Can Our Schools Help Us Preserve Democracy? <i>Special Challenges at a Time of Shifting Norms</i>

Levinson, Meira; Solomon, Mildred Z.

doi:10.1002/hast.1224

Cited by 23 publications

(2 citation statements)

References 9 publications

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“…Local governments and social movements provide the face‐to‐face forums necessary to cultivate these skills. As Meira Levinson and Mildred Solomon argue in their essay, schools are critical sites for practicing norms of civic discourse 29 …”

Section: Design Lessons For Institutional Changementioning

confidence: 99%

Recommendations for Better Civic Learning: Building and Rebuilding Democracy

Jennings¹,

Gusmano²,

Kaebnick³

et al. 2021

Hastings Center Report

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This is the concluding essay for a special report from The Hastings Center entitled Democracy in Crisis: Civic Learning and the Reconstruction of Common Purpose, which grew out of a project supported by the John S. and James L. Knight Foundation. This essay provides an integrative discussion of various theoretical and practical reform perspectives offered by other essays in the report. It also offers a number of recommendations. It notes that the aim of the special report is not to propose specific reform measures but, rather, to consider larger, more theoretic concerns related to political and economic questions, which are personal and structural—psychological, cultural, and institutional—at the same time. In response, this essay argues that the best relationship between the citizenry and government in a democracy is not one of deference, nor one of contestation, but one that is critically constructive, which in turn is linked to practices of civic learning. To be constructive, citizens need scientific literacy, an understanding of how government and other institutions work, critical thinking abilities, and many open and diverse forums for civic learning to offset the increasingly isolating media “bubbles” that are the only source of information for many. The essay then formulates five recommendations designed to facilitate critically constructive citizenship and civic learning. These are creating a basis for civic participation, acquiring information, talking to each other, designing institutional change, and achieving deliberation.

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Section: Design Lessons For Institutional Changementioning

confidence: 99%

Recommendations for Better Civic Learning: Building and Rebuilding Democracy

Jennings¹,

Gusmano²,

Kaebnick³

et al. 2021

Hastings Center Report

Self Cite

View full text Add to dashboard Cite

show abstract

“…For instance, a law that requires public deliberations about technology policy would be a component of civic renewal if it proved effective. So would a policy to strengthen education for public deliberation in K‐12 schools, as the essay by Meira Levinson and Mildred Solomon discusses 2 …”

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confidence: 99%

Does the Civic Renewal Movement Have a Future?

Levine¹

2021

Hastings Center Report

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A civic ideal is an ideal of deliberative self‐governance. People who participate in discussing what their own groups should do are being civic. Civic venues, institutions, and habits have waned since the mid‐1900s. In the 1990s, a movement arose to restore them, under the banner of “civic renewal.” This movement was carefully nonpartisan, often impartial about specific issues, and interested in creating alternative settings that could complement such basic political institutions as Congress and elections. As the condition of democracy has worsened in recent years, this approach looks inadequate or irrelevant. The most promising sources of civic renewal now are parties and social movements that have substantive agendas, such as racial justice, and that improve civic life as a collateral benefit. [Correction added on 27 September 2021, after first online publication: In the abstract, “mid‐1990s” has been changed to “mid‐1900s”.]

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Technomoral Resilience as a Goal of Moral Education

Bauer

Hermann

2022

Ethic Theory Moral Prac

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In today’s highly dynamic societies, moral norms and values are subject to change. Moral change is partly driven by technological developments. For instance, the introduction of robots in elderly care practices requires caregivers to share moral responsibility with a robot (see van Wynsberghe 2013). Since we do not know what elements of morality will change and how they will change (see van der Burg 2003), moral education should aim at fostering what has been called “moral resilience” (Swierstra 2013). We seek to fill two gaps in the existing literature: (i) research on moral education has not paid enough attention to the development of moral resilience; (ii) the very limited literature on moral resilience does not conceptualise moral resilience in relation to new technological developments. We argue that philosophical accounts of moral education need to do justice to the importance of moral resilience, and that a specific form of moral resilience should be conceptualised as “technomoral resilience” to underline the added value of cultivating moral resilience in relation to technomoral change. We illustrate the role of technomoral resilience in practice by looking at the context of elderly care. To make the first step towards an account of how technomoral resilience can be fostered in moral education, we propose that moral education shall focus on a triangle of capacities: (1) moral imagination, (2) a capacity for critical reflection, and (3) a capacity for maintaining one’s moral agency in the face of disturbances.

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Can Our Schools Help Us Preserve Democracy? Special Challenges at a Time of Shifting Norms

Cited by 23 publications

References 9 publications

Recommendations for Better Civic Learning: Building and Rebuilding Democracy

Recommendations for Better Civic Learning: Building and Rebuilding Democracy

Does the Civic Renewal Movement Have a Future?

Technomoral Resilience as a Goal of Moral Education

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