Abstract
AbstractThis chapter explores the implications of two dominant approaches in democratic theory in twenty-first-century philosophy of education: deliberative democracy and radical pluralist (agonistic or antagonistic) democracy. I argue that these two approaches and their theorists imply two essentially different conceptions of citizenship in terms of its ideals and imaginaries and, thereby, the goals and emphasises of learning it. I suggest, therefore, that following either of the theories makes the subsequent philosophy of education also political, hence, a political philosophy of education. I develop my argument based on a reflective point of view with no aim to defend either approach but, rather, to analyse their different implications for citizenship from the ‘outsider’ point of view.
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