Abstract
During the past two decades the concept of citizenship has experienced a notable renaissance. Associated with the concept of democracy citizenship has been an object of interest to scientific work within the domain of political, social and educational sciences as well as to politics in relation to the public educational system. With perspectives, analysis and conclusions drawn from this variety of interest groups, citizenship is asked to advance equality, autonomy, politic participation, solidarity, community and et cetera. Consequently, citizenship is viewed as a possible idealistic foundation for pedagogy.
If we wish to examine and determine the values on which pedagogy in the educational system, in a single institution or institutions in general should rests upon it may be fruitful to identify these values accordingly to what political philosophy they belong. Through such identification potential implication and consequences may be accommodated. Being related to democracy citizenship inherits a traditional struggle between normative diverging democratic thoughts that can be rooted back to the ancient schools of Plato and Aristotle. This thesis seeks to explore the idea of citizenship, through three contemporary political philosophical schools of thought; a social liberalistic, a communitarian pragmatic and a cosmopolitan. As contemporary representatives I respectively use the ideas of John Rawls, Michael Sandel and Seyla Benhabib. Descending from a social contract tradition Rawls draws out a national oriented perspective for citizenship, where commonly shared values are based on a political conception of justice. Inspired by the 20th century’s reform movements Sandels citizenship is based on the grounds of participation in local communities, valuing a communicated shared moral. Finally, Benhabib advocates for cosmopolitan values based on universal human rights. In newer political philosophical discussions, the concept of citizenship has been extended to participation and how different conceptions of equality are seen as prerequisite for a broad participation among residents of a society. From a pedagogical point of view, with a critical inspired approach, I explore the core values and differences presented in three different conceptions of citizenship and point out implications that may lay in subscribing to different values in the practice of pedagogy.
I put forward the hypothesis; if the conception of citizenship is not defined broad enough, it will become too exclusive to serve as a formative perspective or foundation for contemporary pedagogy. The conclusion drawn preliminary is that the cosmopolitan perspective Benhabib presents, embody essential features from both Rawls' liberalism and Sandels communitarianism. Consequently, I conclude that since citizenship is expected to accommodate, if not all, then most of the challenges posed to it then, a osmopolitan inspired citizenship, with an including approach, as presented by Benhabib, deliver the most promising perspective for a contemporary conception of citizenship.
If we wish to examine and determine the values on which pedagogy in the educational system, in a single institution or institutions in general should rests upon it may be fruitful to identify these values accordingly to what political philosophy they belong. Through such identification potential implication and consequences may be accommodated. Being related to democracy citizenship inherits a traditional struggle between normative diverging democratic thoughts that can be rooted back to the ancient schools of Plato and Aristotle. This thesis seeks to explore the idea of citizenship, through three contemporary political philosophical schools of thought; a social liberalistic, a communitarian pragmatic and a cosmopolitan. As contemporary representatives I respectively use the ideas of John Rawls, Michael Sandel and Seyla Benhabib. Descending from a social contract tradition Rawls draws out a national oriented perspective for citizenship, where commonly shared values are based on a political conception of justice. Inspired by the 20th century’s reform movements Sandels citizenship is based on the grounds of participation in local communities, valuing a communicated shared moral. Finally, Benhabib advocates for cosmopolitan values based on universal human rights. In newer political philosophical discussions, the concept of citizenship has been extended to participation and how different conceptions of equality are seen as prerequisite for a broad participation among residents of a society. From a pedagogical point of view, with a critical inspired approach, I explore the core values and differences presented in three different conceptions of citizenship and point out implications that may lay in subscribing to different values in the practice of pedagogy.
I put forward the hypothesis; if the conception of citizenship is not defined broad enough, it will become too exclusive to serve as a formative perspective or foundation for contemporary pedagogy. The conclusion drawn preliminary is that the cosmopolitan perspective Benhabib presents, embody essential features from both Rawls' liberalism and Sandels communitarianism. Consequently, I conclude that since citizenship is expected to accommodate, if not all, then most of the challenges posed to it then, a osmopolitan inspired citizenship, with an including approach, as presented by Benhabib, deliver the most promising perspective for a contemporary conception of citizenship.
| Originalsprog | Dansk |
|---|---|
| Kvalifikation | Tom |
| Status | Udgivet - 2012 |
| Udgivet eksternt | Ja |