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dc.contributor.authorMoran, Thomas
dc.date.accessioned2018-04-02T16:43:20Z
dc.date.accessioned2020-07-22T12:41:21Z
dc.date.available2018-04-02T16:43:20Z
dc.date.available2020-07-22T12:41:21Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.12648/1247
dc.description.abstractAt the heart of democracy lies a paradox. Democracy is dependent upon citizen participation, but if citizens, exercising the freedom that democracy permits, choose not to participate in the political life of the society, democracy by definition ceases to exist. That paradox confronts higher education today. The question for faculty is how to explore the foundations of civic responsibility in ways that productively acknowledge the paradoxes and the requirements of democratic life in ways that compellingly prepare our students for the civic commitments that they will need to exhibit.
dc.language.isoen_US
dc.publisherThe Common Good: A SUNY Plattsburgh Journal on Teaching and Learning
dc.subjectdemocracy
dc.subjecthigher education
dc.subjectpedagogy
dc.titleThe Paradox of Democracy and Higher Education
dc.typeArticle
refterms.dateFOA2020-07-22T12:45:44Z
dc.description.institutionSUNY Plattsburgh
dc.description.contributorThomas Moran, Ph.D. (SUNY Plattsburgh)


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