Educational Theory 55 (3):323-342 (2005)

In this essay I attempt to show that compassionate and imaginative action have the potential to extend some of the fundamental dimensions of democratic citizenship education: deliberative argumentation and the recognition of what is other and different. I argue that cultivating democratic citizenship in schools and universities cannot focus solely on teaching students deliberative argumentation and the recognition of difference and otherness. Students must also be taught what it means to act with compassion and imagination because the latter seems to be desirable in promoting civic reconciliation — a practice necessary to building relations of care, justice, and trust in university and school dialogical actions. In this way, a different democratic citizenship education agenda can be engendered — one that not only connects with the lived stories of people but that also opens up possibilities for the realization of civic reconciliation
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DOI 10.1111/j.1741-5446.2005.00006.x
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References found in this work BETA

Three Normative Models of Democracy.Jürgen Habermas - 1994 - Constellations 1 (1):1-10.
Freedom of Choice, Community and Deliberation.Klas Roth - 2003 - Journal of Philosophy of Education 37 (3):393–413.

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