Democratic Education Stretched Thin How Complexity Challenges a Liberal Ideal
Democratic Education Stretched Thin: How Complexity Challenges a Liberal Ideal by David J. Blacker, published by SUNY Press on February 22, 2007, is a thought-provoking exploration of the viability of democratic education in a diverse and complex world. This 260-page book examines whether the ideals of human equality and individual liberty can still be upheld amidst competing interests in contemporary society. Blacker draws on the works of political theorists and philosophers to address the tensions between traditional educational orthodoxy and proceduralism, proposing a new framework of liberal contextualism.
In this edition, readers will find an in-depth analysis of various controversies related to education, including students’ constitutional rights, the role of religion in public schools, and issues surrounding civic and moral education. Blacker emphasizes the need for change at both institutional and personal levels, arguing that democratic education should align with individuals’ understanding of their life goals. This book engages with significant topics in education, philosophy, and social aspects, making it a relevant resource for those interested in the complexities of educational theory and decision-making.
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Is a democratic education promoting the ideals of human equality and individual liberty still tenable in a postmodern world of increasingly diverse and competing interests? Drawing on contemporary political theorists, including Michael Walzer and John Rawls, and also on philosophers such as Descartes and Hume, David J. Blacker addresses this question, outlining the dispute between orthodoxy and proceduralism, and proposing a new approach of liberal contextualism to resolve the impasse and enrich our conception of democratic education. He discusses a wide range of controversies surrounding students’ constitutional rights, religion in public schools, special education, civic and moral education, sex education, students’ citizenship status, and educational accountability, and argues for change at both the institutional and personal levels. He concludes that democratic education must be allowed to connect with how individuals understand the ultimate aims and purposes of their lives.
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