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A chapter of the book "Faith in Schools? Autonomy, Citizenship & Religious Education in the Liberal State," by Ian MacMullen is presented. It concludes that civic goals of education, regardless of differing views on the value of individual autonomy, are sufficient in justifying the liberal democratic state in a general refusal of funding religious schools. It directs the need to reexamine the concept of individual autonomy. Moreover, liberal democratic states should pursue its education policy.

Chapter 1 of the book "Faith in Schools? Autonomy, Citizenship & Religious Education in the Liberal State," by Ian MacMullen is presented. It recognizes the typical civic goals of education within a liberal democratic state and pursuing goals through public education policy. It considers the state's legitimate interest and authority over children's education are exhausted by the pursuit of civic goals. Moreover, religious schools are found to be inferior instruments of civic education.

Chapter 2 of the book "Education for a Democratic Society: Central European Pragmatist Forum," Volume Three, is presented. It notes the necessity of a democratic civic education for responsible citizenship, and cites John Dewey's philosophy to be suitable for the development of a theory of democratic citizenship. The author offers his position on the adequacy of the Deweyan and pragmatic perspective to some ideas indicated as theory requirements, such as on the distinction of the private and the public and on aspects of democracy on individual life.

Chapter Twelve of the book "Does God Belong in Public Schools?" by Kent Greenawalt is presented. It focuses on the subject of teaching morality and civic responsibility in public schools. It also discusses how public schools should deal with the topic of sex education. Moreover, it discusses the parental rights and countering negative effects approaches and how it may be implemented within public schools.

Chapter 6 of the book "Intellectuals and African development: Pretension and resistance in African politics" is presented. It examines the significance of civic education in defining the meaning of democracy and human rights in Malawi. It cites that civic education on rights and democracy in relation to taken-for-granted hierarchies in the society has gained poor recognition. It discusses the assistance of National Initiative for Civic Education (NICE) in promoting education among the youth.

Chapter 37 of the "Handbook of College Science Teaching" is presented. It examines John Dewey's concept of the relationship between education, democracy and science. It highlights how contemporary authors explore the connection between science and civic arrangement in broad and specific applications. It also discusses a summary of the results of a survey that examined the civic viewpoints of high school and college students.

This chapter discusses the concept of education and different conceptions of it, which include liberal, vocational and civic education. Education is neither a clearly defined nor a family resemblance concept. One cannot satisfactorily define education to exclude all uses of the term that do not fall within the definition. It is, however, susceptible of a loose definition that will serve for most purposes. It can be defined as preparation for life. This could be characterised as a second-order definition since it contains minimal normative content and commitment to particular values. First-order conceptions need follow no such restraint. Such a definition implies that learning is an important component of education, since preparation for life involves learning. The primary aim of vocational education is personal development and fulfillment through work for all citizens if they so wish it. Economically active adults, who are also citizens of a democracy, therefore need a range of common understanding and knowledge that allow them to take an active part in the affairs of their society and to have the opportunity of enjoying leisure and domestic life. All citizens, therefore, need a common liberal and liberal civic education on which to build worthwhile vocational education. Vocational education can exist in embryonic form, as part of moral and civic education at the primary stage, additionally as an element in the study of the main subjects at the lower secondary level and, for those who choose it, as a more explicitly pre-vocational strand at 14+ years of age. Vocational education is not a distinct strand in education separate from the rest, it is one branch that grows out of a common trunk which encompasses liberal and civic, as well as vocational aims.

The article offers information on civic education in the U.S. It mentions that democracy is a political ideal of a society wherein adult constituents are endowed by their education and empowered to participate in governance. It notes that democratic education needs to promote the acquisition of skills of discernment to have a well-measured life.