Synopses & Reviews
Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on educationandrsquo;s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines.and#160;The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.
Review
The finest contribution to the literature on democratic education of the last seventy years. -- Mark Yudof, Ethics A small masterpiece of political theory with implications far beyond the educational context. -- Suzanna Sherry, University of Texas Law Review Gutmann has created a theory of extraordinary coherence, comprehensiveness, and depth. -- Alison M. Jaggar, The Philosophical Review Dr. Gutmann attempts to construct a democratic theory of education with great conceptual clarity and good common sense.... Democratic Education belongs in a liberal tradition that goes back to the birth of the Republic.... It is a tradition that began with the founders and is represented today by people like Thomas Nagel and John Rawls. It is the America de Tocqueville celebrated. -- The Times Higher Education Supplement Amy Gutmann has written a courageous book.... One of Gutmann's most remarkable successes is her ability to sustain a principled argument through a dazzling range of issues of great moment and complexity. -- Herbert M. Kliebard, Academe [Democratic Education] is unusual in offering a specifically political theory of education.... [The theory] is rigorously deployed and its practical implications are conscientiously demonstrated in close, well-documented and instructive discussion of controversial issues in the politics of American education. -- Jean Floud, The Times Literary Supplement
Review
"The finest contribution to the literature on democratic education of the last seventy years."--Mark Yudof, Ethics
Review
"A small masterpiece of political theory with implications far beyond the educational context."--Suzanna Sherry, University of Texas Law Review
Review
"Gutmann has created a theory of extraordinary coherence, comprehensiveness, and depth."--Alison M. Jaggar, The Philosophical Review
Review
"Dr. Gutmann attempts to construct a democratic theory of education with great conceptual clarity and good common sense.... Democratic Education belongs in a liberal tradition that goes back to the birth of the Republic.... It is a tradition that began with the founders and is represented today by people like Thomas Nagel and John Rawls. It is the America de Tocqueville celebrated."--The Times Higher Education Supplement
Review
"Amy Gutmann has written a courageous book.... One of Gutmann's most remarkable successes is her ability to sustain a principled argument through a dazzling range of issues of great moment and complexity."--Herbert M. Kliebard, Academe
Review
"[Democratic Education] is unusual in offering a specifically political theory of education.... [The theory] is rigorously deployed and its practical implications are conscientiously demonstrated in close, well-documented and instructive discussion of controversial issues in the politics of American education."--Jean Floud, The Times Literary Supplement
Review
A small masterpiece of political theory with implications far beyond the educational context. Ethics
Review
Gutmann has created a theory of extraordinary coherence, comprehensiveness, and depth. Suzanna Sherry - University of Texas Law Review
Review
and#8220;This outstanding book is beautifully arranged, with logical threads tying each section and each essay to the next. The essays are of perfect length, allowing the reader to consider complex issues and ideas in depth without being overwhelmed by the content. In keeping with the message of participatory democracy, the book ties theory to practice, acknowledges that there is often a gap between policy and practice, and opens avenues for the relationship of ideals, constraints, and strategies for and#8216;on the groundand#8217; democratic change. The content of the book is provocative and creative, breathing new life into debates that might otherwise become discouraging or tiresome. My only concern is that this important collection of advanced and articulate essays might be unlikely to find its way to practitioners outside of the academy or readers new to educational philosophy and policy analysis. It is up to those fortunate enough to read this book, and I hope there are many, to act on its content and extend it to as many others as possible. That this is a matter of urgency clearly resonates in the reminder from author Anna Marie Smith that, for our poorest and most deeply disenfranchised children in the United States, schools and#8216;represent the only key to equal citizenship that lies within their grasp.and#8217; The powerful messages of education, justice, and democracy in this book hold out a light of hope to inform and encourage all who remain engaged and committed to the essential struggle for equal educational opportunity.and#8221;
Review
and#8220;The contributors assembled by Allen and Reich provide insight into such diverse topics as achievement, equality, citizenship, intelligence, family, immigration, segregation, and disadvantage. Seeking to ameliorate disciplinary fragmentation, the varying perspectives provide a framework that asks readers to consider ethical meaning as well as the empirical means of testing whether it has been attained. . . . The variety of perspectives presented would make this an ideal addition to a class exploring school and society or the philosophy of education. . . . Highly recommended.and#8221;and#160;
Review
andldquo;In the introduction, editors Danielle Allen and Rob Reich make the claim that Americans often take these three ideals for granted. Schools should educate. Schools should be just. Schools should be democratic. What is meant by these normative statements, however, can be terribly unclear or vastly different from person to person. The authors in this collection of essays approach these principles with this lack of clarity in mind, questioning what it means for schools to educate, to be just, or to be democratic. Such an analysis is relatively standard, and necessary, work for political theorists. Yet, the way in which these scholars approach the process of clarification makes this collection a breath of fresh air and, furthermore, an important read for any scholar of education.andrdquo;
Review
and#8220;Education, Justice, and Democracy is an important book.and#160; By bringing together a range of well-known scholars from different disciplines, it provides exceptionally thoughtful analyses of the limits and possibilities of an education that is connected to democratic egalitarianism. Danielle Allen and Rob Reich are to be commended for their fine efforts in putting a book such as this together.and#8221;
Review
and#8220;In their introduction to this superb book, Danielle Allen and Rob Reich note that just about everything we do in education or say about it is freighted with assumptions about how our educational practice is related to the ideals of democracy and justice. Unfortunately, the pervasiveness of these assumptions is not matched by much rigorous and imaginative thought about their validity. One cause of the poverty of our educational thought is disciplinary fragmentation. The social scientists write about education with little understanding of its ethical meaning, and the philosophers write about it with blithe indifference to how our highest ideals are to be realized in an empirically complex world. What would our educational thinking look like if it captured the best social scientists and philosophers in real conversation with each other? If you want to know, then read this book. It will be an exhilarating and inspiring experience.and#8221;
Review
and#8220;Danielle Allen and Rob Reich have assembled an outstanding collection of essays.and#160;Each chapter tackles essential normative and empirical questions about educational justice within a democracy: what it means, what it would look like, and how to make progress toward achieving it.and#160; These are important insights. The bookand#8217;s most significant accomplishment, though, emerges from reading it as a whole. It models ways of doing normatively engaged social science research, and empirically engaged political theory, that all students and scholars of justice, education, and democracy should immediately heed.and#8221;
Review
andldquo;
Education, Justice, and Democracyand#160;makes an important step towards a deeper and more fruitful interdisciplinary approach in philosophy of education.andrdquo;
Synopsis
A groundbreaking classic that lays out and defends a democratic theory of education
Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.
Synopsis
Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.
Synopsis
Who should have the authority to shape the education of citizens in a democracy? This is the central question posed by Amy Gutmann in the first book-length study of the democratic theory of education. The author tackles a wide range of issues, from the democratic case against book banning to the role of teachers' unions in education, as well as the vexed questions of public support for private schools and affirmative action in college admissions.
About the Author
Danielle Allenand#160;is the UPS Foundation Professor of the School of Social Science at the Institute for Advanced Study in Princeton, New Jersey. She is author ofand#160;Why Plato Wrote,and#160;The World of Prometheus, andand#160;Talking to Strangers, the last published by the University of Chicago Press.and#160;Rob Reichand#160;is associate professor of political science with courtesy appointments in the Department of Philosophy and the School of Education at Stanford University. He is coeditor ofand#160;Toward a Humanist Justiceand#160;and the author ofand#160;Bridging Liberalism and Multiculturalism in Education, the latter published by the University of Chicago Press.
Table of Contents
AcknowledgmentsIntroduction
Danielle Allen and Rob Reich
Part 1. Ideals
Chapter 1. The Challenges of Measuring School Quality: Implications for Educational Equity
Helen Ladd and Susanna LoebChapter 2. Equality, Adequacy, and Kand#8211;12 Education
Rob ReichChapter 3. Learning to Be Equal: Just Schools as Schools of Justice
Anthony Simon LadenChapter 4. Education for Shared Fate Citizenship
Sigal Ben-Porath
Part 2. Constraints
Chapter 5. Can Members of Marginalized Groups Remain Invested in Schooling? An Assessment from the United States and the United Kingdom
Angel L. HarrisChapter 6. Conferring Disadvantage: Immigration, Schools, and the Family
Carola Suand#225;rez-Orozco and Marcelo M. Suand#225;rez-OrozcoChapter 7. The Myth of Intelligence: Smartness Isnand#8217;t Like Height
Gregory M. WaltonChapter 8. Racial Segregation and Black Student Achievement
Richard Rothstein
Part 3. Strategies
Chapter 9. Family Values and School Policy: Shaping Values and Conferring Advantage
Harry Brighouse and Adam SwiftChapter 10. The Federal Role in Educational Equity: The Two Narratives of School Reform and the Debate over Accountability
Patrick McGuinnChapter 11. Reading Thurgood Marshall as a Liberal Democratic Theorist: Race, School Finance, and the Courts
Anna Marie SmithChapter 12. Sharing Knowledge, Practicing Democracy: A Vision for the Twenty-First-Century University
Seth Moglen
Notes
References
Contributors
Index