Societies concerned with preventing acts of violent extremism often target the ideas that are thought to motivate such acts. The state's use of educational institutions is one mechanism by which those ideas are subjected to challenge. Teaching liberal democratic values to students is one method. Here, David Stevens argues that this model is misguided. First, commitment to violent methods is not primarily driven by the attractiveness of radical ideas themselves, but by material facts and circumstances. Second, an education that ignores the teaching of various socioeconomic values, such as a commitment to a certain degree of material equality and welfare provision, is inadequate as a conception of citizenship. These criticisms are related. Citizens are owed certain resources and commitments as citizens, and grounds for dissatisfaction and violence are reduced when citizens receive the holdings to which they are entitled, and when their fellow citizens recognize and endorse this. Consequently, it is the role of education to teach directively toward the adoption of such socioeconomic values and commitments.

中文翻译：

---

重塑“基本‘英国’价值观”：教育、正义和防止暴力极端主义

关注防止暴力极端主义行为的社会往往会针对那些被认为会引发此类行为的思想。国家对教育机构的利用是这些想法受到挑战的一种机制。向学生教授自由民主价值观是一种方法。在这里，大卫·史蒂文斯认为这个模型是错误的。首先，对暴力方法的承诺主要不是由激进思想本身的吸引力驱动的，而是由重要的事实和环境驱动的。其次，忽视各种社会经济价值观的教育，例如对一定程度的物质平等和福利提供的承诺，作为公民概念是不够的。这些批评是相关的。公民应承担一定的资源和承诺当公民获得他们应得的财产，并且当他们的同胞承认并认可这一点时，不满和暴力的理由就会减少。因此，教育的作用就是指导人们采用这种社会经济价值观和承诺。