Filtering democracy through schools. The ignored paradox of compulsory education.

Autor/in	Epstein, Erwin H.
Titel	Filtering democracy through schools. The ignored paradox of compulsory education.
Quelle	Aus: Vergleichende Erziehungswissenschaft. Köln: Böhlau (1997) S. 32-45Verfügbarkeit
Beigaben	Literaturangaben 46
Sprache	englisch; deutsche Zusammenfassung; englische Zusammenfassung; französische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Demokratische Bildung; Schule; Schulpflicht; Demokratie; Staat; Internationaler Vergleich
Abstract	Schools are expected to convey objective knowledge objectively to satisfy the aims of democracy, yet also to teach national myths that obscure reality but make citizens loyal, and to do so through the undemocratic measure of compulsory attendance. "Democratic education" is therefore an oxymoron when used to describe schooling especially in transitional states, and most especially in formerly socialist countries struggling to be democratic. The imposition of schools as vehicles by which to filter "correct" knowledge to children makes "democratic" education undemocratic, most notably among populations outside the cultural mainstream ... The paradox is magnified by the specter of Western democracies purveying their own forms of compelled learning in the name of democracy. This essay explores the instrumentality of schools as a sorely missing chapter in scholarship about democracy. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)