Journal of Social Science Education (JSSE - Universität Bielefeld)
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Bildungsstandards und wirtschaftsberufliche Bildung
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European Citizenship as a Cultural and Political Construct
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Gender Issues and Social Science Education - An Interim Report
Get PDFThis article discusses the relevance of gender issues for social science education and gives an interim report on developments in the field. We explore the significance of gender differences in political attitudes and preferences for certain topics of instruction, consider differences in the learning needs of male and female students, and analyse the curricular challenges involved in incorporating the gender perspective in the classroom. Deficits in the curricular coverage of gender issues reflect the fact that the didactics of social science is still hesitant in its response to the findings of women\u27s and gender studies, and has yet to integrate gender issues as a core element of social science education
„Acting as a Moral Human Being - Neglecting Economic Studies“. Situation, Concepts and Challenges of Economic Studies at German Primary Schools
Get PDFChildren are affected by poverty, unemployment and pollution; they are a target group for firms. Without doubt they have to deal with the problems of economic allocation, distribution and stabilisation. But children are also individuals with needs and purchasing power, who make economic decisions themselves and influence those of others. Children interpret and construct their own explanations for these phenomena and build their own problem-solving strategies. Do shops create goods themselves? Do banks produce money? Is the function of a bank the protection of money against theft? Does the government tell people which job to do? Can everybody choose what he or she wants? Is a car more expensive than a jumper because it is bigger or because it can be driven? If school is supposed to help children understand and act in the world they are living in, then even at primary school economic world can not be blanked out. The main aim of this contribution is to analyse, if German curricula for primary schools as well as the main association of primary school attach importance to the economic phenomena in a child\u27s world. As these concepts are not developed by experts of economic education but by experts of primary education, I want to contrast these aims with three concepts respectively aims of economic education at primary school developed by experts of economic education. So the extremes can be shown: Which importance could economic education get und which is currently attached. However, also the concepts and aims of constructors of concepts for economic education do not satisfy totally. Either they derive their aims directly from economics as a science or from economic situations children take part or should know about. They draw out what children should know about or what children could do to learn about, seldom is pointed out, what children should be able to understand and responsibly act. Therefore an understanding of children\u27s construction of economic world is necessary. These constructs are analysed by economic psychologists. These results allow referring to the children\u27s naive theories in order to help them understand and act in their economic world. As pure analysis does not satisfy by discovering lacks, I will discuss competences which should be related to the approach of experts of children\u27s education as well as to experts of economic education, taking into account the results of economic psychologists. Finally, without winning the teacher children will not learn anything about economics at school, so I will finish with an approach to win the teachers
IEA and Civic Education Studies: Pursuing a Moving Target
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An Ethical Indicator in the Decision-Making Process. Transcendent Motives
Get PDFThe conceptualization of transcendent motives - together with the extrinsic and intrinsic motives - opens a channel to unite theory and practice in the realm of moral education. The conceptual axis of the analysis is the decision-making process framed in a context where there are "others" that receive the impact of our actions. Transcendent motives clarify the real value we assign to those others, if we treat them like persons, or rather "in function of, or "as a means to" further our personal interests. Rational motivation based on these motives makes us prudent and develops in us the valuative knowledge that serves us to discover in an experiential (rather than theoretical) manner personal realities. Via the case method students are taught the three types of criteria needed to learn how to internalize persons as a value in and of themselves
Editorial: JSSE Special Issue European Year of Citizenship through Education
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Semilingualism, Double Monolingualism and Blurred Genres - On (Not) Speaking a Legitimate Language
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The Role of European Parents Association in Building Civic Societies in European Countries
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Forgotten Documents – Gender and Curricula Work in Civic Education: The Case of Germany
Get PDFOnly seldom in discussions on didactics in Germany curricula are researched as relevant documents for the theory and practice of civic education. Their influence is often wrongly estimated as insignificant. But it becomes clear, especially from a gender-theoretical perspective, how significant "curriculum work" is, even for the construction of social realities