Balancing Democratic Education and State Legitimacy
Write a 10 page paper on the following topic, using the provided sources. Make sure to use the thesis and introduction as a starting point.
Topic: In Democratic Education, Amy Gutmann posits that children must be educated to adopt democratic values for a democracy to survive and prosper. Against her, Harry Brighouse’s “Civic Education and Liberal Legitimacy” expresses concern that Gutmann’s plan might undermine the legitimacy of the state itself. Eamonn Callan also contributes to this discussion in his “Liberal Legitimacy, Justice, and Civic Education.”
Question: Consider and determine your stance on this issue. Is it acceptable for public schools in a democracy to instruct young children to embrace democratic values?
Focus: Concentrate your analysis specifically on the following three works:
Gutmann’s “Democratic Education”
Brighouse’s “Civic Education and Liberal Legitimacy”
Callan’s “Liberal Legitimacy, Justice, and Civic Education”
Attention: Devote particular attention to Brighouse’s counterclaim against Gutmann, suggesting that Gutmann’s endorsed education potentially threatens the legitimacy of the state in which it is implemented. After thoroughly describing this debate, I want your perspective. What is his argument supporting his claim? Do you agree with it? If not, why?
Sources: Comprehensive notes on every source in the course are attached to this order. Given the number of relevant sources, do not attempt to incorporate all of them into your 10-page paper. Instead, select the sources most beneficial for constructing your argument.
Thesis: Brighouse’s critique of Gutmann’s democratic education theory, in which he suggests it might endanger the state’s legitimacy, can be unpacked by exploring the unique subtleties in their respective interpretations of civic education, the legitimacy of the state, and the values inherent in liberal democracy. Even with Brighouse’s arguments, Gutmann’s model for democratic education, when applied with sensitivity to context and balance, doesn’t automatically undermine the state’s legitimacy. On the contrary, it can bolster it by fostering a robust democratic spirit.

TENATATIVE Outline
Introduction, Background, & Overview of the Debate
Summarize Gutmann’s “Democratic Education”
Summarize Brighouse’s “Civic Education and Liberal Legitimacy”
Summarize Callan’s “Liberal Legitimacy, Justice, and Civic Education” for additional context
D. Define Brighouse’s charge against Gutmann
Analysis of Brighouse’s Argument against Gutmann
Brighouse’s understanding of state legitimacy and its relationship with civic education
The central tenets of Brighouse’s argument against Gutmann’s democratic education model
Evaluate the strengths and weaknesses of Brighouse’s argument
Analysis of Gutmann’s Perspective and Response to Brighouse’s Claim
Gutmann’s understanding of state legitimacy and its relationship with democratic education
How Gutmann might defend her model against Brighouse’s charge
Evaluate the strengths and weaknesses of Gutmann’s perspective
Incorporation of Callan’s Perspective
Callan’s view on the debate between Gutmann and Brighouse
How Callan’s perspective may affect the evaluation of both Gutmann’s and Brighouse’s arguments
The Nuances and Complications in Civic Education and State Legitimacy
How state legitimacy can be both threatened and reinforced by democratic education
The importance of context and balance in applying democratic education principles
Conclusion
Recap of the arguments and positions discussed
Final thoughts on the validity of Brighouse’s charge against Gutmann’s model
The potential of democratic education in reinforcing state legitimacy under the right conditions
Introduction

In the heated realm of civic education and its place within the framework of liberal democracies, we find ourselves in a debate between the views of scholars Amy Gutmann and Harry Brighouse. Gutmann, in her seminal book Democratic Education, advocates for a unique pedagogical approach that is deeply rooted in democratic principles (1999). However, Brighouse, in his thought-provoking critique “Civic Education and Liberal Legitimacy,” counters Gutmann’s (2006) proposition, arguing that her educational paradigm could inadvertently, and perhaps paradoxically, undermine the very legitimacy of the state in which it is employed.

This academic argument does not exist in isolation, however, and as we venture deeper into this narrative, we also garner valuable insights from Eamonn Callan’s “Liberal Legitimacy, Justice, and Civic Education” (2004). Callan’s perspective provides a wider scope to the discourse, placing the notion of liberal legitimacy within the sphere of civic education. Consequently, Callan’s viewpoints serve as a useful tool to scrutinize and interpret the arguments presented by Gutmann and Brighouse.

The central objective of this paper is to dissect and evaluate the theories posited by Gutmann and Brighouse, with a particular emphasis on Brighouse’s critique of Gutmann’s democratic education model. After a comprehensive examination, I contend that while Brighouse’s reservations are grounded in reason, Gutmann’s (1999) model for democratic education does not inherently jeopardize state legitimacy, provided its application is measured, nuanced, and context-sensitive. This stance becomes even more salient when we take into account Callan’s (2004) articulation of the principles of justice embedded within civic education. His insights add another layer to this intellectual dialogue, affording us a more nuanced understanding of the complex debate between Gutmann and Brighouse.