 Another dimension of ongoing debates about equality in the realm of civic education concerns the scope of the community for which we are educating students to become members. Is the right unit of analysis a particular nation state or the global community? If it is a particular nation state, how can we cultivate in students a sense of their national identity and the disposition to respect their state’s institutions and laws (and to advocate reform when needed), while also making them sensitive to what they owe non-citizens as a matter of justice? A key component of this debate is whether students should receive a patriotic civic education—that is, one that prioritizes shoring up their allegiance to their state over their capacity to reflect critically upon its potential shortcomings. Galston (1989) has notably argued that students need a civic education that is more rhetorical than rational, while a number of liberal theorists have criticized his view on grounds of democratic legitimacy, its status-quo bias, and the related possibility of ossifying existing inequalities (e.g., Brighouse 1998; Callan 1997; see also the related entry on  civic education).  On the other hand, if we instead have a cosmopolitan view of civic education and aim to cultivate “citizens of the world” (e.g., Nussbaum &amp; Cohen 1996), what are the relevant capacities that need to be made effective? There is no world state for students to participate in.