ABSTRACT
After considering the difficulties facing democracy as a form of government, the chapter affirms that democracy embodies two crucial advantages: a built-in means of safeguarding against tyranny and the moral insight of the basic human equality of every person. Two underlying attitudes essential for the flourishing of democracy are then discussed: first, a commitment to search for common ground, thus holding to an inclusivist form of liberalism; and second, care for the control of emotions, especially of anger. Dewey's thinking on the role of education in supporting democracy is then outlined, and his dependence on the philosophy of pragmatism is critiqued. The chapter finishes by pointing forward to the rest of Part I, which exposes four common but damaging assumptions inhibiting the success of both democracy and education: (1) a narrow view of reason based on logic and empirical/scientific evidence only; (2) an aggressive approach towards debate and the handling of disagreement in a diverse society; (3) implied values and moral relativism; and (4) the marginalisation of religion in any form.
