Deliberative Democracy, Diversity and the Challenges of Citizenship Education
Deliberative Democracy, Diversity and the Challenges of Citizenship Education
复制标题
协商民主、多样性和公民教育的挑战
DOI：
10.1111/1467-9752.00213
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发表时间：
2001
影响因子：
1
通讯作者：
M. Tjiattas
中科院分区：
文献类型：
--
作者：
P. Enslin;S. Pendlebury;M. Tjiattas
为了民主的繁荣，必须教育公民成为民主主义者。人们如何在多样性和多元化的环境中学习成为民主主义者？我们通过讨论协商民主的三种模式来解决这个问题：公共理性（以罗尔斯为例），话语民主（以本哈比卜为例）和沟通民主（以扬为例）。这三位理论家都对如何通过教学谈话来教育公民做出了各自的贡献。一种普遍的假设认为，在多元化民主中保护多样性需要一种浅薄的公民教育概念，我们反对这种假设，捍卫一种厚重的概念，即在不牺牲对多样性的容忍的情况下同时促进自治和参与。
For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.