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  1. Cultural Diversity and Civic Education: Two versions of the fragmentation objection.Andrew Shorten - 2010 - Educational Philosophy and Theory 42 (1):57-72.
    According to the ‘fragmentation objection’ to multiculturalism, practices of cultural recognition undermine political stability, and this counts as a reason to be sceptical about the public recognition of minority cultures, as well as about multiculturalism construed more broadly as a public policy. Civic education programmes, designed to promote autonomy, toleration and patriotism, have been justified as a corrective to the fragmentary tendencies of multiculturalism. This paper distinguishes between two versions of the fragmentation objection, in order to evaluate this particular justification (...)
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  • The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy.Michalinos Zembylas - 2014 - Educational Philosophy and Theory 46 (10):1143-1159.
    This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, (...)
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  • Which Love of Country? Tensions, Questions and Contexts for Patriotism and Cosmopolitanism in Education.Claudia Schumann - 2016 - Journal of Philosophy of Education 50 (2):261-271.
    The paper considers Martha Nussbaum's motivation for departing from her earlier cosmopolitan position in favour of now promoting a globally sensitive patriotism. Her reasons for endorsing patriotism will be shown as exemplary for related argumentations by other authors, especially insofar as love of country as a motivating force for civic duty is understood as in tension or even as incompatible with cosmopolitan aspirations. The motivation for turning to patriotism as articulated by Nussbaum and others will be demonstrated to rely on (...)
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  • Creating Public Values: Schools as moral habitats.Jānis Ozoliņš - 2010 - Educational Philosophy and Theory 42 (4):410-423.
    This paper will consider the role of schools, as a particular moral habitat in the formation of moral virtues and how the inculcation of a comprehensive private moral system of beliefs, values and practices leads to public values in a multicultural, pluralist society. It is argued that the formation of good persons ensures the formation of good citizens and that governments should therefore support good moral education rather than seek to impose national public values or to concentrate on developing good (...)
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  • Creating Public Values: Schools as moral habitats.Jānis Ozoliņš - 2010 - Educational Philosophy and Theory 42 (4):410-423.
    This paper will consider the role of schools, as a particular moral habitat in the formation of moral virtues and how the inculcation of a comprehensive private moral system of beliefs, values and practices leads to public values in a multicultural, pluralist society. It is argued that the formation of good persons ensures the formation of good citizens and that governments should therefore support good moral education rather than seek to impose national public values or to concentrate on developing good (...)
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