In Darryl R. J. Macer & Souria Saad-Zoy (eds.), Asian-Arab philosophical dialogues on globalization, democracy and human rights. Bangkok: UNESCO, Regional Unit for Social and Human Sciences in Asia and the Pacific. pp. 59-69 (2010)

Gilbert Burgh
University of Queensland
Reprinted with permission and previously published in: Farhang: Quarterly Journal of the Institute for Humanities and Cultural Studies (Tehran, Iran), 22(69), pp. 117-138. One of the aims of this paper is to explore the relationship between democracy and epistemology. This inevitably raises questions about the purpose and aims of education consistent with conceptions of democracy. These ultimately rest on the practical applicability and outcomes of competing visions of democracy without appeal to pre-political or prior goods, nor to certain knowledge about justice or right; that is, to the dominant liberal discourse of citizenship that has become indistinguishable from the citizenship implicit in official policy documents. I argue in favour of a notion of citizenship conceived of in terms of learning processes that have a developmental and transformative impact on the learning subject, and an educational model that is more attuned to the procedural concerns of deliberative democracy than civics and citizenship education which tend to be underpinned by preconceptions of liberal citizenship, values and democracy.
Keywords citizenship  democratic education  citizenship education  education for democracy  deliberative democracy
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Engagement as Dialogue: Camus, Pragmatism and Constructivist Pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.

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