In many contemporary democracies, political conflict and polarisation have become defining features of the political culture. Similarly, drawing especially from Chantal Mouffe's agonistic pluralism and her more recent left populism, many philosophers of education have argued that political conflict and the attendant political emotions should be given a legitimate place in citizenship education. In this article, we challenge the agonistic model of citizenship education and the central role that political conflict plays in it. We argue that citizenship education that focusses on conflictual identity formations risks creating antagonism rather than dissolving it, this having problematic repercussions for the democratic culture in a broader sense. Deriving from Martha Nussbaum's understanding of democratic politics and her view of the role of emotions in political mobilisation, we suggest that citizenship education should take part in shaping the way students come to understand the nature of the political: as a collective striving towards shared goals, supported by constructive political emotions, rather than a conflictual relation between ‘us’ and ‘them’. Finally, we discuss the educational potential associated with Fridays for Future and Black Lives Matter movements with the intention of demonstrating the significance of Nussbaum's thinking in relation to today's burning political issues.

中文翻译：

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教育中政治冲突的非生产性：对抗性公民教育的努斯鲍姆替代方案

在许多当代民主国家，政治冲突和两极分化已成为政治文化的决定性特征。同样，特别是从尚塔尔·莫菲（Chantal Mouffe）的竞争多元主义和她最近的左翼民粹主义中汲取灵感，许多教育哲学家认为政治冲突和随之而来的政治情绪应该在公民教育中占有一席之地。在本文中，我们挑战了公民教育的竞争模式以及政治冲突在其中发挥的核心作用。我们认为，以冲突身份形成为重点的公民教育可能会产生对抗而不是消除对抗，这在更广泛的意义上对民主文化产生了问题的影响。源自玛莎·努斯鲍姆' 鉴于她对民主政治的理解和她对情绪在政治动员中的作用的看法，我们建议公民教育应该参与塑造学生理解政治本质的方式：作为一个朝着共同目标努力的集体，由建设性的支持政治情绪，而不是“我们”和“他们”之间的冲突关系。最后，我们讨论了与相关的教育潜力Fridays for Future和Black Lives Matter运动，旨在展示 Nussbaum 的思想对当今紧迫的政治问题的重要性。