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Education and Conceptions of Democracy: a reply to Bonna Haberman
Author(s) -
TARRANT JAMES
Publication year - 1996
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.1996.tb00397.x
Subject(s) - greenwich , democracy , sociology , social science , philosophy of education , higher education , media studies , library science , political science , law , politics , environmental science , computer science , soil science
Against Bonna Haberman, this article asserts that democratic theory contains diverse models of democracy with markedly different values, visions and experiences of the good life. Education in democratic societies is similarly diverse because of the corresponding difference in values between these models, and in almost all of these cases it is strongly content‐based. In one model only, that of the critical citizen of moral democracy, is there any ground for neutrality concerning life choices. All other models are strongly partisan in their visions of the good life.