Journal of Social Science Education (JSSE - Universität Bielefeld)
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Politische Bildung im Kontext von Regierung, Unterricht und Zucht
Get PDFJohann Friedrich Herbart (1776-1841) gilt als der Begründer der wissenschaftlichen Pädagogik. In diesem Beitrag wird zu zeigen versucht, dass Herbart die Unterstützung politischer Bildung als eine Aufgabe von Regierung, Unterricht und Zucht bestimmt und in seinem Werk wichtige „Bausteine“ für eine Theorie der politischen Bildung unter den Bedingungen von Erziehung vorlegt hat. Nach Herbart ist das politische Selbst- und Weltverhältnis auf Sachverhalte bezogen, die nicht nur die Lebensführung einzelner Menschen, sondern die Lebensführung einer Mehrzahl von Menschen betreffen. Nicht das Zusammenleben von Menschen generell ist jedoch Orientierungsgesichtspunkt des politischen Selbst- und Weltverhältnisses, sondern nur das problematisch gewordene Zusammenleben. Politik ergibt sich nach Herbart aus einem Konflikt hinsichtlich der Frage, wie das Zusammenleben von Menschen geregelt sein sollte. Während die Regierung lediglich mittelbar einen Beitrag zur politischen Bildung leistet, indem sie die Voraussetzungen für Unterricht und Zucht bereitstellt, fungieren die beiden zuletzt genannten Formen von Erziehung als die eigentlichen Medien, in denen die politische Bildung im Sinne Herbarts ihren Ort hat
An Ideological and Political Lesson from China: The Impact of Price Fluctuations
Get PDFIdeological and Political courses are compulsory lessons for Chinese students throughout their schooling, which also are taken for granted as Citizenship Education courses by the authority. What\u27s the real state of the lesson? Here we show you one example of the lesson
A Social Studies Education Lesson from Turkey: Human Rights
Get PDFSocial studies is a field, consisting of wide variety subjects, and the content of this field differ from one country to another. Also, how social studies are taught may differ a lot depending on each country’s culture and educational settings. Thus, it would be very interesting to see examples of social studies lessons from various countries to understand differences and similarities regarding how social studies are taught in different parts of the world. Therefore, an example of a social studies lesson from Turkish educational context is provided for the special issue of Journal of Social Science Education. This may be the first recorded and transcribed social studies lesson from Turkey. To my knowledge there is no other example to date of a completely recorded and transcribed social studies lesson from Turkey. Thus, this study provides an example of a social studies lesson from Turkey in order to facilitate comparison with examples of social studies lessons from other parts of the world
Bhinneka Tunggal Ika [Unity in Diversity]: From Dynastic Policy to Classroom Practice
Get PDFThe purpose of this article is to discuss the concept of Bhinneka Tunggal Ika, in its narrowest sense, a policy on religious tolerance, as it is operationalized in social studies textbooks and in classroom practice in Indonesia. The focus of the research is on six electronic textbooks used by students aged 7-12 years, in Indonesian elementary schools which are further considered in the context of Indonesian teachers’ actual experience of the operationalisationof Bhinneka Tunggal Ika in a classroom setting. The study shows that the textbooks and classroom practice are able to describe and transform a concept such as Bhinneka Tunggal Ika into a real and meaningful concept or practice for students as practiced in the family, the school, the wider community and at a national level as well as in religious ceremonies, architecture, and gotong-royong (or reciprocal) activities. However, the state also has a political goal and this concept should also be viewed as underlying cultural policy designed to build a character and civilization appropriate to a pluralistic Indonesian nation
Methodological Aspects of Documenting Civics Lessons in Israel
Get PDFIn this paper the author wishes to shed light on some methodological aspects of documenting civics classes as part of educational research. Rooted in the research traditions of grounded theory and the use of ideal types, this study concentrates on one case of a civics course taught in an Israel high school. Touching on the empirical and theoretical aspects of this case, this study will present the contributions of using such methodologies, particularly regarding the ways in which contextual factors such as the students’ academic level and socio-economic factors influence the teaching of this subject-matter. Practical pedagogical implications that were identified as a result of this study will also be presented
Is Student Participation in School Governance a “Mission impossible”?
Get PDFThe civic mission of schools in nurturing political literature, critical thinking and participatory citizens has always been played down in Hong Kong schools. On one hand, teaching civic education has never been ranked high in the education agenda. On the other hand, because of the conservative nature of schools, students are rarely encouraged to participate in school governance for the enhancement of their citizenship development. Funded by the General Research Fund (GRF) in Hong Kong, the authors conducted a quantitative survey on students’ participation in school governance and their citizenship development in 2013 to explore 1) students’ conception of “good citizens”; 2) the level and scope of student participation in school governance; and 3) the facilitating and hindering factors influencing student participation. This paper is a report on the simple statistical results of the survey findings. With reference to Westheimer and Kahne’s typologies, the findings revealed that the students had an eclectic understanding of citizenship, with higher scores for Personally Responsible Citizen and lower scores for Participatory, Justice Oriented and Patriotic Citizen, reflecting a conservative orientation. Concerning the implementation of school civic mission through student participation in school governance, it was found that students were rarely allowed to engage in important school matters, such as formulation of school rules and discussion of the school development plan. Our findings also revealed that schools were more inclined to inform students and consult them rather than confer real participation and powers to them. The paper concludes that the current practice of student participation in school governance does not facilitate the nurturing of active participatory citizens, particularly of a Justice Oriented nature, and this is urgently needed for the democratic development of Hong Kong
The Struggling Concept of Social Issues in Social Studies: A Discourse Analysis on the Use of a Central Concept in Syllabuses for Social Studies in Swedish Upper Secondary School
Get PDFThis is a study of how the concept of social issues was used in various ways in syllabuses for the school subject Samhällskunskap (Social Studies) in Swedish upper secondary school from 1965 to 2011. The concept is present in all syllabuses, be it with shifting status and position. A discourse analysis of syllabus texts shows how the concept of social issues in some contexts functions as a subject content among other contents, while functioning as a central, organizing principle in others. This analysis also shows how the use of the concept of social issues further indicates what educational philosophies and working methods are advocated in the syllabuses. The use of the concept may in turn be interpreted as part of a discursive struggle of powers between advocators of a differentiated upper-secondary school model on the one hand and advocators of a unified upper-secondary school model on the other. In this sense, the study of a single concept used in syllabuses may contribute to a discussion about larger educational discourse and the normativity embedded in education in general and in the school subject Samhällskunskap in particular
Symbols of Citizenship Education in Schools: A Pictoral Analysis
Get PDFThis gallery is designed to simulate a walk through a school building regarded to symbols, moments and rituals of formal and informal citizenship education as it might appear to a pupil/student/teacher during the course of a normal school day. The five contributions from Japan, Poland, Luxemburg/Germany, Germany and Denmark document examples from the actual citizenship studies curriculum