Value liberalism as a starting point for dialogue

This page is a continuation of what is under the tab 'Why liberalism'. On that page is a first explanation of why I dedicate so much time and interest in trying to make a clear and concise wording of fundamental principles of liberalism, or rather: basic principles of a variant of liberalism that I can feel at home in. On this page I describe instead some anxious projects where this concise formulation of liberalism will be needed. These concrete needs thus constitute the second driving force in the work, in addition intellectual curiosity it is said as often attet and search for precision as was the driving force according to the first explanation.

National consultation on societal values

One of the main points of value liberalism is that there is a large turnout among citizens around certain societal values ​​is important to a state should work well. Who then can these be in Sweden's case? In the general debate, it is often said that we need safeguard "Swedish values", while many others claim that it hardly exists some such. I would then argue that these values ​​exist but that they are implicit, i.e. that they exist but they are so obvious to most of us that we have not identified them and do not have any names on them. That's why it is quite natural that if you go out and ask people what are the most important Swedish values, many can not answer something other than "equal value for all".

Therefore, I mean that we should instead ask the question as "what do you think should we have common values? "to come up with many suggestions and then a discussion of this. To contribute to such a discussion has I wrote an article with my suggestions for this. It is included as one part of the proposal on value liberalism.

The School Act's wording on students' democratic education

According to the Education Act, the public school has two equal main tasks, namely to impart knowledge and to give students knowledge about democracy and democratic values. The latter assignment aims at the students themselves shall adopt these values. In 2013, the Swedish Schools Inspectorate carried out an evaluation of the schools' activities in the latter respect which was reported in (reference). The report showed that there was a great deal of uncertainty in the students schools about what one would really mean by these "democratic values". I think a clear formulation of political liberalism, and especially of value liberalism could be the basis for new teaching material and thereby be able to contribute to solving this problem.

Open dialogue with representatives of Islam on democracy and liberalism

For several years I have been studying the distances of Muslim writers from Western democracy and their critique of it. I took part first easy-to-find posts online, and then continued with contributions from leaders representatives and by writers in the academic environment. When reading these texts I was struck by how simplistic and sometimes misleading their image of democracy is in Västerlandeförstat. To be able to write responses to some of these writings there is a need for a clear and concise explanation of the ideology in connection with our kind of democracy. This was actually the strongest reason for that I went into the attempts to formulate liberalism as I perceive it.

One of my upcoming tasks is therefore to go back to my previous ones written treatment of representatives of Islam, to revise them with use of the concise description of value liberalism. It's mine hope that this will lead to an open and constructive dialogue.

The text on this page is also the second part of the article [red-195] .