Education for living or earning a living? To what degree should schooling be the same for all students? What is the critical part that school has to play as a core democratic institution in educating citizens who are ready to engage and commit themselves to the idea of social change and progress toward increased levels of social equality? The answers to these questions have preoccupied generations of philosophers, educational planners and prac- tioners. Recently, neo-liberal ideology has succeeded in focusing the answer on human capital preparation and instrumental learning as the panacea to the inequalities created by the present global economic order which serves the few at the expense of the many. Through a careful analysis of the historical evidence and based on ideas from progressivism, liberal education and critical theory. The authors reclaim career and vocational education for thick democracy. This definition of democracy has at its core social and economic equality. It means that students have the right to an education that will give them the tools needed to participate in creating the conditions of their career and vocational experience as future workers and citizens.

Education for living or earning a living? To what degree should schooling be the same for all students? What is the critical part that school has to play as a core democratic institution in educating citizens who are ready to engage and commit themselves to the idea of social change and progress toward increased levels of social equality? The answers to these questions have preoccupied generations of philosophers, educational planners and prac- tioners. Recently, neo-liberal ideology has succeeded in focusing the answer on human capital preparation and instrumental learning as the panacea to the inequalities created by the present global economic order which serves the few at the expense of the many. Through a careful analysis of the historical evidence and based on ideas from progressivism, liberal education and critical theory. The authors reclaim career and vocational education for thick democracy. This definition of democracy has at its core social and economic equality. It means that students have the right to an education that will give them the tools needed to participate in creating the conditions of their career and vocational experience as future workers and citizens.

Neo-Liberalism, Ideology and Education.- Democracy, Citizenship and Social Equality.- Principles of Democratic Learning.- A Conceptual Framework for Democratic Learning.- Critical Thinking and Democratic Virtues.

Education for living or earning a living? To what degree should schooling be the same for all students? What is the critical part that school has to play as a core democratic institution in educating citizens who are ready to engage and commit themselves to the idea of social change and progress toward increased levels of social equality? The answers to these questions have preoccupied generations of philosophers, educational planners and prac- tioners. Recently, neo-liberal ideology has succeeded in focusing the answer on human capital preparation and instrumental learning as the panacea to the inequalities created by the present global economic order which serves the few at the expense of the many. Through a careful analysis of the historical evidence and based on ideas from progressivism, liberal education and critical theory. The authors reclaim career and vocational education for thick democracy. This definition of democracy has at its core social and economic equality. It means that students have the right to an education that will give them the tools needed to participate in creating the conditions of their career and vocational experience as future workers and citizens.