim, not merely to foster respect for diversity, but to allow future citizens to practice critical engagement with diversity. (shrink)

This paper puts forward the model of ‘microcosm‐macrocosm’ isomorphism encapsulated in certain philosophical views on the form of university education. The human being as a ‘microcosm’ should reflect internally the external ‘macrocosm’. Higher Education is a socially instituted attempt to guide human beings into forming themselves as microcosms of the whole world in its diversity. By getting to know the surrounding world, they re‐enact it intellectually. Such a re‐enacting is a guiding theme in certain philosophies of education studied here. It (...) is with the Neo‐Humanist tradition culminating in Humboldt's reforms that an additional step was taken: the university should become itself the reflecting ‘microcosm’. This role is nowadays taken up by unconventional LLE, though with far‐reaching changes. The paper is divided into four interconnected Sections each one developing a specific manifestation of the micro‐macro relationship. The main thesis is that: (I) contemporary schemes of never‐ending higher education or of so‐called ‘transformative learning’ and of ‘universities‐multiversities’ have their intellectual underpinnings either in similarity or in direct contrast to specific predecessors. Inherent tensions found in these predecessors have left their mark on this micro‐macrocosmic model to the extent that it is present in them; (II) the proposed analysis in terms of this model enhances significantly our in‐depth understanding of some latent aspects in current trends in LLE and related innovative university schemes; at the same time this model helps us structure appropriately and without anachronisms our humanisticly‐inspired critical response to them for abandoning the ideal of the ‘wholeness’ of the human person. (shrink)

In political philosophy, citizenship is a key concept. Citizenship is tied to rights and duties, as well as to concepts of social justice. Recently, the debate on citizenship has developed a new direction in focusing on qualified notions of citizenship. In this contribution, I shall defend three claims. Firstly, consumer citizenship fits into the discussion of qualified notions of citizenship. Secondly, the debate on qualified notions of citizenship cannot be detached from the normative claims in the philosophy of citizenship more (...) generally. In particular, duties and rights receive a distinct shape when debated in terms of “consumer citizenship”. Thirdly, I shall argue that further normative limits can be established by discussing qualified notions of citizenship as items of a list that need to cohere in normative terms. I shall pay particular attention to environmental citizenship. (shrink)

Responding to claims to the contrary, this essay shows how liberal education, the education of critical exposure, indoctrinates students into a style of belief and belief formation. It argues that a common liberal view about what constitutes freedom from indoctrination is precisely the form of indoctrination feared by many conservative communitarians. While I support the style and procedures of liberal education, I argue that we cannot excise all indoctrinating components from it by semantic, logical or epistemic analyses of what indoctrination (...) or education means. (shrink)

What kind of equality among Europeans does equal citizenship require, especially regarding education? In particular, is there good reason to insist of equality of education among Europeans—and if so, equality of what? To what extent should the same knowledge base and citizenship norms be taught across state borders and religious and other normative divides? At least three philosophical issues merit attention: (a) The requirements of multiple democratic citizenships beyond the nation state; (b) how to respect diversity while securing such equality (...) and inculcating commitments to justice and norms of citizenship, and (c) The multiple reasons for equality of various kinds among political equals living in a Union as compared to a unitary state. The article responds on the basis of several arguments in favour of certain kinds of equality. All Union citizens must enjoy a high minimum level of education, and all pupils must be informed concerning the various ways of life prevalent in Europe. Furthermore, there must be standards for securing equality of opportunity across the EU, though it is difficult to measure under multiculturalism. Citizens must also be socialised to certain ‘citizenship norms’. This shared basis to be taught in schools should avoid contested religious or philosophical premises as far as possible. Yet the school system should socialise pupils to three commitments: to the just domestic and European institutions and hence the legislation they engender, to principles that justify these institutions; and to a political theory that grounds these principles in a conception of the proper role of individuals, of member states and of the Union. I also argue that equality of result is not a plausible normative requirement among Europeans, while equality of opportunity is. The paper concludes with some comments on the lessons to be drawn for ‘Global’ citizenship. (shrink)

Educational practices which reinforce cultural diversity are often commended in the name of pluralism, though such practices may be condemned on the same grounds if they are seen as a threat to the fragile sense of political unity which holds a pluralistic society together. Therefore, the educational implications of pluralism as an ideal are often ambiguous, and the ambiguity cannot be resolved in the absence of a clear understanding of the particular civic virtues which a pluralistic society should engender. Two (...) influential conceptions of civic education which purport to affirm the ideal of pluralism are examined and both are found wanting. Liberal political theory proclaims the paramount importance of justice in public life, and justice can be construed in a way that accomodates diversity. However, the kind of civic education which liberalism entails does too little to restrain the centrifugal forces latent in cultural diversity. Communitarian political theory exalts civic friendship as the supreme public virtue, but the civic education it supports is compatible with only a highly attenuated cultural diversity. A third alternative is canvassed which combines the liberal stress on justice with a conception of patriotism distinct from civic friendship. The implications of this alternative for disputes about bias in public schools are briefly discussed. (shrink)

This qualitative research study examines moral responsiveness and thinking in a mixed gender class of primary school children over a period o f four and a half years. It sets out to track development in children’s moral awareness, looking at gains and losses from middle to late childhood, and focusing on cognitive skills, notions of moral rectitude, and interpersonal relationships and friendship. The first part of the study is designed to offer a theoretical background to inform interpretation of the data (...) in the second part. It examines major issues in morality and moral education in the context of significant recent debates across several disciplines, including developmental psychology, philosophy, sociology and education; it also offers a theoretical perspective on children’s ability to think together about morality in a community of enquiry and on related issues of pedagogy. Through interpretation of transcripts, the second part o f the study analyses the children’s thinking, in response to a wide range of content, on issues of justice, freedom and responsibility, rights and duties, inclusiveness, and friendship. Gender differences, most notably the reticence of girls to express themselves in a mixed gender group after about age ten, are also examined. The study demonstrates how, through participation in a community of ethical enquiry such as Thinking Time - Philosophy with Children, children become more thoughtful and develop respect and responsiveness to others as well as other traits of character that are central to democratic citizenship. (shrink)

In this dissertation I seek to answer the question, “What are the virtues of the excellent citizen in a liberal democracy?" This question is important on three levels. First, if civic virtue is as important to the perpetuation of liberal democratic community as neo-liberal and communitarian thinkers have argued, then curiosity alone should motivate us. Second, if projects to foster the virtues are critical, then we must understand the virtues in order to foster them effectively and appropriately. Third, those who (...) wish to attain greater excellence in citizenship need to know what the virtues are so that they may pursue them. In Chapters One and Two, I argue that current accounts of civic virtue are deficient because they fail to explore its basis, nature, and constituents. To better understand civic virtue, we must explore specific citizen virtues. To fulfill this aim, we require a citizen virtue catalog structured by an explanatory framework that is anchored in the role-based nature of citizen virtue. Such a framework provides the rationale for determining which virtues should be included in the catalog and which should not as well as a basis for comparing competing catalogs. As the role of citizen is to assist his state, the citizen virtues are those qualities that enable the citizen to assist the state in achieving its aims” in protecting, promoting, and realizing the liberal democratic ideals (namely, freedom, equality, self-government, collective cooperation, and stability). In the remaining chapters, I survey neo-liberal accounts of citizen virtue proposed by Richard Dagger, William Galston, David Jones, Mark Kingwell, Stephen Macedo, and Thomas Spragens, Jr. I apply the Chapter Two framework to assess the virtue candidates they propose. These chapters share a common format but differ in focus. Chapter Three takes up the citizen virtues that treat political community: cooperation, participation, vigilance, deliberative excellence, and obedience to law. Chapter Four, the liberal citizen virtues: allegiance to liberal democratic community, tolerance, and respect for rights. And Chapter Five, the citizen virtues relating to self-governance: autonomy, responsibility, and restraint. Chapter Six concludes. (shrink)

This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the (...) philosophies of federalism and private democracy. These philosophies are economically centered and define the citizen in economic terms. Progressive educators have long questioned this definition and seek to redefine citizenship to describe participatory democracy, and communication based on experience and an ethic of care. (shrink)