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The capabilities approach (Sen, 1980) also can be placed in the position of advocating value neutral education emphasising equality of citizens to function through utilising their capabilities (competences + access to resources). Perhaps even Dewey’s work could be considered to be positioned as value neutral education, as he suggested that it is the democratic learning process within a just community that should be the aim of the education process, and not transmission of certain values. Dewey stressed that instead of deciding upon which values to teach, the importance lay with including a diversity of opinions within a democratic decision making process.
4. Participating in self-directing, beneficial behaviours such as financial selfsufficiency and creative problem-solving such as saving water in one’s home or being energy efficient. Some would argue that all of the above ‘types’ make an important contribution, that they are not mutually exclusive and that a ‘good’ citizen would reflect some combination of these. However, a somewhat different view of a ‘good’ citizen, and its implications for citizenship education, might be found in most Asian countries where greater emphasis exists on a different set of understandings and behaviours which include aspects of public order, community good, respect for older generations, maintaining a healthy lifestyle, good manners, politeness and similar characteristics.
Political Studies, 58(1), 187-213. Micheletti, Michele (2003). Political virtue and shopping. Individuals, consumerism and collective action. New York: Palgrave Macmillan. Milligan, Kevin, Moretti, Enrico, & Oreopoulos, Philip (2004). Does education improve citizenship? Evidence from the United States and the United Kingdom. Journal of Public Economics, 88(9-10), 1667-1695. Morales, Laura (2009). Joining political organizations: Instituitions, mobilization, and participation in western democracies.