ABSTRACT
Fuzziness between adult and child is further compounded by, first, the extension of education into adulthood and, secondly, the substitution of participation for education in childhood. For Oldfield, since freedom exists only at the intersection of duty and interest, and since this co-existence is not the automatic accompaniment of adulthood, an understanding and acceptance of one’s duty is a pre-condition to becoming a citizen:80 ‘... individuals become citizens by taking their civic duties seriously.’81 He recognises that civic republicanism might seem inappropriate to the modern world, given the demise of religious belief, which used to generate an understanding and acceptance of duty.82 But he responds that this merely ‘suggests that one must build on whatever religion is available, and that a different social institution must be brought into focus: education83 ... Even if religion is not necessary to provide the motivation, some form of moral or civic education is’.84 Because of this, he continues, education for freedom has to continue into, and indeed throughout, adult life:
Thus, childhood is no longer the exclusive province of education: adults must continue their education. However, even with respect to children’s education,
Michael Sandel makes it clear that this serves a different purpose for the communitarian than for the liberal:
In the light of this aim for education, it should no longer surprise us that increasing emphasis is being placed on educating children about marriage and relationships.
