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Civic Education at a Crossroads
This book turns to political theory as a framework for understanding the rise of political and religious extremism, and in particular the Christian Nationalist position, identifying solutions to civic challenges, and arguing for the vital role that public schools play in providing the civic education that prepares young people for participation in democratic self-government. Drawing on scholarly debates between liberal and republican political theorists, the author maintains that if we want to preserve our republic, then policymakers and educators must unapologetically promote a normative “vision of good citizenship” that cultivates in students the requisite civic virtue and rational autonomy needed to defend democracy from the rise of illiberal extremism. A timely contribution to academic debates about the role of civic education in the preservation of democracy, it will appeal to scholars, educators and policymakers concerned with the future of civic education, as well as the philosophy of education, political science, and educational policy.
Civic Education at Crossroads
"This book turns to political theory as a framework for understanding the rise of political and religious extremism, and in particular the Christian Nationalist position, identifying solutions to civic challenges, and arguing for the vital role that public schools play in providing the civic education that prepares young people for participation in democratic self-government. Drawing on scholarly debates between liberal and republican political theorists, the author maintains that if we want to preserve our republic, then policymakers and educators must unapologetically promote a normative "vision of good citizenship" that cultivates in students the requisite civic virtue and rational autonomy needed to defend democracy from the rise of illiberal extremism. A timely contribution to academic debates about the role of civic education in the preservation of democracy, it will appeal to scholars, educators and policymakers concerned with the future of civic education, as well as the philosophy of education, political science, and educational policy"--
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Equity-Based Career Development and Postsecondary Transitions
Former First Lady, Michelle Obama believes that every individual should have some type of postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Better Make Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lea...
The Perfectionist Imperative
Debates within political theory about the “neutrality” of the liberal state and the degree to which a vision of human flourishing is required to ensure liberal democracy’s “viability” have specific relevance to civic education. I agree with the perfectionist republican stance that an instrumental justification for cultivating rational autonomy and civic virtue is a half-measure that will fail to resolve the “viability” problem of liberalism and that what is needed is a perfectionist liberalism. I argue that the liberal state should endorse a perfectionist vision of human flourishing because civic education can only justify and hope to gain support for its promotion of “good citizenship” as a component of human flourishing more broadly conceived. I contend that Immanuel Kant’s conception of human flourishing of a rational, autonomous individual who nonetheless pursues self-perfection and the betterment of humanity is uniquely situated to revive liberal civic education on such perfectionist grounds.
The Numismatist
Vols. 24-52 include the Proceedings of the American Numismatic Association Convention, 1911-39.
