The American Revolution of 1776 and the French Revolution of 1789, both attempted to resolve the dilemma associated with the ideas pertaining to individual rights. The American Constitution declared that “We the People of the United States,” while the French Declaration of the Rights of Man and the Citizen declares “the source of all sovereignty lies essentially in the Nation” (Gulalp, 2013). Both revolutions preserved a dualism between the “public” citizen, (the peoples voice) the “people” or the “nation” and the “legal” citizen, who is subject to the law and the possessor of natural rights to liberty, property, and the pursuit of happiness (Gulalp, 2013). Meanwhile, there is still a tension between the two models. It is doubtful that even
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In different, but related ways, both types of theories appeal to history. Normative theories looked towards history to explore the ideal of the good citizen. Past accounts of citizenship have inevitably shaped how we think about what it is to be a citizen. They provide a sort of scrapbook of ideas about the attributes and advantages of citizenship; who is a citizen, the kind of contributions the state and other citizens can expect from him or her. (Cohen, 2010). Accordingly, contemporary normative theories of citizenship tend to elaborate upon and test themselves against older views. They point out the logical inconsistencies of the past theories to present conditions of citizenship today. For example, military service was an integral part of older views of citizenship, but has gradually been dropped in more recent accounts. Some of the reasons that made a willingness to die for one’s country an important part of past theories of citizens, such as patriotism and a strong identification with one’s co- territories still as desirable quality of citizenship (Cohen, 2010). A good citizen is one who knows their rights and duties (Skog, 2008). A citizen appreciates both political and civic rights. Some political rights consist of the right to vote, freedom of speech, and faith right to movement etc. Civic rights are considered just as important as political rights, in which it enables individuals to live in a civilized manner. There are many views of what constitutes a good citizen. According to Theodore Roosevelt “the first requisite of a good citizen in this Republic of ours is that he shall be able and willing to pull his weight” (Skog, 2008). Education is also seen as a perquisite
In different, but related ways, both types of theories appeal to history. Normative theories looked towards history to explore the ideal of the good citizen. Past accounts of citizenship have inevitably shaped how we think about what it is to be a citizen. They provide a sort of scrapbook of ideas about the attributes and advantages of citizenship; who is a citizen, the kind of contributions the state and other citizens can expect from him or her. (Cohen, 2010). Accordingly, contemporary normative theories of citizenship tend to elaborate upon and test themselves against older views. They point out the logical inconsistencies of the past theories to present conditions of citizenship today. For example, military service was an integral part of older views of citizenship, but has gradually been dropped in more recent accounts. Some of the reasons that made a willingness to die for one’s country an important part of past theories of citizens, such as patriotism and a strong identification with one’s co- territories still as desirable quality of citizenship (Cohen, 2010). A good citizen is one who knows their rights and duties (Skog, 2008). A citizen appreciates both political and civic rights. Some political rights consist of the right to vote, freedom of speech, and faith right to movement etc. Civic rights are considered just as important as political rights, in which it enables individuals to live in a civilized manner. There are many views of what constitutes a good citizen. According to Theodore Roosevelt “the first requisite of a good citizen in this Republic of ours is that he shall be able and willing to pull his weight” (Skog, 2008). Education is also seen as a perquisite