Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Nation, Nationalism, Curriculum, and the Making of Citizens

  • Lukas Boser HofmannEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_3



Following the eighteenth-century political revolutions in North America and Europe – which were followed by the emergence of modern constitutional States – public education has been seen as a conditio sine qua nonfor integrating a linguistically and ethnically heterogeneous population into one nation. In 1792, for example, the French politician Louis-Michel Lepeletier de Saint-Fargeau (1760–1793), in his plan for national education, stated that the immortality of nations is ensured by three “monuments”: a constitution, the rule of law, and public education. A constitution and laws were important because they established the State on a formal level, defined its organizational form and institutions, and set the rules for peaceful domestic coexistence. Certain eighteenth-century philosophers and politicians argued that being a citizen was more than simply having legal status and following laws; being a citizen also meant being intellectually and...

This is a preview of subscription content, log in to check access.


  1. Anderson, B. (1983). Imagined communities. Reflections on the origin and spread of nationalism. London: Verso.Google Scholar
  2. Gellner, E. (1964). Thought and change. London: Weinfeld and Nicholson.Google Scholar
  3. Harp, S. L. (1998). Learning to be loyal. Primary schooling as nation building in Alsace and Lorraine 1850–1940. DeKalb: Northern Illinois University Press.Google Scholar
  4. National Commission on Excellence in Education. (1983). A nation at risk. Washington D.C.: The Commission on Excellence in Education.Google Scholar
  5. Phillips, C. J. (2015). The new math. A political history. Chicago/London: The University of Chicago Press.Google Scholar
  6. Renan, E. (1990). What is a nation? In H. K. Bhabha (Ed.), Nation and narration (pp. 8–22). New York/London: Routledge.Google Scholar
  7. Sobe, N. W. (2014). Textbooks, schools, memory, and the technologies of national imaginaries. In J. H. Williams (Ed.), (Re)constructing memory: School textbooks and the imagination of the nation (pp. 313–318). Rotterdam: Sense Publishers.Google Scholar
  8. Tosato-Rigo, D. (2012). Une didactique des Droits de l’homme? Autour de quelques catechisms républicains helvétiques. In S. Arlettaz et al. (Eds.), Droits de l’homme et constitution moderne. La Suisse au tournant des XVIIIeet XIXesiècles (pp. 275–295). Genève: Éditions Slatkine.Google Scholar
  9. Viñao, A. (2011). Republicanism and education from enlightenment to liberalism. Discourses and realities in the education of the citizen in Spain. In D. Tröhler, Th. Popkewitz, & D. Labaree (Eds.), Schooling and the making of citizens in the long nineteenth century (pp. 94–110). New York/London: Routledge.Google Scholar
  10. Weber, E. (1976). Peasants into Frenchmen: The modernization of rural France 1870–1914. Stanford: Stanford University Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2017

Authors and Affiliations

  1. 1.University of Applied Sciences and ArtsNorthwesternSwitzerland