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1.
ABSTRACT:  This article explores the civic republican conception of citizenship underlying the Labour government's programme of civil renewal and the introduction of education for democratic citizenship. It considers the importance of the cultivation of civic virtue through political participation for such developments and it reviews the research into how service learning linked to character education can lead to the civic virtue of duty or social responsibility.  相似文献   

2.
CITIZENSHIP EDUCATION AND YOUTH PARTICIPATION IN DEMOCRACY   总被引：2，自引：0，他引：2  
ABSTRACT:  Citizenship education in established democracies is challenged by declining youth participation in democracy. Youth disenchantment and disengagement in democracy is primarily evident in formal political behaviour, especially through voting, declining membership of political parties, assisting at elections, contacting politicians, and the like. If citizenship education is to play a major role in addressing these concerns it will need to review the impact it is making on young people in schools.
  This paper reviews a major national project on youth participation in democracy in Australia set in the context of a national citizenship education programme. The Youth Electoral Study found that citizenship education in Australian schools has at best been marginally successful and substantially more is required to raise levels of democratic engagement. The paper explores many opportunities available to education systems and schools to address these issues through reconceptualising aspects of the formal and the informal curriculum.  相似文献   

3.
Vietnam has experienced the influences of different social standards and values of Confucianism, Communism and several major religions, such as Buddhism and Catholicism, and has also undergone tremendous social change in recent decades. Consequently, moral education in present‐day Vietnam takes various forms and definitions. Nowadays, moral education is incorporated in the formal curriculum and taught as a single subject of study at all levels of the Vietnamese education system. The focus of moral education in primary schools is character and personality building. In secondary schools, the syllabuses focus on citizenship education, emphasising the notion of developing a socialist citizen. In higher education, the ideas of inculcating socialist thoughts and socialist principles are as important as building intellectual ability, thus, Marxist sciences and Ho Chi Minh thoughts are compulsory taught courses and make up 12% of total study hours in the undergraduate and postgraduate curriculum. Therefore, there are two different systems of morality existing in Vietnamese society – traditional morality and socialist morality. Traditional morality is transmitted through informal channels of education, such as family education and religious institutions, while socialist morality is enforced through formal channels of the national curriculum and in various social activities and movements. However, it is still a real challenge for the Vietnamese educational system to redefine the objectives and content of moral education in order to cope with the complexity of a fast‐changing society.  相似文献   

4.
CITIZENSHIP EDUCATION AND CHARACTER EDUCATION: SIMILARITIES AND CONTRASTS   总被引：1，自引：0，他引：1  
ABSTRACT:  We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted.  相似文献   

5.
In the late 1990s both the British and the French governments gave new impetus to citizenship education. This article examines the theories and world views that underpin the formal syllabuses for citizenship education in England and France. It notes that whereas the English curriculum aspires to create a diverse society founded on multicultural citizenship, an insufficiently strongly agreed statement of values undermines the implementation of the project. The French syllabus, on the other hand, emphasizes a commitment to anti-racism, human rights and civil action against injustice. Its theoretical basis in the French Republic, committed to individual equality without distinction, denies any recognition to the existence of social groups based on culture or ethnicity. This blindness to difference also tends to undermine citizenship education as a social project intended to promote integration through schools. Whereas French citizenship education is intended to integrate individuals into a predetermined, existing republican framework, English citizenship education apparently aims to create a new society and a new national identity. The article concludes that such a project requires an explicit commitment to and promotion of human rights as the basis for a social consensus and citizenship.  相似文献   

6.
Debating whether or not teachers should teach values addresses the wrong question. Education already is a values-infused enterprise. The larger question is how to train teachers for positive character formation. Two teacher education strategies are presented in this article. A “minimalist” strategy requires teacher educators to make explicit the hidden moral education curriculum and to reveal the inextricable linkage between best practice instruction and moral character outcomes. The “maximalist” approach requires preservice teachers to master a tool kit of pedagogical strategies that target moral character directly as a curricular goal. To this end, the Integrative Ethical Education model outlines five steps for moral character development: supportive climate, ethical skills, apprenticeship instruction, self-regulation, and adopting a developmental systems approach.  相似文献   

7.
道德共识的追寻——美国新品格教育的内容浅析   总被引：1，自引：0，他引：1  
品格教育是20世纪末美国学校道德教育发展过程中一个值得注意的道德教育现象。新品格教育的目的在于“社会的道德整合”。达到这一目的要求具有一套普遍有效的道德内容，这是实施品格教育关键的一步。这种内容的确定及其方式反映了一种对道德共识的追寻。  相似文献   

8.
The global flow of citizenship education in China has spurred much discussion in Chinese academic circles. This study explores the interaction between citizenship education and China’s the existing political-ideological education and moral education as a space is negotiated a space in the current “ideoscape.” A qualitative approach is adopted to synthesize the literature coming from China on citizenship education from an interpretive and critical perspective. The research findings suggest: (a) The territory of orthodox political-ideological education is being narrowed down as its relationship with citizenship education is configured; (b) citizenship education and moral education are represented using different images to delineate their distinctions; and (c) the introduction of “global citizenship education” includes many new topics and competencies that expands the current ideoscape. This study argues that the ongoing debates on citizenship education are deeply rooted in China’s structural transformation, in which society tends to be separated from state. In negotiating its own territory, citizenship education reshapes China’s ideoscape in the education field. The paper concludes by suggesting that citizenship education should make a unique contribution to facilitating young citizens in a reexamination of the values imbedded in political-ideological education and moral education with a new social consensus being reached through the communication of ideas.  相似文献   

9.
An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform.  相似文献   

10.
This article explores citizenship education's need to focus on both ‘political’ and ‘social’ literacy within a communitarian framework. The Crick Report (1998; see also Lahey, Crick and Porter, 1974), while recognizing that the social dimension of citizenship education was a precondition for both the civic and political dimensions, concentrated largely on ‘political’ literacy. This article examines the social dimension of citizenship education. Concern with the social dimension of the curriculum in schools is not a recent interest, but changes within society have accelerated the social demands made upon schools. At the very least, society expects schools to correct the behaviour of children and to teach them values which usually means insisting on ‘good’ behaviour. The social development of pupils has thus assumed a much greater place in the aspirations of schools. Programmes of personal and social education, together with citizenship education, invariably emphasize a range of social skills and these skills are introduced early and built upon throughout the years of schooling. An individual's sense and ability to make socially productive decisions do not develop by themselves; rather, they require knowledge, values and skills. Above all opportunities are required for children to experience social relations in such a way that they are able to operate critically within value-laden discourses and thereby to become informed and ethically empowered, active citizens.  相似文献   

11.
Confucianism, long regarded as the key philosophy on personal character-building and interpersonal relations in Chinese society, used to be pivotal to citizenship education in Taiwan, but that has changed in the last 20 years. In the wake of democratization in the late 1980s, growing liberalism and pluralism in Taiwanese society prompted the authorities to widen the scope of the school curriculum to include a diversity of cultures and thus the influence of this ancient Chinese philosophy began to fade away. The new citizenship curriculum, introduced in 2010, is no longer structured around Confucian moral guidance, but has instead embraced pluralism. Confucianism, from the perspective of those Taiwanese citizenship curriculum designers who were interviewed, hinders the formation of civil society due to its overly strong emphasis on familial kinship and “sovereign-subject” paternalism. Engulfed by Confucian moral principles, the critical and reflective competence of the individual often fails to develop. The new citizenship programme therefore attempts to counter the emphasis on fostering “obedient citizens” under monolithic Confucian doctrines and envisions a resilient civil society open to pluralistic voices.  相似文献   

12.
从课程角度来看,目前我国学校公民教育存在两个不充分:公民学科教育以公民认知代替完整的公民教育,路径开发不充分;其他各类课程协同的公民教育同向聚焦不足,路径拓展不充分。从教师角度思考其原因,是“教书匠”的职业定位蒙昧了其现代教育背景下职能的自觉,拘囿了其教育视域的拓展。教师要以公民教育自觉,为社会和谐与公民幸福而教,拓展公民教育的场域,结成学习共同体,向自然、向社会、向生活开发,搭建全景、多层交错衔接式育公民的大世界;拓展学科教学视域,在学科课程资源中发掘或显或隐的公民教育课程资源,构建全员、全课程育公民的大格局。  相似文献   

13.
在西方文化的思想语境下,分析英国公民教育课程建构的直接动因、价值基础和理论争鸣,廓清其发展路径的基本脉络,揭示英国公民课程发展的内在规律,有助于我们更深入地了解英国公民教育。价值观合法性危机是英国公民课程构建的基本前提,民主社会目标是公民课程构建的价值基础。从课程目标价值作为其实施效果的考量依据看,目前英国学界对学校是否应当设置公民课仍存在较大分歧。同时,缺少公民课教师的充分培训成为影响实施效果的主要原因。  相似文献   

14.
Moral education and values education in curriculum reform in China   总被引：1，自引：0，他引：1  
In the new curriculum reform in China, moral education and values education have been defined from the angles of the integrity and conformity of curriculum functions. Accordingly, a new education concept based on complete/integral curriculum functions is established. By discussing the essences of the curriculum, the basis of moral and values education, integrated curriculum setting in instruction structure, the presence of emotional and attitudinal goals in the subject standards, and teaching methods, this text points out that this curriculum reform looks to moral and values education in schools. The reform also emphasizes and will guarantee moral and values education in schools. Finally, the article recommends to elementary and secondary schools the studies on moral education in class conducted by the Research Institute of Moral Education of Nanjing Normal University, one of the Key Bases for Humanities and Social Sciences Research for the Ministry of Education. __________ Translated from Global Education, 2002:12  相似文献   

15.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school.  相似文献   

16.
Values education in Asian societies is commonly underpinned by an ideology of communitarianism that seeks to promote the needs and interests of ‘others’ over the ‘self’. An example of an Asian country that promotes communitarian values through its values education curriculum is Singapore. By reviewing the moral and citizenship education curricula in Singapore, the present article points out that the accent is on ‘others’ rather than the ‘self’. Noting that communitarianism has often been linked to Confucian values in Asian societies, this article offers a Confucian viewpoint of the self and moral self-cultivation. It further argues for a form of values education that balances the ‘self’ with ‘others’ through active learning, self-reflection and self-evaluation. The Singapore experience provides a useful case study on the influence of communitarianism and the potential of Confucianism on values education in an Asian context.  相似文献   

17.
The relationship between geography and education for citizenship has for long been associated with one of the subject's claims for a place in the curriculum. Suggestions that geography should be included in the school curriculum, for example, were made in the sixteenth and seventeenth centuries on the grounds of the increase in Britain's international and overseas trade coupled with the gradual development of a middle class of merchants demanding greater knowledge of the world. In other words, it was claimed that knowing and understanding of other parts of the world served a citizenship end. However, there was no evidence that these counsels were ever widely put into practice. How could geography contribute to citizenship education if it was not part of the curriculum in school? The answer was obviously that it had to secure a place in the curriculum first. In retrospect its success in gaining a place in the curriculum was arguably partly due to its contribution to citizenship education. The achievement began largely in the nineteenth century. Thus Watson, who made a study of the growth of modern subjects in English schools found it difficult to trace a single reference to the teaching of geography in secondary schools in earlier times, though apparently at Westminster school members of certain forms were instructed after supper (in summer only) in the finding of places on ‘maps’. Much of the evidence suggested that whatever geography was taught by private tutors or learned individuals through the books which were undoubtedly published in the sixteenth and seventeenth centuries, the public and grammar schools did little or nothing to teach the subject. It was only in the eighteenth century that one began to see some stereotypical forms of geography being taught in a number of schools, concentrating on basic physical and political geography, increasingly by means of catechetical methods.  相似文献   

18.
20世纪80年代以来,美国新品格教育理论与实践日渐丰富,为转变美国社会道德滑坡、应对美国青少年道德危机做出巨大贡献。当前,我国青少年思想道德教育也面临着价值多元的思想困惑和现代社会的道德困境,通过比较美国新品格教育得出以下启示:彰显意识形态的主导性,培育核心价值观;弘扬传统文化的实效性,注重文化育人;强化教育方法的渗透性,拓宽教育渠道;加强教育力量的协调性,形成道德共识。  相似文献   

19.
Education for citizenship is now recommended for all primary schools. Whilst primary teachers have long covered social and moral education, they have been less likely to cover teaching about community and political literacy (including the discussion of topical, controversial issues). This paper reports research findings on current practice and identifies key areas for discussion. It argues that there is great scope for enriching and enlivening the primary curriculum through the introduction of education for citizenship, by extending current practice in social and moral education and incorporating the newer themes of community and political literacy into existing teaching.  相似文献   

20.
家庭生活是青少年道德生活的一部分,为学校课程德育提供鲜活的德育资源,家庭德育与课程形式的德育在青少年品德发展的过程中是相互关联的。当前,处于社会发展变化中的家庭在结构上发生了变迁,必然带来家庭伦理道德和家庭德育的变化,最终对学校的课程德育产生一定的影响,课程德育的发展要求其自身必须面对现实,在内容、模式、方法等方面采取相应改革与发展策略。  相似文献   

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