Bringing Meiklejohn to Privacy: on the Essential Complementarity of Privacy and Speech
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Jefferson's Grand Experiment: Education and the Challenges of Citizenship"
"Jefferson's Grand Experiment: Education and the Challenges of Citizenship" By Carolyn Ann Warner Submitted to Professor Lisa Jane Graham In partial fulfillment of the requirements of History 400: Senior Thesis Seminar 22 April 2010 CONTENTS Abstract Acknowledgments Introduction Studying Jefferson Through the Lens of Education Section One 8 A World In Transition: From Religion to Reason Section Two 14 Jefferson's Curriculum and the Creation of Citizens Section Three 29 Educating Citizens, Sustaining Democracy Section Four 44 Jefferson's Vision of Democratic Society Conclusion 53 Jefferson Then and Now Bibliography 57 ABSTRACT In a letter to James Madison, Thomas Jefferson wrote: "Above all things I hope the education of the common people will be attended to; convinced that on their good sense we may rely with the most security for the preservation of a due degree of liberty." As this quotation indicates, Jefferson viewed education as the cornerstone of a free and enduring democracy, for he conjectured that all citizens could receive an education in morality and critical thinking which prepared them for citizenship. He detailed duties for citizens, freedoms granted to citizens, and checks to limit the power of the government, based on an assumption of an educated citizen body using their education to participate in the democracy. For Jefferson, morality, reasoning, and education intertwined to influence his conception of democracy. In order to comprehend Jefferson's notion of democracy, therefore, one must also understand his educational plans and the connections between the two. Likewise, in order to appreciate Jefferson's educational plans, an awareness of the role those plans played in Jefferson's democracy is critical. -
Freedom of the Private-University Student Press: a Constitutional Proposal, 36 J
UIC Law Review Volume 36 Issue 1 Article 4 Fall 2002 Freedom of the Private-University Student Press: A Constitutional Proposal, 36 J. Marshall L. Rev. 139 (2002) Brian J. Steffen John E. Ferguson Follow this and additional works at: https://repository.law.uic.edu/lawreview Part of the Constitutional Law Commons, Education Law Commons, First Amendment Commons, Fourteenth Amendment Commons, Jurisprudence Commons, and the Legal Education Commons Recommended Citation Brian J. Steffen & John E. Ferguson, Freedom of the Private-University Student Press: A Constitutional Proposal, 36 J. Marshall L. Rev. 139 (2002) https://repository.law.uic.edu/lawreview/vol36/iss1/4 This Article is brought to you for free and open access by UIC Law Open Access Repository. It has been accepted for inclusion in UIC Law Review by an authorized administrator of UIC Law Open Access Repository. For more information, please contact [email protected]. FREEDOM OF THE PRIVATE-UNIVERSITY STUDENT PRESS: A CONSTITUTIONAL PROPOSAL BRIAN J. STEFFEN, PH.D.* It has long been established in First Amendment jurisprudence that the federal Constitution protects the press against state action but not private action. The Constitution not only prevents Congress from passing laws that abridge the freedom of speech,' but also protects Americans from the acts of all governmental bodies and officials at the federal and state levels that would abridge the First Amendment's guarantees. Despite tentative steps by the United States Supreme Court from the 1940s through the 1960s to extend First Amendment protection to guard against censorship by private authorities,' the private sector remains largely immune from the free expression commands of the Constitution. -
A Philosophical Inquiry Into the Role of Universities in American Democratic Society Justin W
Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 6-28-2018 A Philosophical Inquiry into the Role of Universities in American Democratic Society Justin W. Taylor Florida International University, [email protected] DOI: 10.25148/etd.FIDC006898 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the Higher Education Commons Recommended Citation Taylor, Justin W., "A Philosophical Inquiry into the Role of Universities in American Democratic Society" (2018). FIU Electronic Theses and Dissertations. 3738. https://digitalcommons.fiu.edu/etd/3738 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida A PHILOSOPHICAL INQUIRY INTO THE ROLE OF UNIVERSITIES IN AMERICAN DEMOCRATIC SOCIETY A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in HIGHER EDUCATION ADMINISTRATION by Justin Wayne Taylor 2018 TO: Dean Michael Heithaus College of Arts, Sciences and Education This thesis, written by Justin Wayne Taylor, and entitled A Philosophical Inquiry into the Role of Universities in American Democratic Society, having been approved in respect to style and intellectual content, is referred to you for judgement. We have read this thesis and recommend that it is approved. _____________________________________ James Burns _____________________________________ Daniel Saunders _____________________________________ Benjamin Baez, Major Professor Date of Defense: June 28, 2018 The thesis of Justin Wayne Taylor is approved. -
Bibliography on Education and Democracy (With Emphasis on Recent Work, and Including Sporadic, Personally Biased Annotations) Version 5.3 February 20, 2000
Bibliography on Education and Democracy (with emphasis on recent work, and including sporadic, personally biased annotations) Version 5.3 February 20, 2000 Prepared by Gary D Fenstermacher School of Education, University of Michigan, Ann Arbor Email: [email protected] Web: http://www-personal.umich.edu/~gfenster Part I. Democracy and Education Note: All works by John Dewey and those discussing Dewey are in this section. Arnstein, Donald. (1995). Democracy and the arts of schooling. Albany, NY: State University of New York Press. Barber, Benjamin (1992). An Aristocracy of Everyone: The Politics of Education and the Future of America NY: Ballantine Books, 1992. A strong defence of democratic ideals and aspirations, accompanied by deep concern for loss of these ideals and aspirations in the consciousness of American citizens. A work of considerable interest for educators. Chamberlin, Rosemary (1989). Free children and democratic schools. NY: Falmer Press. Cremin, Lawrence (1976). Public Education. NY: Basic Books. Dewey, John (1919). Democracy and education: An introduction to the philosophy of education. NY: Macmillan. Perhaps the classic work on the relationship between the political theory of democracy and the nature and purpose of education. Dewey's work is often challenging for the beginner, but when one shares the same problem with Dewey, no one is more illuminating and seminal. Fenstermacher, Gary D (1994). The absence of democratic and educational ideals from contemporary educational reform (1994 Elam Lecture). Glassboro, NJ: EdPress. A valiant though incomplete effort to explain how so much of the rhetoric of educational reform, and the policies that follow from it, have so little to do with advancing the intellectual, moral, and civic interests of children and youth. -
Academic Freedom, Institutional Autonomy and the Future of Democracy
ACADEMIC FREEDOM, INSTITUTIONAL AUTONOMY AND THE FUTURE OF DEMOCRACY AND FREEDOM, INSTITUTIONAL AUTONOMY ACADEMIC ACADEMIC FREEDOM, Academic freedom and institutional autonomy are increasingly important components of the development of democracy. At INSTITUTIONAL AUTONOMY AND the same time, these fundamental democratic values are subject to pressure in many countries. This book demonstrates why academic freedom and institutional autonomy are essential for THE FUTURE OF DEMOCRACY universities to produce the research and teaching necessary to improve society and the human condition. The relationship between academic freedom, institutional autonomy and democracy is fundamental: it is barely conceivable that they could exist in a society not based on democratic principles, and democracy is enriched when higher education institutions operate on this basis. Higher education institutions need to be imbued with democratic culture and that, in turn, helps to promote democratic values in the wider society. None of these issues are simple and the lines between legitimacy and illegitimacy are sometimes hard to discern, as is illustrated by perspectives from Europe, North America, Asia, Australia and the Mediterranean region. PREMS 025620 ENG The Council of Europe is the continent’s leading Council of Europe human rights organisation. It comprises 47 member Higher Education states, including all members of the European Union. All Council of Europe member states have Series No. 24 signed up to the European Convention on Human Rights, a treaty designed to protect human rights, democracy and the rule of law. The European Court of Human Rights oversees the implementation of the Convention in the member states. http://book.coe.int ISBN 978-92-871-9018-5 €34/US$68 ACADEMIC FREEDOM, INSTITUTIONAL AUTONOMY AND THE FUTURE OF DEMOCRACY Sjur Bergan, Tony Gallagher and Ira Harkavy (eds) Council of Europe Higher Education Series No.