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| Acknowledgments | |
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| Introduction | |
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| Civic Education and Religious Schools | |
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| The Civic Case against Religious Schools | |
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| The Civic Goals of Education | |
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| Civic Goals as the Only Goals of Public Education Policy | |
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| Do Religious Schools Make Good Citizens? | |
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| The Civic Value of Religious Schools | |
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| Responses and Conclusions | |
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| Civic Education and the Autonomy Problem in Political Liberalism | |
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| Conflicting Educational Goals: Three Approaches to Resolution | |
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| Liberalism without Political Primacy | |
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| Is Autonomy a "Cost" of Civic Education? | |
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| Liberal Democratic Principles Presuppose the Value of Autonomy | |
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| Conclusion | |
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| Autonomy as a Public Value | |
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| Autonomy, Identity, and Choice | |
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| Autonomy as Ongoing Rational Reflection | |
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| Caricatures of Rational Autonomy | |
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| The Nature of Autonomous Reflection | |
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| Conclusion | |
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| The Value of Autonomy in a Pluralist World | |
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| John Stuart Mill, Joseph Raz, and the Intrinsic Value of Autonomy | |
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| Contemporary Liberal Responses to Mill: The Neutrality Condition | |
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| Autonomy and Moral Responsibility | |
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| Arguments for the Instrumental Value of Autonomy | |
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| The Instrumental Value of Autonomy and the Neutrality Principle | |
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| Conclusion | |
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| Autonomy as a Goal of Education Policy: Objections and Responses | |
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| Parental Rights and Interests | |
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| "Parents Are People Too" | |
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| The Death Knell for Traditional Ways of Life? | |
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| Other Objections and Responses | |
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| Conclusion | |
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| Religious Schools and Education for Autonomy | |
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| Secular Public Schools: Critiques and Responses | |
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| What's Wrong with Secular Education? | |
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| Public Control of Schools | |
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| Authority and Autonomy | |
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| Conclusion | |
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| Religious Secondary Schools as Threat to Autonomy? | |
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| The Development of Autonomy Cannot Be Taken for Granted | |
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| The Autonomy Case against Religious Schools | |
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| Hallmarks of Permissible Religious Secondary Schools | |
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| Regulation and Entanglement | |
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| Conclusions and Policy Implications | |
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| The Role of Religious Primary Schools | |
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| Age-Sensitive Education | |
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| Primary Culture and Identity | |
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| Reasoning within an Ethical Framework | |
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| Cognitive Development and Autonomous Reflection | |
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| Maintaining the Option of Autonomous Religious Belief | |
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| Hallmarks of Permissible Religious Primary Schools | |
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| Conclusion | |
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| Conclusion | |
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| Bibliography | |
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| Index | |