| This dissertation develops the concepts of formative justice and minimalist autonomy and studies civic education in modern societies. Part I builds a framework of the concepts, explores their philosophical heritage, and advances a conception of autonomous citizenship as both a political and communicative ideal. Three civic pedagogies for autonomous citizenship are outlined and the educational dimensions of significant events, politics, and societal norms on the selection of and adherence to principles are explored. Part II analyzes the demands of formative justice as reflected in six legal cases; three involve state mandated pledges of allegiance in public schools in the United States and three cases involve students rights to freedom of expression. I examine the role that civic pedagogy plays in the construction and selection of principles of political identification and political participation. In developing these two concepts, I argue that important lessons about the possibilities and limitations of civic education can be learned and that the two concepts contribute important philosophical resources to theorists of ethics, politics, the law, and education. |
