Teun J. Dekker – författare

In almost every liberal democratic society, an issue that is a topic of constant and passionate public discussion is how much that country’s ministers, legislators, senior civil servants, and senior judges should be paid. Nor is this surprising; the issue has considerable voyeuristic appeal, particular democratic significance, and important ramifications for the functioning of the public sector as a whole. However, like most political debates, these discussions tend to be messy, fragmented, and full of unverified assertions and spurious appeals to populist sentiment. It is hardly surprising that those discussions rarely succeed in putting the matter to rest. Paying Our High Public Officials examines the political discourse concerning this question in 17 liberal democracies (Canada, the United States, Mexico, Norway, Finland, the Netherlands, the United Kingdom, Ireland, Germany, Austria, Switzerland, France, Poland, Italy, Hong Kong, Singapore, and New Zealand). Based on many hundreds of parliamentary debates, newspaper articles, speeches, as well as reports by think tanks and high commissions of state, the book identifies seven central arguments that occur in all these societies, translates them into the language of analytical philosophy, and then rigorously evaluates them. This approach contributes to a better understanding of this controversy and may result in better-justified and more legitimate conclusions concerning which policy to adopt.

This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform.Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book argues that the liberal arts and sciences (LAS) model of education can inspire reform across higher education to help students acquire crucial civic virtues. Based on interviews with 59 students from LAS programmes across Europe, the book posits that LAS education can develop a range of citizenship skills that are central to the democratic process. The interviews provide insight into how studying LAS prepares students for citizenship by asking them to reflect on their education, what it taught them, and how it did so. Building on these insights, seven key democratic competencies are identified and linked to concrete educational practices that foster them, leading to an agenda for higher education reform.Ultimately arguing for making the teaching of civic virtue a more central part of university education in Europe, this book will appeal to researchers, educators, and politicians with an interest in education policy, philosophy of education, and democratic theory, as well as concerned citizens.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.