How people are to live together well in society, and learn to live together, have been continuously debated. These are challenging tasks, as the world changes over time, while educators aim to prepare young people for a dynamic, undetermined future. Although models and practices of civic education vary around the world, they typically have one thing in common. They tend to employ what can be described as the concentric circles model of human relations. In the concentric circles model, people live in spheres of local, national, and global. In academic work, the concentric circles model is associated with Nussbaum, whose political theories have inspired ongoing debates about one challenge of thinking through living in concentric circles. The major question she and many others have focused on is how to prioritise rights and responsibilities, and develop a sense of self, amidst the competing contexts of the circles—as part of local, national, and global life. I argue instead that the fundamental challenge of living together well in concentric circles relates to understanding what is in each of the circles—the way to know about, and thus be part of, the local, the national, the global. Rarely explored in work on civic education is that the local, the national, and the global are contested. The nature of those groups, their defining cultures and practices, and their implications for living together are under debate, neither simple nor given. It is often assumed that the concentric circles are known and given. But they are not a priori known, and they ought to be subjected to studied scrutiny. The challenge of identifying the nature of these social entities, and thus the meaning of membership within one’s locale, one’s nation-state, and global society, should be a focus of civic education. I elaborate this argument by exploring educating for citizenship at the global, national, and local levels.

中文翻译：

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学习生活在一起的挑战：在全球，国家和地方导航

人们如何在社会中良好地生活在一起，以及学习如何生活在一起一直在争论。随着世界随着时间的推移而变化，这些任务具有挑战性，而教育工作者的目标是让年轻人为充满活力，不确定的未来做好准备。尽管公民教育的模式和实践在世界各地有所不同，但它们通常有一个共同点。他们倾向于采用同心圆人际关系模型。在同心圆模型中，人们生活在本地，国家和全球范围内。在学术工作中，同心圆模型与努斯鲍姆（Nussbaum）有关，努斯鲍姆（Nussbaum）的政治理论激发了关于围绕同心圆思考的挑战的不断辩论。她和其他许多人关注的主要问题是，如何在圈子的竞争环境中（作为本地，国家和全球生活的一部分）优先考虑权利和责任，并发展自我意识。相反，我辩称，同心圆生活在一起的根本挑战与了解事物的本质有关。每个圈子-一种了解，并因此成为地方，国家，全球一部分的方式。在公民教育方面很少进行探索的是地方，国家和全球的竞争。这些团体的性质，定义的文化和习俗及其对共同生活的影响都在辩论中，既不简单也不明确。通常假定同心圆是已知的并给出。但是它们不是先验的，应该进行仔细的研究。查明这些社会实体的性质以及因此在一个地区，一个民族国家和全球社会中的会员资格的含义所面临的挑战应成为公民教育的重点。我通过探讨在全球，国家和地方各级进行公民教育来阐述这一论点。