Andreas Follesdal

Abstract: What kind of equality among Europeans does equal citizenship require, especially regarding education? In particular, is there good reason to insist of equality of education among Europeans—and if so, equality of what? To what extent should the same knowledge base and citizenship norms be taught across state borders and religious and other normative divides? At least three philosophical issues merit attention: (a) The requirements of multiple democratic citizenships beyond the nation state; (b) how to respect diversity while securing such equality and inculcating commitments to justice and norms of citizenship, and (c) The multiple reasons for equality of various kinds among political equals living in a Union as compared to a unitary state. The article responds on the basis of several arguments in favour of certain kinds of equality. All Union citizens must enjoy a high minimum level of education, and all pupils must be informed concerning the various ways of life prevalent in Europe. Furthermore, there must be standards for securing equality of opportunity across the EU, though it is difficult to measure under multiculturalism. Citizens must also be socialised to certain ‘citizenship norms’. This shared basis to be taught in schools should avoid contested religious or philosophical premises as far as possible. Yet the school system should socialise pupils to three commitments: to the just domestic and European institutions and hence the legislation they engender, to principles that justify these institutions; and to a political theory that grounds these principles in a conception of the proper role of individuals, of member states and of the Union. I also argue that equality of result is not a plausible normative requirement among Europeans, while equality of opportunity is. The paper concludes with some comments on the lessons to be drawn for ‘Global’ citizenship.

Keywords: human rights; education equality; citizenship; European integration; equality of result; equality of opportunity

总结：1、公民教育的四个目的：谋求自我知识的发展；教育作为生存的工具；教育作为步入社会的通行证；教育成为公民的基本需求。

2、目前的关注点集中于公民角色规范的培养与教育，且遵守法律机构的章程。类似需求同样出现在培养全球公民层面上，进而培养全球化公民才是根本解决方案。

来源：Stud Philos Educ (2008) 27:335–354

DOI 10.1007/s11217-007-9050-6.