ABSTRACT
When values (and associated beliefs) of two communities are in conflict with each other, it is expected that conflict is resolved using “public and agreed-upon standards” with a sense of “reciprocity or mutuality,” which places a demand of tolerance on the citizens. This implies that democratic education influences higher education at two levels—how their educational experience is constructed (pedagogy in the higher education institution) and the knowledge transacted (theoretical content that they will use in their work as educators). This has significant implications on the pedagogical approach and nature of a classroom. This chapter analyses Rawls’s idea of the “veil of ignorance” employed to deal with diverse comprehensive doctrines, and Kenneth Strike’s critique of the original position and his recommended alternative, to derive some principles for pedagogy in higher education.
