Inclusive Education and Constitutional Ideary

Abstract

This text analyses the meaning and scope of the concept of «constitutional educational principles» in Article 27.2 SC from the point of view of doctrine and jurisprudence, and contrasts it with its actual application in schools. It examines the four judicial scenarios in which its use has been necessary: limit of the idea of private schools, home schooling, subject «Education for citizenship» and single-sex education. It is concluded that it must be educated in class for democracy, but also that the whole school must be organized democratically on the basis of the concept of inclusive education.

Summary:

I. INTRODUCTION: HOW TO RECONCILE THE CONSTITUTIONAL EDUCATIONAL IDEARY WITH PUBLIC SCHOOL’S OBLIGATION OF IDEOLOGICAL NEUTRALITY AND PARENTS’ RIGHT TO HAVE THEIR CHILDREN RECEIVE THE RELIGIOUS AND MORAL EDUCATION OF THEIR CHOICE? II. STATUS QUO OF THE CONSTITUTIONAL EDUCATIONAL IDEARY. II. A) IN LITERATURE. II. B) IN JURISPRUDENCE. II. C) IN THE REALITY OF THE EDUCATIONAL SYSTEM. III. THE CONSTITUTIONAL EDUCATIONAL IDEARY AS VALIDITY PARAMETER OF THE EDUCATIONAL SYSTEM. INCLUSIVE EDUCATION AS A KEY CONCEPT. IV. CONCLUSION: THE SCHOOL TEACHES DEMOCRACY, BUT IT MUST BE DEMOCRATIC ITSELF.