Abstract

ABSTRACT In my book I focus on building a theory about the relationship of moral education and citizenship education in a globalising world and the role of teachers and policy. As Hansen points out, I take a normative stance: enhancing democracy, social justice, a global orientation, and equity in schools and society is the vision that motivates and informs my academic work. Hansen highlights the influence of moral philosophy, psychology and pedagogy on my work; I also try to include sociological perspectives. The most critical point raised by Hansen concerns my treatment of cosmopolitanism. Moral values in global citizenship education can present a horizon and can motivate people. But the political changes need to be realised in practice. Due to recent global, national and psychological developments, societal and educational processes are becoming more complex and—arguing from a critical-democratic perspective—demand education programmes and practices based on reflection, inclusion, dialogue, the appreciation of diversity, and deliberation.