967 resultados para liberal civic education
Resumo:
Bok (2010) argues civic understanding could improve student happiness by improving perceptions of politics and government, but the state of civic education in public schools keeps this from happening. This study argues that this notion of civic education is conservative by exploring Bok’s premises, social studies, and civic education.
Resumo:
Traditionally political knowledge was regarded as an important potential outcome for civic education efforts. Most of the currently available research, however, tends to focus on non-cognitive goals, despite the fact that studies repeatedly have shown that political knowledge is an important resource for enlightened and engaged citizenship. In this article, we investigate whether civic education contributes to political knowledge levels. The analysis is based on the Belgian Political Panel Survey, a two year panel study among 2,988 Belgian late adolescents. The analysis shows that experiences with group projects at school contribute significantly to political knowledge levels two years later on. Furthermore, we can observe an interaction effect as those who are already most knowledgeable about politics, gain most from these group projects. Classes about politics, on the other hand, did not have an effect on knowledge levels. In the discussion, it is argued that civic education can have strong cognitive effects, but that these effects are not always related to classical civic education efforts.
Resumo:
It is generally assumed that civic education efforts will have a positive effect on the political attitudes and behaviors of adolescents and young adults. There is less agreement, however, on the most effective forms of civic education. In the present study, we distinguish between formal civic education, an open classroom climate and active learning strategies, and we explore their effect on political interest, efficacy, trust and participation. To analyze these effects, we rely on the results of a two-year panel study among late adolescents in Belgium. The results indicate that formal civic education (classroom instruction) and active learning strategies (school council membership and, to a lesser extent, group projects) are effective in shaping political attitudes and behavior. An open classroom climate, on the other hand, has an effect on political trust. We conclude that there is no reason to privilege specific forms of civic education, as each form contributes to different relevant political attitudes and behaviors.
Resumo:
Tämän opinnäytetyön lähtökohtana on ollut musiikinopetuksen kehittämis- ja opetussuunnitelman puuttuminen Seinäjoen Kansalaisopistosta. Työn alkuosassa käydään läpi pääpiirteittäin vapaan sivistystyön historia ja Laki vapaasta sivistystyöstä. Seinäjoen Kansalaisopiston musiikin opetusta tarkastellaan elinikäisen oppimisen, eettisyyden ja indoktrinaation näkökulmista. Musiikin opetus- ja oppimiskäsitykset sekä opettajan kompetenssi ovat myös keskeisiä asioita kehitettäessä Seinäjoen Kansalaisopiston musiikin opetusta. Seinäjoen Kansalaisopistossa musiikkiaineissa opiskeli lukuvuonna 2006-2007 yli 800 opiskelijaa. Solistista opetusta annettiin pianossa, laulussa, viulussa ja huilussa. Ryhmäopetusta annettiin harmonikan ja pelimanniharmonikan soitossa, kitaran soitossa, rummuissa, viulun soitossa, kuorolaulussa sekä vauva-äiti/vanhempi - ja erityismusiikkiryhmille (erityislapset, ikäihmiset, erityisaikuiset), kansanmusiikki- ja pelimanniyhtyeille. Seinäjoen Kansalaisopistossa musiikin kehittämis- ja opetussuunnitelmaa varten tehtiin kaksi kyselytutkimusta: erikseen musiikin opiskelijoille ja musiikin opettajille. Niissä selvitettiin opiskelijoiden ja opettajien toiveita ja tarpeita kansalaisopiston musiikin opetuksessa. Tutkimus on määrällinen, ja tulokset antoivat Seinäjoen kansalaisopiston musiikin opetuksen kehittämiselle tietoa, jonka pohjalta opetussuunnitelma on mahdollista laatia. Opettajille suunnattu kysely tuotti keskeisiä tuloksia: kansalaisopiston hallinnolliset palvelut opettajille koettiin tasokkaiksi, mutta opetustuntien toivottiin olevan pidempiä; lisäksi täydennyskoulutustarvetta oli yli puolella vastanneista. Hyvän opettajuuden tärkeimmiksi elementeiksi opettajat kokivat kannustavuuden, hyvät vuorovaikutustaidot, ohjaavan ja rakentavan suhtautumisen sekä hyvän tilannetajun. Opiskelijoille suunnattu kysely osoitti, että heidän mielestään opetus on tasokasta ja opettajat ammattitaitoisia sekä innostavia. Opiskelijat kokivat solististen aineiden oppitunnit liian lyhyiksi. Opiskelun kannustimiksi opiskelijat totesivat musiikista saadun ilon, itsensä kehittämisen ja uuden oppimisen halun sekä musiikin sopivuuden vapaa-ajan harrastukseksi. Musiikkikurssien yleisarvio oli hyvä, hinta-laatu-suhde erinomainen ja opiskelijat kokivat saavansa myös tarpeeksi palautetta. Opetussuunnitelma voi palvella musiikinopettajia opetuksen kehittämisessä, suunnittelussa ja toteuttamisessa ilman, että sen tarvitsee viedä opettajien itsenäisyyttä. Opiskelijoita halutaan tukea musiikin opiskelussa siten, että heille luodaan hyvä oppimisympäristö ja tarvittaessa heille laaditaan henkilökohtainen opetussuunnitelma yhteistyössä opettajan kanssa. Seinäjoen Kansalaisopisto pyrkii tulevaisuudessa tarjoamaan aiempaa paremmin kysyntää vastaavaa musiikinopetusta niin aikuisille harrastajille kuin myös nuorille ja lapsille.
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The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of Standards in Higher Education are discussed with emphasis placed on the critical role that academic advising plays in support of an integrative liberal learning education, and in turn, future success for all students.
Resumo:
A growing body of research has argued that university citizenship curricula are inefficient in promoting civic participation, while there is a tendency towards a broader citizenship understanding and new forms of civic engagements and citizenship learning in everyday life. The notion of cultural citizenship in this thesis concentrates on media practices’ relation to civic expression and civic engagement. This research thus argues that not enough attention has been paid to the effects of citizenship education policy on students and students’ active citizenship learning in China. This thesis examines the civic experience of university students in China in the parallel contexts of widespread adoption of mass media and of university citizenship education courses, which have been explicitly mandatory for promoting civic morality education in Chinese universities since 2007. This research project raises significant questions about the meditating influences of these two contexts on students’ perceptions of civic knowledge and civic participation, with particular interest to examine whether and how the notion of cultural citizenship could be applied in the Chinese context and whether it could provide certain implications for citizenship education in China. University students in one university in Beijing contributed to this research by providing both quantitative and qualitative data collected from mixed-methods research. 212 participants contributed to the questionnaire data collection and 12 students took part in interviews. Guided by the theoretical framework of cultural citizenship, a central focus of this study is to explore whether new forms of civic engagement and civic learning and a new direction of citizenship understanding can be identified among university students’ mass media use. The study examines the patterns of students’ mass media use and its relationship to civic participation, and also explores the ways in which mass media shape students and how they interact and perform through the media use. In addition, this study discusses questions about how national context, citizenship tradition and civic education curricula relate to students’ civic perceptions, civic participation and civic motivation in their enactment of cultural citizenship. It thus tries to provide insights and identify problems associated with citizenship courses in Chinese universities. The research finds that Chinese university students can also identify civic issues and engage in civic participation through the influence of mass media, thus indicating the application of cultural citizenship in the wider higher education arena in China. In particular, the findings demonstrate that students’ citizenship knowledge has been influenced by their entertainment experiences with TV programs, social networks and movies. However, the study argues that the full enactment of cultural citizenship in China is conditional with regards to characteristics related to two prerequisites: the quality of participation and the influence of the public sphere in the Chinese context. Most students in the study are found to be inactive civic participants in their everyday lives, especially in political participation. Students express their willingness to take part in civic activities, but they feel constrained by both the current citizenship education curriculum in universities and the strict national policy framework. They mainly choose to accept ideological and political education for the sake of personal development rather than to actively resist it, however, they employ creative ways online to express civic opinions and conduct civic discussion. This can be conceptualised as the cultural dimension of citizenship observed from students who are not passively prescribed by traditional citizenship but who have opportunities to build their own civic understanding in everyday life. These findings lead to the conclusion that the notion of cultural citizenship not only provides a new mode of civic learning for Chinese students but also offers a new direction for configuring citizenship in China. This study enriches the existing global literature on cultural citizenship by providing contemporary evidence from China which is a developing democratic country, as well as offering useful information for Chinese university practitioners, policy makers and citizenship researchers on possible directions for citizenship understanding and citizenship education. In particular, it indicates that it is important for efforts to be made to generate a culture of authentic civic participation for students in the university as well as to promote the development of the public sphere in the community and the country generally.
Resumo:
Citizenship education was intensively discussed during the 1910s. Patriotic ideals and the love of the fatherland were described with diligence in teachers' journals. After the outbreak of the World War I, Swiss teachers reacted immediately to the new circumstances and published lessons in their weekly teacher journals for every day of school for different grade levels. These lessons comprised current events and civic education as well as didactical instructions for the teacher. In pupils' essays, citizens are often depicted as religious members of society who are industrious and hardworking, whereas in the journals, religious aspects are related to peace but not to citizenship education. As a multilingual and neutral country, Switzerland struggled with major domestic problems due to the cultural conflict between the French- and the German-speaking regions, especially during wartime. However, teachers promoted unity from the beginning. Therefore, changes and continuities during this decade concerning citizenship education are of crucial research interest. The practical sections of teachers' journals, including lessons and didactical instructions, and pupils' essays provide insight into what happened in the classrooms. Which forms of national identity and citizenship were taught in classrooms before, during and shortly after WW1 in public schools in Switzerland? How did pupils describe the current issues of war and citizenship?
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More than ever, education organisations are experiencing the need to develop new services and processes to satisfy expanding and changing customer needs and to adapt to the environmental changes and continually tightening economic situation. Innovation has been found in many studies to have a crucial role in the success of an organisation, both in the private and public sectors, in formal education and in manufacturing and services alike. However, studies concerning innovation in non-formal adult education organisations, such as adult education centres (AECs) in Finland, are still lacking. This study investigates innovation in the non-formal adult education organisation context from the perspective of organisational culture types and social networks. The objective is to determine the significant characteristics of an innovative non-formal adult education organisation. The analysis is based on data from interviews with the principals and fulltime staff of four case AECs. Before the case study, a pre-study phase is accomplished in order to obtain a preliminary understanding of innovation at AECs. The research found strong support for the need of innovation in AECs. Innovation is basically needed to accomplish the AEC system’s primary mission mentioned in the ACT on Liberal Adult Education. In addition, innovation is regarded vital to institutes and may prevent their decline. It helps the institutes to be more attractive, to enter new market, to increase customer satisfaction and to be on the cutting edge. Innovation is also seen as a solution to the shortage of resources. Innovative AECs search actively for additional resources for development work through project funding and subsidies, cooperation networks and creating a conversational and joyful atmosphere in the institute. The findings also suggest that the culture type that supports innovation at AECs is multidimensional, with an emphasis on the clan and adhocratic culture types and such values as: dynamism, future orientation, acquiring new resources, mistake tolerance, openness, flexibility, customer orientation, a risk-taking attitude, and community spirit. Active and creative internal and external cooperation also promote innovation at AECs. This study also suggests that the behaviour of a principal is crucial. The way he or she shows appreciation the staff, encouragement and support to the staff and his or her approachability and concrete participation in innovation activities have a strong effect on innovation attitudes and activities in AECs.
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This paper concerns a study on the University Extension, by reference to the research extension activities under the theme human rights and justice, developed in the period 2008 to 2010 in UFRN. To do so, it tried to learn the concepts of extension in Brazil from the 1970s until the 2000s in contemporary times. This study considered the neoliberal social context of the University, dominated by educational policies focusing on the hegemony of liberal ideas about society, reflecting the great advances of capital on the organization of workers in the last decades and intensified in the 1990s. This research was guided by two great motivations: the opportunity to apprehend a way to enforce the commitment of public institutions of higher education to the disadvantaged sections of society and what role the university extension space plays as a socially committed public university. The general aim of this study is to identify inside the university extension education what does it mean for practitioners and extension activities and what results it produces to society and to the academic training of future professional citizens in the current neoliberal context. The research has been developed from an analytical and critical approach based on quantitative and qualitative data, using observation techniques and semi-structured interviews. We sought to investigate and understand the social reality, the main object of this work, with an interest in identifying the need for a new teaching/learning process and for a new university practice, in order to effectively improve an advanced academic formation. For this, some interviews have been conducted with teachers, students and the external community involved in extension actions in the period defined by the work, i.e., from 2008 to 2010. In this stage, it was observed that the academic work of university extension is essential to civic education. It was recognized too as a privileged space where university fulfills its social commitment towards society, as long as it joins scientific and popular knowledge having in view a new science and a new social order
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Die Arbeit untersucht anhand empirischer Daten aus dem Jahr 2012 (ESS 6) das normative Demokratieverständnis von Jugendlichen im Alter zwischen 15 und 26 Jahren. Im Unterschied zu vorangegangenen Studien wird das normative Demokratieverständnis der Jugendlichen zum einen detaillierter untersucht, zum anderen dem der Erwachsenen gegenüber gestellt und drittens werden dessen Determinanten umfassender betrachtet. rnDen theoretischen Rahmen der Untersuchung bilden das klassische Konzept der politischen Kultur und die politische Sozialisationstheorie. rnEs zeigt sich, dass Jugendliche über ein verhältnismäßig gut ausgeprägtes normatives Demokratieverständnis verfügen, dieses jedoch niedriger ausgeprägt ist als das der Erwachsenen, wobei letzterer Befund für ältere Jugendliche nur noch punktuell gilt. Zudem weisen die Ergebnisse darauf hin, dass bei den Jugendlichen weitestgehend die gleichen Aspekte des normativen Demokratieverständnisses im gruppeninternen Vergleich über- bzw. unterdurchschnittlich ausgeprägt sind wie bei den Erwachsenen. Unterschiede zwischen Jugendlichen und Erwachsenen zeigen sich insbesondere für die elektorale Dimension der Demokratie und weniger für die liberale Dimension. Als wichtige Determinanten des Demokratieverständnisses von Jugendlichen werden sowohl der individuelle Bildungsgrad und das individuelle politische Interesse als auch der Bildungshintergrund der Eltern identifiziert.rnAus den Ergebnissen werden am Ende der Arbeit Implikationen mit Bezügen zu Inhalten, Adressaten und Akteuren politischer Bildungsarbeit diskustiert. rn
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A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.
Resumo:
A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.
Resumo:
This study assessed the civic knowledge, skills, and attitudes of Hispanic eighth grade students in Miami-Dade County Public Schools (M-DCPS), Florida. Three hundred sixty one Hispanic students of Cuban (253), Colombian (57), and Nicaraguan (51) ancestry from 10 middle schools participated in the study. Two hundred twenty eight students were from low socio-economic status (SES) background, and 133 were of middle SES background. There were 136 boys and 225 girls. The International Association for the Evaluation of Educational Achievement Civic Education Student Questionnaire was used to collect data. The instrument assessed the students’ civic knowledge, skills, and attitudes. Multivariate analysis of variance was used to test for differences in the civic knowledge, skills, and attitudes of participants based on ancestry, SES, and gender. ^ The findings indicated that there was no significant difference in the civic knowledge, skills, and attitudes of Hispanic eighth grade students that were of Cuban, Colombian, and Nicaraguan ancestry. There was no significant difference in the civic skills and in five of the civic attitude scales for students from low SES families compared to those from middle SES families. However, there was a significant difference in the civic knowledge and in the civic attitude concerning classroom discussions and participation based on SES. The civic knowledge of middle SES students was higher than that of low SES students. Furthermore, middle SES Hispanic students displayed a higher mean score for the civic attitude of classroom discussions and participation than low SES students. There was no significant difference in the civic knowledge and in five of the civic attitude scales between boys and girls. However, there was a significant difference in the civic skills and the civic attitude of support for women’s rights between boys and girls. Hispanic girls displayed a higher mean score in civic skills than Hispanic boys. Furthermore, the mean score of civic attitude of support for women’s rights for Hispanic girls was higher than that of Hispanic boys. ^ It was concluded that Cuban, Colombian, or Nicaraguan participants did not demonstrate differences in civic attitudes and levels of civic knowledge and skills that eighth grade students possessed. In addition, when compared to boys, girls demonstrated a higher level of civic skills and a greater support for women’s rights and participation in politics and their roles in politics. Moreover, SES was demonstrated to be a key factor in the acquisition of civic knowledge, regardless of ancestry.^
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Der Beitrag gibt einen kurzen Einblick in ein neues Masterprogramm zu Global Citizenship Education und die damit verbundene Konzeptentwicklung, die sich um eine enge Verknüpfung von Globalem Lernen, Politischer Bildung und Friedenspädagogik bemüht. Dabei werden auch Spannungsfelder und Perspektiven für Kompetenzorientierung und -entwicklung in einer global orientierten politischen Bildung beleuchtet. (DIPF/Orig.)
Resumo:
O objetivo desta tese é analisar que práticas de tradução educacional foram feitas em relação às crianças e jovens excluídos da/na escola da Primeira República (1889-1930) no Estado do Espírito Santo. Período este em que a cultura ocidental, mais especificamente a europeia, exercia forte influência nas políticas de regulação e de emancipação do Brasil. Assim constando, na área educacional, muitas das experiências e teorias defendidas e socializadas na Europa foram traduzidas para o Brasil, e por extensão, para o Espírito Santo. Para compreender as traduções na área educacional, situada no contexto da modernidade é que se reportou a Boaventura de Sousa Santos, à luz das ferramentas disponíveis pela Sociologia das Ausências, pela Sociologia das Emergências, bem como o Trabalho de Tradução. A proposta de pesquisa está ancorada numa perspectiva qualitativa de base hermenêutica e, para construir a investigação, foram utilizadas fontes históricas bibliográficas e documentais. As fontes de investigação permitiram explicar parte das possíveis razões para as exclusões da escola ou defesas de segregação (exclusão na escola). Estas exclusões se concentram em torno de cinco tempos: 1909, 1917, 1923, 1924 e 1929. Nos anos de 1909 e 1924, disserta-se pela via educacional, sobre as práticas da área jurídica em relação aos órfãos. A Escola Normal do Espírito Santo, por sua vez, reproduzia a ideia de ordem ao atrelar a Pedagogia à educação cívica. Em 1917, a partir do episódio relativo a uma jovem, associada a um possível caso de loucura/alienação mental, é abordada a influência da área médica na área educacional, no Estado do Espírito Santo. Quanto à década de 20, existiu todo um discurso sobre o estudo da criança, na formação de educadores, como tentativa de apreender a totalidade do ser humano. Algumas práticas de tradução construtivas na área educacional foram evidenciadas, como por exemplo, quando o professor Elpídio Pimentel sugere que os educadores trabalhem com o que o aluno sabe ou poderá aprender. Ao final do trabalho, percebe-se que, muitas exclusões poderiam ter sido evitadas, mas para isso, a sociedade, os educadores teriam que ter adotado uma outra postura em relação às práticas de tradução: talvez uma menos idealizada e que valorizasse o que emergia de potencial nas realidades locais.