Constitutional Legal Framework for the Participation of Citizens of the Republic of Uzbekistan in Managing the Affairs of Society and States

The article examines the right of citizens to participate in the management of state affairs, its constitutional features. Special attention is paid to its role and place in the system of constitutional human and civil rights and freedoms. It is concluded that the participation of citizens in the management of state affairs is one of the guarantors of ensuring the rights and freedoms of the individual and the most important institution of a democratic society.

Practical Wisdom Reasoning through Deliberative Pedagogy

Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university’s deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy.

MULTILATERAL VIEW OF SHOAH EVENTS THROUGH LITERARY TEXTS

The paper presents the potential of literary texts with the theme of Shoah in the field of forming the desired profile of citizens of a democratic society. After the introduction, we briefly focus on the anchoring of the Shoah in Czech curricular documents focusing on the educational field of Czech Language and Literature, then we deal with the possibilities of Literary Education in the presentation of Shoah events and then the importance of multilateral perspective on the Shoah and its educational and axiological potential. We demonstrate various multilateral views on the issue of the Shoah with artistic narratives in which one line of events of the Second World War is viewed from another or from different angles.

A New Conatus for the New World: Dewey’s Response to Perfectionist Conceptions of Democratic Education

We argue for a reconsideration of the claim that Spinoza’s perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey’s philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student’s original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one’s specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.

Current caselaw discrepancies in the protection of national symbols and state representatives between the European Court of Human Rights and Spanish courts: a vicious circle

Despite the general consensus about freedom of expression being a basic fundamental right on every democratic society, the debate about its boundaries has never found such a pacific agreement. Thus, the Spanish Penal Code has several articles that punish its abuse that are highly contested, like articles 490.3 and 543 that penalize the offenses directed towards national symbols or State representatives. This being so, this article examines the controversy generated by the application of this articles through the analysis of two judgements issued by the European Court of Human Rights against Spain, and a third one issued by the Spanish Constitutional Court that could follow the same path. This work will be done to describe the clash that exists between the caselaw of these two jurisdictions, in order to critically analyze the approach Spanish courts have to behaviors that criticize national symbols and state representatives.

Pandemic challenges and models of democracy

This article examines the impact of a pandemic on democratic societies. The central research question is the extent to which a pandemic can alter the trajectory of social and ethical democratic development nationally and internationally. Therefore, the article examines contemporary controversies in democratic society in the aftermath of a pandemic. The leading hypothesis is that the pandemic should reinforce the need for social solidarity, but it is unclear what political form this need will take: populism or deliberative/nonconsensual democracy.

The Unbearable Disembodiedness of Cognitive Machines

Digital systems make up nowadays the communication and social infrastructure and fill every parcel of space and time, affecting our lives both professionally and personally. However, these “cognitive machines” are completely detached from the human nature, whose comprehension is beyond their capabilities. It is therefore our duty to ensure their actions respect human rights and values of a democratic society. Education is one of the main tools to attain this goal, and a generalized preparation in the scientific basis of the digital technologies is a required element. Moreover, it is fundamental to understand why the digital automation has a nature completely different from the traditional industrial one and to develop an appreciation for human and social viewpoints in the development and deployment of digital systems. These are the key issues considered in this chapter.