Moral Education and the “Tie that Binds” in Liberal Political Theory

Paris, David C.

doi:10.2307/1963854

Cited by 50 publications

(6 citation statements)

References 21 publications

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“…This is in opposition to the recent argument of Paris (1991), which questions the possibility of an overlapping consensus based on broad moral principles. This is in opposition to the recent argument of Paris (1991), which questions the possibility of an overlapping consensus based on broad moral principles.…”

Section: An Alternative Overlapping Consensuscontrasting

confidence: 62%

“…2. This is in opposition to the recent argument of Paris (1991), which questions the possibility of an overlapping consensus based on broad moral principles. See n. 27.…”

Section: An Alternative Overlapping Consensuscontrasting

confidence: 62%

“…26. Once again, there is nothing in my discussion to rule out the contributions to stability of other factors discussed in the literature, for example, those discussed by Lipset (1981) or Paris (1991). Repeated studies have shown that respondents are more willing to accept specific unfavorable decisions if they view the procedures through which they are made as "fair."…”

Section: An Alternative Overlapping Consensusmentioning

confidence: 95%

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Rawls's “Political” Philosophy and American Democracy

Klosko

1993

Am Polit Sci Rev

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ohn Rawls has recently argued that political philosophy can significantly contribute to making democratic societies stable. He seeks moral principles that can ground what he calls an overlapping consensus and argues that his well-known principles of justice can serve in this capacity. I criticize both Rawls's general claims about the role of political philosophy and his particular defense of the principles of justice. Both arguments commit Rawls to specific empirical claims about existing liberal societies that are highly questionable. In particular, the Kantian moral views that Rawls believes to be central to liberal culture are controverted by extensive empirical research on the actual beliefs of liberal citizens. Despite the problems with Rawls's arguments, I suggest that a rather different overlapping consensus appears to contribute to stable democracies. This centers on support of the political system rather than more substantive moral principles.

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Section: An Alternative Overlapping Consensuscontrasting

confidence: 62%

“…2. This is in opposition to the recent argument of Paris (1991), which questions the possibility of an overlapping consensus based on broad moral principles. See n. 27.…”

Section: An Alternative Overlapping Consensuscontrasting

confidence: 62%

Section: An Alternative Overlapping Consensusmentioning

confidence: 95%

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Rawls's “Political” Philosophy and American Democracy

Klosko

1993

Am Polit Sci Rev

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“…In essence, monism is distinguished by a strong emphasis on citizenship and the reciprocal ties between citizens (see Paris 1991). Herein lies a strong commitment to democratic virtues and common public institutions.…”

Section: General Overview Of Articles and Themesmentioning

confidence: 99%

Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010

Fernández

Sundström

2011

Stud Philos Educ

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What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out a qualitative analysis where we design a two-dimensional theoretical framework in order to systematise the various liberal debate positions, and make us able to study their justifications, internal tensions and engagements with other positions. In the ensuing quantitative leg of the study we carry out a quantitative bibliometric analysis where we weigh the importance of specific scholars. We finally discuss possible merits and flaws in the research field, as evidenced in and by the analysis.

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“…At that conference, Paris proposed that Kimball' s consensus thesisÐ and the countervailing criticism it was encounteringÐ might be helpfully understood by comparing it to Rawls' s (1987) idea of an`overlapping consensus' , a notion that Paris ( , 1991 had written about some years earlier. It seemed there were some conceptual similarities, and some signi® cant di erences, between Kimball' s project and Rawls' s approach that were worth exploring.…”

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confidence: 99%

Liberal education: An overlapping pragmatic consensus

Paris¹,

Kimball²

2000

Journal of Curriculum Studies

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In reviewing the course of liberal education in the US during the 20th century, Bruce Kimball in 1995 proposed that a pragmatic consensus was emerging about the understanding of liberal education. T he two-fold tradition of liberal education, with its shifting emphases and accommodations between`orators' and`philosophers,' was being transformed into a`new American tradition of liberal education deeply rooted in the resurgent intellectual tradition of pragmatism' . A number of di erent, even contradictory, criticisms of Kimball' s thesis have been o ered concerning the existence and nature of such a consensus and its relationship(s) to pragmatism. We suggest that the consensus thesisÐ and the criticisms it has encounteredÐ might be best understood by comparing it to Rawls' s idea of an`overlapping consensus' . Comparing and contrasting Kimball' s project and Rawls's approach suggests that the emerging consensus concerning liberal education at the beginning of the 21st century is an overlapping consensus, that is, a consensus whose nature is pragmatic, as well as a consensus whose substantive tenets are rationalized by pragmatism. Understanding the consensus in this way accounts for the varied criticism that Kimball' s thesis has received and makes a signi® cant di erence in understanding the theory and practice of liberal education in the 21st century. De ® n in g libe ral e d u c ation ?T hroughout the 20th century, the nature of liberal education was much debated because of a number of in¯uences: philosophical, demographic, political and economic. T hese controversies seemed to reach a crescendo in the`culture wars' of the 1980s and early 1990s, when acrimonious curricular disputes about such issues as`the canon' and`multiculturalism' appeared regularly in the US public press. It was therefore unusual when, in late 1994, the College Entrance Examination Board convened a conference at which 25 academic leaders from di erent disciplines and institutions across the country considered a paper,`T oward pragmatic liberal education' , by the historian of liberal education, Bruce Kimball

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Moral Education and the “Tie that Binds” in Liberal Political Theory

Cited by 50 publications

References 21 publications

Rawls's “Political” Philosophy and American Democracy

Rawls's “Political” Philosophy and American Democracy

Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010

Liberal education: An overlapping pragmatic consensus

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