[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598235-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598235-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","citizenship-social-change-and-education","Citizenship, Social Change, and Education","","Citizenship education has moved from a peripheral concern in political philosophy and education philosophy to a central focus in debates over the civic aims of public schooling. The article explains how its justification has shifted from consequentialist reasoning to urgency-based arguments in response to developments such as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism. It identifies two main motivational impulses and analyzes their interrelationship with social change, highlighting distinctive challenges for alternative justifications.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/citizenship-social-change-and-education/598235/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/citizenship-social-change-and-education/598235.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What shift has occurred in justifying citizenship education in public schools?","Question",{"text":63,"@type":64},"The main justificatory impulse has shifted from consequentialist arguments to urgency-based arguments due to issues such as hate speech, populism, shrinking civic space, radicalisation, and violent extremism.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the central purpose of the article?",{"text":68,"@type":64},"To explain two main impulses linked to the civic aims of public schools and how they interrelate with social changes, focusing on how citizenship education can be justified.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article structure its discussion of justification?",{"text":72,"@type":64},"It contrasts the two opposing motivational impulses, presenting each one and clarifying it with an example, then concludes by outlining distinctive challenges for alternative justifications and their relation to social 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recent decades, discussions regarding citizenship and citizenship education have evolved from a marginal issue in political philosophy and the philosophy of education to one of the most pressing topics in contemporary discussions about the civic aims of public schooling. The place and contribution of citizenship education in public schools have become central points of discussion and debate in terms of theory, research, policy, and practice. Yet, existing conceptions of citizenship education differ considerably over various issues, including the basic motivational impulses associated with the civic aims of public education. In particular, the recent upsurge of phenomena as diverse as hate speech, populism, the shrinking civic space, radicalisation, and violent extremism have shifted the main justificatory impulse from consequentialist to urgency-based arguments. This shift of emphasis has had some unreflected consequences related to the justification for citizenship education in public schools. The central purpose of this article is to expound on the two main impulses associated with the civic aims of public schools and their interrelationship with social changes. The main part contrasts these two opposing motivational impulses associated with the justification of citizenship education. Each of the two impulses is presented and then clarified with an example to shed light on the basic justificatory procedure associated with it. The concluding part of this paper sketches the most distinctive challenges ofthe alternative conception of justifying citizenship education and its interplay with social change.  \nKeywords: citizenship education, social change, education reform, radicalisation, violent extremism  \n1 Educational Research Institute, Slovenia; [mitja.sardoc@guest.arnes.si](mitja.sardoc@guest.arnes.si).  \nDržavljanstvo, družbene spremembe in izobraževanje  \nMitja Sardoč  \n• V zadnjih nekaj desetletjih so se razprave o državljanstvu in državljanski vzgoji iz obrobja politične filozofije in filozofije vzgoje premestile v samosredišče sodobnih razprav o državljanskih ciljih javnega šolanja. Vlogain pomen državljanske vzgoje v javnih šolah sta postala osrednji točkirazprav z vidika teorije in raziskav pa tudi politike in pedagoške prakse. Kljub temu pa se obstoječa pojmovanja državljanske vzgoje precejrazlikujejo glede vrste različnih vprašanj, npr. z osnovnimi motivacijskimi vzgibi, povezanimi z državljanskimi cilji javnega šolanja. Vzpontako raznolikih pojavov, kot so: sovražni govor, populizem, krčenje državljanskega prostora, radikalizacija in nasilni ekstremizem, je glavniutemeljitveni vzgib, povezan z državljansko vzgojo, preusmeril od konsekvencialističnih argumentov k argumentom, ki temeljijo na nujnosti. Ta premik poudarka je imel nekaj nepremišljenih posledic, povezanihz utemeljitvijo državljanske vzgoje v javnih šolah. Osrednji namen tega članka je pojasniti dva glavna impulza, povezana z državljanskimi ciljijavnega šolanja, in njuno povezanost z družbenimi spremembami. Glavni del prispevka analizira vsakega izmed obeh motivacijskih impulzov, povezanih z utemeljitvijo državljanske vzgoje. Vsak izmed njiju je predstavljen in nato še pojasnjen s primerom, da se osvetli osnovni argumentacijski okvir, ki je povezan z njim. Sklepni del prispevka prikaže najznačilnejše izzive alternativnega modela utemeljitve državljanske vzgoje innjegove povezanosti z družbenimi spremembami.  \nKljučne besede: državljanska vzgoja, družbene spremembe, šolska reforma, radikalizacija, nasilni ekstremizem  \nCitizenship, social change. and education: some preliminary considerations2  \nThe debates over the status, scope. and justification of citizenship education in a plurally diverse polity have taken place across a range of academic disciplines. including political philosophy (Ben-Porath, 2006; Galston, 2002; Gutmann, 1995, 1999; Kymlicka, 1995; 2001; L","cbCaigfVbGWaVFL7","https://ap.wps.com/l/cbCaigfVbGWaVFL7","pdf",125305,13,"English","# Introduction\n## Two motivational impulses and their justification\n## Consequences of urgency-based arguments\n## Challenges and interplay with social change","[{\"question\":\"What shift has occurred in justifying citizenship education in public schools?\",\"answer\":\"The main justificatory impulse has shifted from consequentialist arguments to urgency-based arguments due to issues such as hate speech, populism, shrinking civic space, radicalisation, and violent extremism.\"},{\"question\":\"What is the central purpose of the article?\",\"answer\":\"To explain two main impulses linked to the civic aims of public schools and how they interrelate with social changes, focusing on how citizenship education can be justified.\"},{\"question\":\"How does the article structure its discussion of justification?\",\"answer\":\"It contrasts the two opposing motivational impulses, presenting each one and clarifying it with an example, then concludes by outlining distinctive challenges for alternative justifications and their relation to social change.\"}]","Citizenship, Social Change, and Education | PDF",1792086543,33]