Teaching citizenship: Civic experimentation and imagination
It is widely accepted today that democracy cannot exist without education. Furthermore,that any democratic project must be accompanied by an educational project, and that achievingthe first depends—at least in some sense—on the second’s possibilities for success. This articleaddresses the role that the current state of political and social life should play in relation to teachingand learning in school curriculums. The discussion is based on the idea that social life cannot beignored in education when the latter is aimed at understanding it and making a commitment toits transformation. The author proposes that education for democracy only has meaning in theframework of two complementary conditions: first of all, civic experimentation, and secondly, aneducational experience that promotes the development of imaginative capacities.
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