Abstract
Civic education is a primary aim of American schooling. Its general purpose is relatively uncontroversial: to educate children to participate in a democratic polis. But what kind of democracy is America—or should it be? In this paper, I will challenge the recently resurgent notion that deliberative democracy should be our civic goal. Although deliberative democracy may be extremely attractive as an ideal theory, there are serious costs to helping all children, especially those who grow up in racially, economically, or religiously segregated minority communities, to develop the skills for deliberation in a political context, and these costs may outweigh deliberative democracy’s putative benefits over adversarial democracy.
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