Journal of Social Science Education (JSSE - Universität Bielefeld)
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The Place and the Role of Civic Education in the Republic of Macedonia
Get PDFThe paper describes the place and the role of civic education within the social system of the Republic of Macedonia. The main argument is that the implementation of the concept of civic education into the Macedonian educational system has successfully passed the initial and the subsequent introductory phase, and is nowadays facing the challenges of the mainstreaming phase. The situation at each stage is described in terms of the objectives, central issues, organization and teacher training
Conditions for High Civic Knowledge and Participation in Norwegian Schools
No full textThe Norwegian students in the Civic Education study are doing very well in civic knowledge, skills, attitudes and concepts. Despite this documented democratic awareness the student\u27s score is below international average on interest in politics and conventional participation. On the other hand the 14 year olds carry an important willingness to vote as adults, they have a high level of trust in their government and they want to participate in the school society. The paper discusses the question how these Norwegian findings can be explained, and wheather or not are the school system and school activities are part of the explanation. The paper illustrates the strategies for teaching an learning democracy in Norwegian Schools. The "about-perspective" means to teach the students about democracy und die "through-perspective" means teaching and learning through democracy. Using examples this paper shows, that school is one of the institutions who most explicit prepare young people for their role as citizens, that is as participators in democratic political activity. The comparison between Norwegian 14 year olds and 18 year olds shows improvements closely connected to student\u27s years in school. The about-perspective seems well taken care of by schools, teachers and students. This integrative school-system in connection with the open classroom climate seems to be a condition for attractive democratic attitudes
Impact of Democratic Competencies and Political Knowledge on Desirable Outcomes of Civic Education. Results from the German Contribution to the IEA Civic Education Study
No full textInternational comparative studies on civic education are especially difficult because of the lack of a common understanding of what civic education is as a subject and because of different cultural and political traditions or different school systems. Using the concept of democratic competencies, this paper starts by exploring a theory of authoritarian personalities and operationalising 11 items for an empirical study. Thereby this paper investigates to what extent central topics of civic education are more determined by cognitive factors or personality factors. It shows that matureness is developed not only by political knowledge but also by those democratic competencies which are an essential part of any democratic school and teaching culture
Crossing Borders and Bridging Gaps, An Editorial on Civic and Economic Education in Europe
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The Burden of History? Civic Education at German Schools
Get PDFThe following essay gives an overview of the development of civic education at German schools in the 20th century. This is based on the study of German contributions to the international comparative project "Civic Education" within the scheme of the International Association for Evaluation of Educational achievement (IEA), which were published internationally and by the German project group. Essential empirical findings are taken into account to describe civic education in Germany in an international comparison. This article helps for a better understanding of civic education in Germany under both a historical and comparative perspective
Geschlechterperspektiven in der Fachdidaktik (Rezension)
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Civic Education around the World
Get PDFYoung people\u27s distance from politics is seen as a central problem of democratic societies. Compared to the first IEA-study in the era of political mobilization during the early seventies the results for today\u27s young Germans are worse. Regarding political knowledge, the results for young Germans are mediocre; conspicuous and alarming is the unwillingness of German youngsters to participate in school, politics and society. These results can be explained by using data and relations found by the international comparative project Civic Education about the specific meaning of conditions and results of political education in different school systems and societies. This paper discusses several results and questions and shows that one-dimensional explanations are hardly possible in the complex field of political education
Wirtschaftliche und politische Bildung in österreichischen Schulen
Get PDFSozialwissenschaftliche Inhalte abseits der klassischen staatsbürgerlichen Erziehung, wurden in Österreich erstmals in der pädagogischen Reformära der 1920er Jahre diskutiert und in Schulversuchen erprobt. Mit dem Schulorganisationsgesetz (SCHOG) 1962, das das Österreichische Schulwesen nach dem 2. Weltkrieg neu ordnete, wurden in den allgemeinbildenden Schulen (Gymnasien und Hauptschulen) wirtschaftliche und politisch bildende Lehrinhalte und Ziele in die Unterrichtsgegenstände (Fächer) "Geographie und Wirtschaftskunde" bzw. "Geschichte und Sozialkunde" integriert. Diese zunächst eher formalen, additiven Verbindungen wurden 1978 durch das "Unterrichtsprinzip Politische Bildung" ergänzt. Die Lehrplanreformen Mitte/Ende der achtziger Jahre sowie 2002 versuchten eine stärkere Integration. In den berufsbildenden Schulen bestehen eigene Unterrichtsgegenstände für die genannten Bereiche
Globalisierung - in soziologischer Perspektive
Get PDFGlobalisierung ist ohne Zweifel eines der zentralen \u27catch words\u27 in den sozialwissenschaftlichen Debatten der 1990er Jahre gewesen. In diesem Beitrag wird versucht, relevante Aspekte des einschlägigen soziologischen Diskurses zu skizzieren. Dabei werden fünf Punkte bearbeitet: Zunächst wird eine knappe Begriffsbestimmung von Globalisierung vorgenommen, um dann kurz auf die Geschichte der soziologischen Globalisierungsdebatte einzugehen. In einem dritten Punkt wird ein stichpunktartiger Überblick über die wichtigsten Themenfelder gegeben, die aktuell in der Soziologie unter dem Stichwort "Globalisierung" bearbeitet werden. Anschließend werden am Beispiel der "Globalisierung der Wirtschaft" mit der "objektivistischen" und der "konstruktivistischen" die beiden wesentlichen soziologischen Perspektiven auf die aktuellen Globalisierungsphänomene beschrieben. Schließlich wird abschließend darüber reflektiert, was Globalisierung für die Disziplin Soziologie bedeutet, die bekanntlich traditionell eher nationalstaatlich orientiert ist