1. Vocational Paradigm
1.1. ensuring the nation can compete on a global scale
1.1.1. History of cold war
1.1.1.1. US concerned on falling behind
1.1.1.1.1. Addressed public about this issue wuth speeches
1.2. youth and society compete in the market and dissemination of skills to reduce economic inequality.
1.2.1. public's main focus is econonmic inequality.
1.2.1.1. no political equality and only technocratic treatment of income inequality
2. Equality
2.1. The vocational approach is a wider distribution of skills and technology, which will reduce income inequality.
2.1.1. economists found bias b/w jobs and high skilled workers
2.1.1.1. argues education is remedy
2.1.1.1.1. US government address this issue when President Obama 2013 State of the Union address promoted STEM by rewarding school who develop more classes in STEM.
2.2. education focused on participatory readiness, provides a distinct and better way to promote equality through schooling.
2.2.1. fair economic outcomes are aided by a robust democratic process and, therefore, by genuine political equality
2.2.1.1. the democratic process decides what policies are put in place
3. Participatory Paradigm
3.1. Inequality
3.1.1. lost sight of full range of inequalities and how well-rounded education could allievate this
3.1.1.1. promotion of equality with participatory readiness
3.1.1.1.1. education is the force behind democracy
3.2. Participatory Readiness
3.2.1. civic engagement
3.2.1.1. fair fighting
3.2.1.2. disinterested deliberation
3.2.1.3. frame-shifting
3.2.2. The ideal civic agent carries out all three of these tasks—disinterested deliberation, prophetic frame shifting, and fair fighting—ethically and justly.
3.2.2.1. These three tasks become seperate civic roles which is the situation today. It's been divided among civically engaged individuals, activists , and politicians.
3.2.2.1.1. Politics supports all three tasks because it creates future civic leaders, activists, and politicians.
3.2.3. History of liberal arts
3.2.3.1. The intellectual demands of democratic citizenship are shown in the second sentence of the Declaration of Independence, especially the final clause.
3.2.3.1.1. It says citizens must judge whether their governments meet their responsibility, spelled out earlier in the sentence, to secure rights
3.2.4. Revision of the liberal arts curriculum is controversial but necessary, for we want to retain the purposes and intellectual methods of the liberal arts
3.2.4.1. We still need to cultivate capacities for social diagnosis, ethical reasoning, cause-and-effect analysis, and persuasive argumentation.
3.2.4.1.1. humanities and social sciences majors appears to correlate with increased engagement in politics