Full Description
If a civic education is the essential foundation for a functioning, discursive democracy, how should it be taught? This book offers an innovative solution, arguing that far from abandoning the often- grand promise of civic education as a means of cultivating reasoning skills and democratic character, we should embrace it, and proposes a reimagined civic education based on teaching students in primary and secondary school law and legal reasoning.
Drawing on a range of theoretical disciplines— law, philosophy, ethics, sociology, psychology, and moral educational and child development theory— this monograph justifies the benefits of law learning as a form of character and civic education and offers historical and comparative educational examples to show what is possible. It demonstrates how legal teaching can be incorporated into a K- 12 curriculum and argues that such training can be transformative, guiding students to become citizens capable of meeting the demands of democracy: citizens with stronger reasoning skills, a motivation to self- examine their values and beliefs and bring them into conversation with social values, and an ability to effectively navigate political institutions and participate in public discourse.
This compelling and deeply original work will be of interest to scholars and educators in the fields of civic education, character and virtue education, legal studies, and philosophy of education.
Contents
Part I: Background, Context, and Guiding Lights 1. The Current Conundrum in the Citizen Education Project 2. Building a Cogent Educational Philosophy for a New Civic Education 3. Contextualizing a New Critical Education within the Roots of the Historic Civic Education Project Part II: A New Proposal 4. An Empowering Civic Education through Law Learning 5. A Critical Lens: Addressing Counterarguments 6. Combatting Apathy; Combatting Fracturing
