Journal of Social Science Education (JSSE - Universität Bielefeld)
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The Backward World of Economists – A Dilemma of Perception (in German)
No full textHuman acting has the form of a cycle that encloses phases of sensual perception and cognitive processing as mental efforts and phases of physical intervention in the world of things. Every acting, as well economic acting, is mentally prepared. Acting is subject to conditions of the physiology and psychology of thinking and engraved pictorial recollections of memory shaped by former experiences. Figures emanate that ought to be carried out. The traditional economy has closed itself to this wide, culturally affected cycle of thinking and acting and focuses on the mechanics of optimal arrangements of things, the so called production factors. Modern economic thinking has to open itself to the broad scope of its cognitive object and understand intellectual powers as the basics of economy
„Lehrkunstdidaktik“ - Framework and Example of a Definite „Inhaltsdidaktik“
No full textAccording to our experience, didactics as integration of method, subject (syllabi or curricula), and organisation of teaching on the one hand and of theory of education and formation (Bildung) on the other hand is most likely to succeed by concentrating on the composition of Lehrstücke in a case-work manner, which mean not only construction but also composition of the regular teaching units of 10-25 lessons. These regular teaching units are usually thematically, methodologically, and organisationally coherent and now they are developed and composed in three plus one steps: Firstly, the Lehrkunstdidaktik selects only teaching units concerning culturally and educationally as well as personally central subjects, i. e. epochally important humane subjects. Secondly, the Lehrkunstdidaktik composes these teaching units according to, what Lehrkunst calls, the "triad of exemplary-genetical-dramaturgical method". Thirdly, the organisation of teaching orients itself towards culturally authentic learning places, learning times and learning forms. Finally fourthly: all subjects, methods and organisations of teaching have to account for the claims of the theory of education and formation (Bildung). Thus they have to stand the question whether such a teaching unit really has succeeded in combining the free development of the personality with a deep understanding of the world. Only then the teaching unit has become a Lehrstück. In the designing of teaching units to Lehrstücke more than thirty Lehrstücke have arisen on the traces of Wagenschein within the last twenty years. In this process the working manner of the Kollegiale Lehrkunstwerkstatt, a collegial working group of teachers, has proven fine. The same goes for the compositional product of casuistic, enlightened subjective teaching reports, nearly "novels of education" as well as for an overall orientation of didactics not only to the sciences, but also to the arts, thus Lehrkunstdidaktik. In a lexicon of theatre plays there are many hundred works described; we are dreaming of a little lexicon of Lehrstücke. Lately the perspective has arisen that the teaching of Lehrstücke, Lehrstückunterricht, can offer a contribution to the educational teaching development
Citizenship Education in England: The Making of a New Subject
Get PDFCitizenship has been included for the first time ever as an explicit part of the school curriculum in England from September 2002. This paper explores how this historic shift has come about through the work of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools (commonly known as the Crick Group). The first section sets out the background to why the Crick Group was established and shows how the main lessons from past policy approaches were absorbed by the Group. The second section explains how citizenship education is defined in the school curriculum in England. The third section details some of the current activities designed to encourage the development of effective practice in citizenship. In the final section a number of challenges facing citizenship education are identified. How these challenges are tackled will have a major impact as to the effectiveness of citizenship education practice in schools and elsewhere in England
Economic Education in Germany
Get PDFIt is rather difficult to describe economic education in Germany: Due to German federalism the sixteen German Länder are independent in terms of educational policy. Thus the German educational system differs slightly from Land to Land, even more heterogenous is the situation of economic education. With regard to this it is impossible to give a detailed picture of the whole, but it is useless to present the situation in only one land. This report tries to do the impossible by giving a rough overview of the situation of economic education in Germany at school as well as at university. Above all it is concerned with outlining the gap between claim and reality of economic education. A summary about the main topics of the didactic discussion can reflect contents and methods, which influence the syllabus construction
L\u27éducation civique dans l\u27école française (Citizenship Education in French School)
No full textSince ten or fifteen years ago, civic education is coming back to the foreground of the news. It is now an obligatory school subject in primary and lower secondary school, the college, namely nine years of a schooling which it is as a rule the same for all pupils. The author introduces programmes from primary school and from the college. However, between official programmes and what is effectively taught, differences are often very large. What some primary school\u27s teachers say about what they teach and about college\u27s pupils provides another point of view on civic education. A short evocation of the history of civic education in French school puts in prospect actual choices and specific problems of this school subject, in particularly its difficult stabilisation. The article closes with the presentation of some tensions and contradictions which are necessary to take into account to think and to implement civic education
Economic Education in England
Get PDFOver recent years Economics as a separate subject has been in decline in England. Business Studies has grown in importance and the term Business Education is now more commonly used, in schools and colleges, to describe this area of work. This paper considers recent developments in the subject area and opportunities for further development. Particular emphasis is placed on the role of Business Education in the wider 14-19 curriculum and the prospects for future growth. The division between academic and vocationally related courses is emphasised with consideration given to the recent reform of the post-16 curriculum in England. The training of teachers in this area is outlined and implications arising from an increasing demand for teachers of Business Education is discussed
Civic, Legal and Social Education in French Secondary School: Questions About a New Subject
Get PDFIn summer 1999, a new compulsory subject was introduced in French upper secondary school: civic, legal and social education (éducation civique, juridique et sociale or ECJS). This teaching has been introduced as an answer to problems resulting from social and cultural changes in secondary education, from growing indifference to politics and from debates about citizenship. The curriculum in ECJS, through contents based on concepts and social and political controversies, and through pedagogy based on debates, upsets traditional secondary teaching. What is taught and what is learnt differ a lot form one classroom to another. The thesis presented in this paper asserts that this subject shows such an heterogeneity not only because it is new, but also because the three actors in the project, the institution, the teachers and the students, refer ECJS to legitimacies and to contents that do not coincide. The institution refers largely to politics and citizenship, the teachers to school difficulties and school knowledge, the students to their personal experience and common sense. This interpretation calls for discussion
Comparative Findings from the IEA Civic Study and Their Impact on the Improvement of Civic Education in Australia
Get PDFThe IEA Civic Education Study occurred in a context of little formal civics curricula in Australian schools. The paper compares some Australian data with that from England and the USA. Comparative Civic Knowledge data emphasise the finding that students do learn civics in school and that the kind of delivery does affect student learning outcomes. The comparative data on Civic Engagement indicate that more positive civic attitudes about engagement co-exist with greater civic knowledge. They also indicate that formal provision of civic education makes a difference to civic attitudes. Teacher data demonstrated the need for more training in civics, especially in the contested nature of the field. Teachers did not show an appreciation that encouraging decision-making in schools might increase student engagement in democracy more generally. The paper argues that pedagogic and administrative strategies to address decision-making and other civic competencies are crucial to the engagement of students in schools and to their future engagement in the wider society
The impact of School Education, Family, Cultural Background and Political Attitudes and Experiences in Civic Knowledge
Get PDFThe IEA Civic Education Study in Portugal involved the observation of national representative samples of students from grades 8, 9 and 11. Grades 8 and 9 are the terminal years of basic (compulsory) education, and grade 11 is the mid-year of secondary education. Results on civic knowledge reveal a particular scenario that will be explored in this paper: 8 grade students score clearly below the international mean, but both 9 and 11 grade students score above the international mean. The impact of four relevant variables in the literature on political development - education, family cultural background, political interest and experiences, and interpersonal trust - will be analyzed and discussed