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Because we live in such a diverse society, this kind of participatory democracy must also be pluralist. We cannot assume consensus around a preexisting ideal of the common good, but neither can we expect people to discard their prior ideas (or their group identities) to take part in supposedly neutral and universal discourse. Instead, we must recognize that citizens enter the public sphere with deeply felt, and potentially conflicting, conceptions of the collective future, and that the purpose of democratic politics is to develop shared interests and visions.

National Council for the Social Studies, 1986), 68–84. 20. Key British studies from the 1970s and early 1980s include Martin Booth, “Skills, Concepts, and Attitudes: The Development of Adolescent Children’s Historical Thinking,” History and Theory 22 Beiheft (December 1983): 101–117; Denis Shemilt, Evaluation Study: Schools Council History 13–16 Project (Edinburgh: Holmes McDougall, 1980); and the essays in Historical Teaching and Historical Understanding, Eds. Alaric K. Dickinson and Peter J.

Rosenzweig and Thelen, Presence of the Past, 12, 31, 109–113. 19. ’”; Keith C. Barton and Linda S. Levstik, “‘Back When God Was Around and Everything’: Elementary Children’s Understanding of Historical Time,” American Educational Research Journal 33 (Summer 1996): 419–454; and Stephen J. Thornton and Ronald Vukelich, “Effects of Children’s Understanding of Time Concepts on Historical Understanding,” Theory and Research in Social Education, 16 (Winter 1988): 69–82. On research suggesting developmental limitations in children’s historical thinking, see reviews in Matthew T.

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