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Introduction
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...
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Hofmann, L.B. (2017). Nation, Nationalism, Curriculum, and the Making of Citizens. In: Peters, M.A. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-588-4_3
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