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21.
Reneé Critcher Lyons 《Public Library Quarterly》2016,35(3):254-257
Statistics bear out the dire need for civic education and engagement within our nation’s libraries, those free and “equalizing” institutions that traditionally afforded opportunities assisting in the development of civically astute individuals. Per our founding principles, libraries and librarians remain responsible for instituting programming that assists in the development of capable citizens who actively participate in political life, hence ensuring the perpetuation and positive evolvement of our governmental system and its resulting law. Public and school libraries must return to a targeted emphasis on the provision of services that develop critical thinking opportunities steeped in civic intent and purpose. Examples include civic-oriented instruction, debate, communication, service and public policy facilitation, and forum building. 相似文献
22.
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
23.
公民概念与公民身份理论——兼及中国公民身份问题的思考 总被引：2，自引：0，他引：2
商红日 《上海师范大学学报(哲学社会科学版)》2008,37(6):1-6
公民概念出现在古希腊古罗马时期,直到20世纪初期,公民概念开始在中国出现和传播。公民身份理论是一种研究作为国家正式成员的个体与国家、社会之间关系的重要政治理论与社会理论。就其历史发展脉络来看,形成两大流派,也称两种理论传统：一是公民共和主义理论;一是自由主义的公民身份理论。20世纪40年代以后,国外的公民身份问题的研究进入一个新阶段,特别是在1990年代以后出现了一个研究的高峰。公民身份问题已经成为我国政治理论及社会理论中一个亟待展开深入讨论的基础领域。 相似文献
24.
Kate Sherren 《Environmental Education Research》2008,14(3):238-256
Thirty years of academic dialogue and reinvention about environmental and sustainability education conceals the consistency of rhetoric that literature holds. This paper argues that higher education for sustainable development does not call for the invention of anything disconcertingly new. In fact, four simple, long‐standing concepts contribute most of the philosophy, disciplinary content and pedagogy required: liberal education, interdisciplinarity, cosmopolitanism and civics. A review is undertaken of the literature behind these ‘ideas neither young nor mature’ and a sustainability canon is derived that features integrated sciences, humanities and social sciences theory, engaging, active pedagogy and authentic external experiences. 相似文献
25.
陈海平 《山西师大学报(社会科学版)》2008,35(5)
启蒙以来,始终存在着"市民"和"公民"二重身份的紧张。卢梭第一个对这一现代性问题进行了反思与批判。他的新共和主义政治理论,围绕人的"公民性"与"市民性"即布尔乔亚的二元对立而展开。卢梭认为市民的财富世界与公民的美德世界的对立使得现代性与道德之间出现一种排斥,他进而得出结论,近代以来公民已经消失,人处于异化状态。他希望通过小共同体美德政治模式使人参与到公共领域中来,从而克服布尔乔亚、唤醒公民性、扬弃人的异化。卢梭对人性分裂的担忧对社会转型中的我们具有启发和警示意义。 相似文献