Care for Citizenship: An Analysis of the Debate on the Subject Care

In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This article analyzes the heated discussion preceding this decision which raised fundamental issues concerning “citizenship” and the objectives of education. Both opponents and proponents used the same oppositions in the debate, namely, the private sphere versus the public sphere, and cognitive education versus practical and moral education. We argue that these oppositions limit the potential of the subject Care. Therefore, we also explore ways to avoid these oppositions. An approach avoiding the first opposition can be found in a broad definition of care, as proposed in recent feminist theories. This approach extends the definition of care from caring for oneself to caring for others and the environment, and from care in the home and community to care as a sector of the labor market and as a responsibility of the state. In our opinion, the further development of the subject Care should be based on these theories. The second opposition can be avoided by conceptualizing learning as a process in which cognitive, affective, social, and practical elements are inextricably linked.