第四代协商民主中的民主教育

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Theory and Research in Education Pub Date : 2021-05-22 DOI:10.1177/14778785211017102

Keiji Nishiyama

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引用次数: 11

摘要

在协商民主教育讨论日益突出的同时，协商民主理论与民主教育在协商民主是什么、应该是什么的问题上存在着深刻的鸿沟。因此，民主教育的理论和实践往往建立在对协商能力的含义、学生的协商代理以及学校在协商民主中的作用的狭隘理解之上。本文旨在借鉴协商民主的最新理论——协商制度理论，对这些假设提出质疑和修正。本文认为，元审议是调和两种理论差距的关键实践。

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Democratic education in the fourth generation of deliberative democracy

While the discussion on education for deliberative democracy is increasingly gaining prominence, there is a deep gap between the theories of deliberative democracy and democratic education with respect to what deliberative democracy is and ought to be. As a result, theories and practices of democratic education tend to be grounded in a narrow understanding of the meaning of deliberative competencies, students’ deliberative agency, and the role of schools in deliberative democracy. Drawing on the latest theorization of deliberative democracy – deliberative system theory – this article aims to question and revise these assumptions. The article suggests that meta-deliberation is a key practice that can reconcile the gap between the two theories.

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来源期刊

Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.