 One immediately understands political philosophers’ continued interest in education over the last twenty years. If we want citizens of diverse societies to develop the ‘right’ attitudes and dispositions, should we not encourage a common education, school them in a curriculum that teaches respect for difference, while providing the necessary skills for democratic discussion across these differences? If so, should we not resist demands for separate schools or dispensations for minorities? How flexible should public schools be towards minorities if the goal is to make them feel welcome and ensure that they do not retreat into parochial institutions? (Callan 1997; Gutmann 1999; Brighouse 2000, 2006)