In Civic Liberalism: Reflections on Our Democratic Ideals, prominent political theorist Thomas A. Spragens, Jr. asserts that most versions of democratic ideals--libertarianism, liberal egalitarianism, difference liberalism, and the liberalism of fear--lead our polity significantly astray. Spragens offers another alternative. He argues that we should recover the multiple and complex aspirations found within the tradition of democratic liberalism and integrate them into a more compelling public philosophy for our time--or what he calls civic liberalism. Civic liberalism, Spragens contends, endorses both liberty and equality although neither can properly be understood as a maximizing principle. Instead, liberty should be seen as the constitutive threshold good of autonomy; and equality should be seen as a moral postulate and instrumental good. Moreover, civic liberalism explicitly embraces forms of 'fraternity, ' civic friendship, and civic virtue consistent with respect for social pluralism. Therefore, a better understanding of our democratic ideals will free us from the constrictive orthodoxies of the left and right, lead us toward better public policy, and help us become a well ordered society of flourishing, self-governing civic equals.

Extending the ideas of John Rawls, Macedo defends a "civic liberalism" in culturally diverse democracies that supports the legitimacy of reasonable efforts to inculcate shared political virtues while leaving many larger questions of meaning and value to private communities.

This important new work elaborates and defends an account of the political morality of liberal democracy.

This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform. Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

"The book is beautifully written, elegantly organised and it achieves with splendid efficiency all of the goals that it sets for itself. I recommend it warmly."--Mind "Dagger's book makes a very important contribution to our understanding of citizenship through its clear demonstration that state promotion of civic virtue is compatible with individual autonomy."--Political Studies

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

In Liberal Education and Democratic Citizenship, Michael H. McCarthy carefully describes the many crises confronting American democracy and identifies their philosophical, cultural, and institutional origins. He argues that a liberal education, properly understood, can address several of these crises effectively. The book’s successive chapters explore the sources, areas, and levels of division in contemporary America, and show how they have created important disagreements about the major challenges we presently face and the credible solutions they require. McCarthy articulates what a liberal education actually is and why it is vitally important for both our personal and civic lives. He also clarifies the critical contrast between effective freedom, the aim of a liberal education, and the concepts of freedom within economic and political liberalism. McCarthy addresses the distinctive educational challenges presented by modernity and post-modernity: their moral aspirations, acute historical consciousness, and passion for radical criticism, as well as the traditional (Tocqueville) and contemporary (William Galston and Charles Taylor) discontents of American democracy. A central part of the book’s unfolding argument is the enduring cultural contrast between the principles and aspirations of civic republicanism and the imperial assumptions of economics. This juxtaposition helps us to understand the power and limitations of the “stories we Americans live by” as well as the civic virtues we commonly need to create a free, just, and multi-racial America. These critical virtues, McCarthy argues, are the specific goal of a liberal and democratic education