Suchergebnisse

Monográfico con el título: 'Educación, valores y democracia'. Resumen basado en el de la publicación ; Se trata el concepto de ciudadanía en relación con la política, también a nivel social y cultural, y a nivel interpersonal (convivencia). La educación en la ciudadanía influye en el desarrollo de la identidad de los jóvenes. Se destacan las diferencias entre los conceptos 'ciudadanía' y 'educación para la ciudadanía'. Se estudia el desarrollo de la educación en la ciudadanía, y sus posibilidades en dos niveles de política: el gubernamental y el del centro educativo. A nivel político se trata la política educativa, la política curricular, la sociedad civil, la autonomía de los centros educativos, las diferencias entre centros educativos, y el discurso pedagógico. En el ámbito cultural y educativo se analiza el papel de la educación en la ciudadanía en el currículo, el enfoque pedagógico-didáctico, y la percepción de la educación en opinión de los alumnos. ; Madrid ; Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ; ESP

Monográfico con el título: 'Educación, valores y democracia'. Resumen basado en el de la publicación ; Se trata el concepto de ciudadanía en relación con la política, también a nivel social y cultural, y a nivel interpersonal (convivencia). La educación en la ciudadanía influye en el desarrollo de la identidad de los jóvenes. Se destacan las diferencias entre los conceptos 'ciudadanía' y 'educación para la ciudadanía'. Se estudia el desarrollo de la educación en la ciudadanía, y sus posibilidades en dos niveles de política: el gubernamental y el del centro educativo. A nivel político se trata la política educativa, la política curricular, la sociedad civil, la autonomía de los centros educativos, las diferencias entre centros educativos, y el discurso pedagógico. En el ámbito cultural y educativo se analiza el papel de la educación en la ciudadanía en el currículo, el enfoque pedagógico-didáctico, y la percepción de la educación en opinión de los alumnos. ; Madrid ; Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ; ESP

Abstract
While several analyses sustain that the declining support for democracy is related to 'the very fact that external actors were imposing policies from outside', this article comparing policy, civil society and education in France and the Netherlands emphasizes the role of national tradition in the ways this outside pressure is translated in the national context, and the ways the political effects are expressed. Before trying to assess the effects of the economic crisis on the policies and practices of active citizenship and showing differences between France and the Netherlands, the article sketches more precisely the main features and recent events of Dutch and French political life to understand the context and meaning of active citizenship and citizenship education in both countries.

Citizenship education can be pleased with the considerable political interest currently being generated. In September 2003, in its Advisory Memorandum, the Dutch Advisory Council for Education proposed a statutory obligation ''in matters relating to citizenship education'' (Onderwijsraad, 2003, p.9). Three months later, the Advisory Council on Government Policy went on to recommend further scientific research ''into the best way to internalise, transfer and sustain values in childraising and education in general, and in a pluriform society as a whole'' (WRR, 2003, p.271). In this article an attempt is made to clarify different citizenship concepts and their successive educational practices. By analyzing the international scientific debate surrounding citizenship, democracy and education, the authors seek for philosophical and pedagogical arguments for a citizenship education that is based on a critical democratic perspective and focuses on the development of values and value communication as well as on autonomy and social involvement.

Preliminary Material /Fritz Oser and Wiel Veugelers -- Introduction /Fritz Oser and Wiel Veugelers -- On the Relationship between Political and Moral Engagement /Joel Westheimer -- Pedagogy for Citizenship /Ruth Deakin-crick -- Moral Education and Citizenship Education at Pre-University Schools /Hélène Leenders , Wiel Veugelers and Ewoud De Kat -- Being Involved /Markoulis Diomedes and Dikaiou Maria -- Civic Engagement, Global Citizenship and Moral Psychology /F. Clark Power and Ann Marie R. Power -- The Judgment-Action Gap /Ann Higgins-D'Alessandro -- No Morality without Autonomy /Brigitte Latzko -- Adolescent's Prosocial Behavior,Sympathy, and Moral Reasoning /Tina Malti , Irene Kriesi and Marlis Buchmann -- The Role of Moral Judgment in Context-specific Professional Decision Making /Stephen J. Thoma , Muriel Bebeau and Annelieze Bolland -- Globalization and Cross-Cultural Studies of Moral Judgment Development /John C. Gibbs , Karen S. Basinger , Rebecca L. Grime and John R. Snarey -- Discourse, Development, and Education /Marvin W. Berkowitz , Wolfgang Althof , Val D. Turner , Daniel Bloch and Daniel Bloch -- Teaching the Political Psychology of Genocide /Elizabeth C. Vozzola and Kenneth J. Long -- Student and Teacher Perception of Moral Atmosphere in Taiwan Schools /Chi-Ming (Angela) Lee -- Teaching Moral Leadership /Dawn E. Schrader -- Moral Education by Confl ict Mediation /Leo Montada -- What Does it Take to Give? /James M. Lies and Tonia S. Bock -- "Psychologized Morality" and its Discontents, or, Do Good Fences Make Good Neighbours? /Daniel K Lapsley and Darcia Narvaez -- Combating Stereotypes and Prejudice as a Moral Endeavor /Zehavit Gross -- Being Good for Goodness' Sake /Lawrence J. Walker and Jeremy A. Frimer -- Ethical Sensitivity of Finnish Lutheran 7th – 9th Graders /Kirsi Tirri , Petri Nokelainen and Kristina Holm -- Phenography and Variation Theory of Learning as Pedagogical Tools for Understanding Religion /Elina Hella -- Moral Judgment in Economic Situations /Klaus Beck -- Education for Business Ethics /Gerhard Minnameier.

Since the beginning of the 21st century, academics in various disciplines have stressed the need to address democratic deficits in Europe as well as lacunae in the citizenship development of European youth. In this article we explore the value of various types of democratic engagement for strengthening the democratic character of local and international communities throughout Europe. To this end, we present our democratic engagement typology and its derivation from empirical and conceptual research, and discuss several strengths and limitations of each type of engagement. We also explain the additive value of our typology in relation to existing engagement typologies, and conclude that in order to vitalize democratic communities, local and (inter)national communities and institutions also need to cultivate a thick type of democratic engagement among European youth.

This article focuses on the moral values that teachers consider important for their teaching practice. First, we investigated the tensions experienced and questions raised by teacher's experience of the moral matters that arise in their profession. These moral tensions and questions
arise in three different areas of interactions with pupil(s): (1) pupils' attitude, (2) class climate and (3) teachers' professional role.Second, we investigated the moral values that inform the narratives teachers construct to give meaning to their experiences. We conducted
a qualitative content analysis that used three moral orientations—discipline, autonomy, and social commitment—as a theoretical framework. The moral values in the area of pupils' attitude concerned autonomy, discipline and social commitment. In the area of class climate, the
moral values of discipline and social commitment were explicit in teachers' narratives. In investigating teachers' professional role, disciplinary moral values and a broad spectrum of the moral value of social commitment were found. Our findings also show that moral values are
actualized in teaching practice in multiple ways.