By J. Peter Euben
Euben's principles and interpretations of a few of the main political of Greek performs are either unique and insightful. from time to time he loses the reader's curiosity via being a bit too educational, yet there's a trace of the humor that makes him the best political concept lecturer's within the kingdom. This publication is for anyone trying to comprehend the function of schooling, the educators and the informed. it's dry to learn in case you have now not learn the texts themselves. when you have, notwithstanding, this e-book will blow you away.
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The fact that everyone claims to be a democrat and every nation claims to be a democracy—John Dunn calls democracy “the moral Esperanto of the present nation-state system”81 —does not amount to much if democracy is devalued in practice or so attenuated in theory as to be unrecognizable as a distinctive form of politics and culture. The answer also depends on whether there is a distinctively democratic way of educating democratic citizens. What, by way of pedagogy and content, does a 79 Robert Dahl, Who Governs?
P. 2. 80 28 • C H A P T E R I • “democratic” education entail? Should a classroom be treated as a microcosm of the larger culture so that process as well as substance is “democratic”? Is democratic education necessarily reciprocal in ways that the political education in other regimes is not? Or must such education principally rely, as it does in other regimes, on habit and socialization? The answer also relies on a distinction between a political and a politicized education. As I have so far used the term, to “politicize” something is to “denaturalize” it in the sense of presenting it as something contingent and thus subject to human design.
It is rather to resist any polarization and acknowledge their mutual “contamination” while honoring what their differences make possible. Here as with the previous questions about democracy, politics, and citizenship and how to educate democratic citizens democratically, Plato’s Socrates can become a significant interlocutor and teacher. His elaboration, dependence upon, and critique of a radical democratic tradition provides a way of seeing the risk to our nation in a different light from that offered by the Gardner Commission or, more generously, building upon their subtext as a way of criticizing the educational economism of their text.
Corrupting Youth by J. Peter Euben