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In the last decade, several researchers have tried to capture what it takes to become a democratic citizen. In this paper, we discuss one important element of democratic citizenship, as displayed in several theories of a democratic way of life, while comparing it with the story of one 16 year old student, whom we call Ben, about his attitude towards democracy. This enables us to get a more elaborate understanding of Ben’s contribution towards democracy. It also enables us to investigate to which extent these theories can capture Ben’s contributions towards democracy, and which aspects of these theories might need further elaboration, in order to become more inclusive and do more justice to the way in which Ben does participate.
Author:
In the last decade, several researchers have tried to capture what it takes to become a democratic citizen. In this paper, we discuss one important element of democratic citizenship, as displayed in several theories of a democratic way of life, while comparing it with the story of one 16 year old student, whom we call Ben, about his attitude towards democracy. This enables us to get a more elaborate understanding of Ben’s contribution towards democracy. It also enables us to investigate to which extent these theories can capture Ben’s contributions towards democracy, and which aspects of these theories might need further elaboration, in order to become more inclusive and do more justice to the way in which Ben does participate.
Chapter 2 Theory and Practice of Citizenship Education
Abstract
Given the increasing interest in academic citizenship in higher education, this study examines the civic purposes of higher education students in two European countries, namely the Netherlands and Finland, and relations between students’ worldviews and their civic purposes. The majority of students was categorized as so-called disengaged or dreamers, respectively either not civically interested or active or then visioning but not actualizing civic interests. Students with a purposeful profile referring to high civic interest, action, and identity, were most prevalent among Dutch students with a humanistic worldview and Finnish students reporting religions other than Christianity. Students from both countries not identifying with any organized worldviews were more likely to be allocated to the disengaged profile. Possible explanations for differences in student profiles are discussed.
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It has often been noted that liberal democracies are facing a serious political crisis. A common reaction to this situation is to call for more comprehensive or more effective liberal democratic education. This volume discusses some of the most important challenges to and critiques of the paradigm of liberal democratic education. In doing so, it offers novel insights into how liberal democratic education can be amended, extended or qualified to address the special challenges of the current political moment.
Volume Editors:
, , , , and
It has often been noted that liberal democracies are facing a serious political crisis. A common reaction to this situation is to call for more comprehensive or more effective liberal democratic education. This volume discusses some of the most important challenges to and critiques of the paradigm of liberal democratic education. In doing so, it offers novel insights into how liberal democratic education can be amended, extended or qualified to address the special challenges of the current political moment.