| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 97 === In Rawls’ political thought, justice has always been a core concept and a controversial issue that has been discussed in scholars as well as economist. Kymlicka points out, civic virtue and public spirits are the keys to a well-operated constitutional democractic country. Proceeding from this critique, our study, employing the two approaches of theoretical discussion and empirical analysis, aims to explore the following three questions: (1) what is the effect of Rawls’ public reason to the contemporary constitutional democratic society? (2) what is the Rawls’ perspective on citizenship? (3) do Rawls’ public reason enable any new perspective on civic education?
From Rawls’ points of view, our study examines what is a good citizen in “A Theory of Justice” and “Political Liberalism”. Our study argues that continuing the principle of diversity, tolerance, the principle of neutrality and individualism, Rawls builded a well-ordered society. In the well-ordered society, citizens can neglect the advantageous messages in public debating. Furthermore, citizens should develop the competence of public reason—reasonableness and reciprocity when discussing public affairs.
Through the analysis of the civic education curriculum, Our study points out that civic education curriculum get rid of the implement of moral discipline of the state as the Lifting of the Emergency Decree in the Taiwan Area, textbook reform, different teaching methods, and curriculum reforms. However, due to consumerism, anti-intellectualism, and credentialism, civic education curriculum still in teaching civic knowledge. This is harmful to the citizens’ public participation. As a result, our study suggests that civic education should add the competence of public reason in teaching civic knowledge so that will helpful to civic voluntary participation and the goal of holistic education.
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