The educated, deliberative citizen: constituents for a normative model.

The aim of this paper is to make further use of and develop the idea of deliberative communication (Englund, [20], [21], [22], [23], [26], [29], [30]) as crucial for creating sustainable democratic societies and educated citizens living educationally (cf. This means that the formation of school subjects and curriculum content rests on a deliberative understanding of education and curriculum (Englund, [18], [19], [29], cf. As I have developed in the earlier text I Towards a deliberative curriculum i from 2015, I mean that it is a bit problematic to, as a curriculum theoretician, look too close at school subjects as, e.g., Zongyi Deng does, namely "that a school subject is a distinctive purpose-built enterprise" (Englund, [29], p. 48) which comes close to a systematic curriculum view which is the dominant one today and that this package of knowledge in one way or another has to be delivered to the students. 9 This paper is based on, slightly revised and enlarged from an 10-pages-outline, The educated, deliberative citizen: A crucial curriculum question presented at NERA Curriculum Research Network, Symposium on "Who is the educated citizen in a knowledge society?". [Extracted from the article]