Within democratic societies, a deep division exists over the nature of community and the grounds for political life. Should the political order be neutral between competing conceptions of the good life or should it be based on some such conception? This book addresses one crucial set of problems raised by this division: What bases should officials and citizens employ in reaching political decisions and justifying their positions? Should they feel free to rely on whatever grounds seem otherwise persuasive to them, like religious convictions, or should they restrict themselves to "public reasons," reasons that are shared within the society or arise from the premises of liberal democracy? Kent Greenawalt argues that fundamental premises of liberal democracy alone do not provides answers to these questions, that much depends on historical and cultural contexts. After examining past and current practices and attitudes in the United States, he offers concrete suggestions for appropriate principles relevant to American society today. This incisive and timely analysis by one of our leading legal philosophers should attract a wide and diverse readership of scholars, practitioners, and concerned citizens.

Private consciences and public reasons

Political theory lags behind other subfields in political science in rigorously testing what helps foster critical thinking (CT). Yet some of the greatest temptations to engage in motivated reasoning can be found in normative political contexts. This study uses multiple regression analysis to explore nine semesters of data from an introductory course in political theory. Three results stand out: (1) as the stakes of an assignment decrease, so do CT scores; (2) as the number of course assignments increase, CT scores fall; (3) when preparatory exercises matter, theory-specific CT exercises outperform generic ones. A theory of student rationality is put forth. Implications for course design, program assessment, and future research are discussed.

Making Assignments Count: The Quest for Critical Thinking in Undergraduate Political Theory Essays

This paper uses regression analysis to test design features and assignment types on 411 essays scored with the Washington State Critical Thinking rubric over the period of 11 semesters (2013-2019). Quizzes, exams, and specially designed critical thinking exercises (CTEs) are not found to boost critical thinking for online students. Participation in discussions (mainly through post reading), reading, and essay writing are all found to have a positive impact on subsequently measured CT, while the overall number of assignments in a semester tends to operate in the opposite direction. Comparatively, asynchronous discussion is not clearly superior to essay writing when it comes to promoting CT. However, the greatest payoff in online political theory courses might be to find ways to get students to read more (discussion posts and posted materials).

/pdf/course-designs-for-critical-thinking-in-online-courses-in-1ze9g47wpx.pdf

Course Designs for Critical Thinking in Online Courses in Political Theory: A Comparative Analysis

There are lots of songs, but they lack elements of patriotism and education. This deficiency makes the nation's structure fragile. Therefore, awareness and rethinking are needed to map and explain this to the public so that a sense of patriotism grows. This study aims to analyze and internalize the value mechanism of the Indonesia Raya song on the formation of the attitudes and character of Islamic boarding school students. This qualitative research uses the case study method at the leading pesantren. Data was collected through document studies and interviews. The data analysis technique uses descriptive qualitative analysis. This research has found that the internalization of patriotic values in the Indonesia Raya song can shape the attitudes and character of Islamic boarding school students. The internalization model of patriotism involves gradually educating song lyrics, understanding through assignments, and singing songs together. Educators and parents need to choose a national anthem that is appropriate for children's age and interests, understand the lyrics' meaning in depth, and make it a habit to sing the national anthem in their daily activities. Internalizing these values can produce young people who have a strong love for the motherland and care for the nation and state. Research on the internalization of patriotism and educational values through the national anthem has positive implications for education and the formation of national character.

pdf/educational-psychology-patriotism-and-educative-2iip82ebtd.pdf

Educational Psychology: Patriotism and Educative Internalization through the National Anthem

Education for Political Autonomy

This article addresses an idea central to liberal debates on civic education: the spillover thesis. Both egalitarian liberals and their religious opponents in these debates claim that liberal civic education creates spillover effects into the way individuals assess the meaning of their own lives. Some religious citizens fear that their politically reasonable conceptions of the good life are being undermined by education that emphasizes the practice of autonomous reasoning. Egalitarian liberals usually acknowledge this risk or cost, but deny that religious citizens should be given special dispensation from the burdens of autonomous reasoning. Some may even hope that conservative religious beliefs will be eroded by the practice of liberal civic education. This article disputes the spillover thesis. Given the best evidence available from the field of cognitive psychology, we challenge the notion that critical personal reflection about public matters is bound to spillover into critical reflection about private moral matters. On the contrary, the evidence suggests that human beings are usually well equipped to compartmentalize and are capable of reasoning in different ways depending on the context. Thus, reasonable citizens of faith are not necessarily unduly burdened by programs of civic education; nor are liberal programs of civic education necessarily going to lead us to a more secular society of autonomous thinkers. The article also speaks to a broader civic humanist tradition in political philosophy that includes Plato, Tocqueville, Rousseau, and Marcus Aurelius. For these authors, the success of a political enterprise is seen to crucially depend on the inculcation of a robust and comprehensive system of private virtue. For without private virtue, there is no public virtue. If we are correctly interpreting the available psychological research, private virtue need not be as crucially relevant for the success of common political enterprises. The inculcation of private moral virtue does not so clearly translate into making good leaders, voters, and public servants.

Liberal Civic Education, Religious Commitment, and the Spillover Thesis: What Psychology Can Teach Us

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Liberal Civic Education, Religious Commitment, and the Spillover Thesis: What Psychology Can Teach Us