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Social-Emotional and Ethical Learning of Younger Schoolchildren in the Formation of Civil and Historical Competence

100%
Ivanchuk M., Tsurkan T.
Studia Gdańskie. Wizje i rzeczywistość
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2019
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vol. XVI
9-22
EN
The essence of the concepts “historical competence”, “civic competence”, “emotional literacy” is highlighted. It is substantiated that socio-emotional and ethical learning (SEE Learning) is based on three dimensions that correspond to the types of knowledge and competencies that SEE Learning seeks to transfer to students: awareness, empathy, involvement. Three levels of SEE Learning are characterized: personal, social, systemic. Four key learning trajectories have been identified and analyzed to facilitate the acquisition and internalization of knowledge and skills at each of the three levels of understanding at SEE Learning. It is established that educational trajectories are pedagogical components that broadly outline the ways of studying, critically evaluating and interna-lizing various topics and skills of socio-emotional and ethical learning.
2
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THE RULERS AND THE RULED - CIVIC COMPETENCE IN POLITICS AS A CRITERION OF DEMOCRACY

100%
Godlewski T.
Polish Political Science Yearbook
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2014
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vol. 43
363-376
EN
The text deals with the topic of civic political competence (civic competence) as an additional criterion of the quality of the democracy. It shows both theoretical aspects of this issue, identifying some specific elements of competence and the methodological problems of the research on civic competence. The article also includes reflections on the implementation of civic competence in the processes of deliberation.
3
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Obywatelskie kompetencje polityczne

100%
Plecka D., Turska-Kawa A., Wojtasik W.
Kultura i Edukacja
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2013
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issue 3(96)
73-97
EN
Building and maintaining a high level of citizens’ political competences is the most important challenge of modern democracies. Political competence is not only a testament to the quality of democracy, but also gives hope for the stability of the regime. The subject of the present article are the different dimensions of civic political competence – namely, the axiological, psychological and systemic dimension. This approach to the matter allows to present a comprehensive overview of the phenomenon, analyzed both from the perspective of citizens – their skills, abilities and knowledge which can all be utilized to build and shape socio-political democratic structures, as well as from the point of view of wider social and systemic structures in which an individual operates. The elements named above together form the internal structure of civic political competence, wherein all its dimensions interact dynamically, and change thanks to this very interaction.
4
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Civic and Social Competences and the Patriotic Education of Small Children

86%
Jakubowska E., Olek-Redlarska Z.
Rocznik Teologii Katolickiej
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2017
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vol. 16
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issue 2
EN
In recent years, politicians, parents, educators, and psychologists have extensively discussed the topic of the education of children. Changes in education pertain to varying degrees to children’s daily school experiences, and the issue of the education of children is particularly important to consider as cultures change. Providing school age children with the proper tools and skills allows them effectively and constructively participate in society and civic life. Patriotic education specifically teaches children how a united national consciousness can exist in a multicultural society. Patriotism also entails preserving and expressing one’s culture and the beauty of one’s native language.
PL
W ostatnich latach edukacja dzieci stała się przedmiotem intensywnej dyskusji polityków, rodziców, pedagogów i psychologów. Te obszary zmian edukacyjnych w różnym stopniu dotyczą codzienności szkolnej dziecka. W sytuacjach przełomu kulturowego zawsze zwracamy się w stronę wychowania dziecka. Kształtowanie kompetencji społecznych i obywatelskich przygotowują ucznia w młodszym wieku szkolnym do skutecznego i konstruktywnego uczestnictwa w życiu społecznym. Natomiast wychowanie patriotyczne uczy jak jednostkowa świadomość narodowa pozwala odnaleźć się w wielokulturowym społeczeństwie. Patriotyzm to jednocześnie dbanie o kulturę i piękno ojczystego języka.
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НАУКОВІ ПІДХОДИ ДО ОРГАНІЗАЦІЇ ПРОЦЕСУ ГРОМАДЯНСЬКОГО ВИХОВАННЯ МОЛОДІ

72%
Бабкіна М.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 4(58)
430-438
EN
The priority scientific approaches to civic education process of young people are considered in the article. It has been underlined that the political, economic and social changes, which are taking place at present in Ukraine, require a new type of citizen – competent, with high levels of moral qualities, that can acquire the necessary skills of civic activity and social interaction, participation in solving socially important problems of their own community and country. The successful organization of the process of civic education of youth requires compliance with scientific approaches (concrete historical, cultural-knowledge, activity, personally-oriented, competence, environmental and system). It has been analyzed that the scientific approaches are directed at solving urgent problems of civic education through the use of historical and cultural heritage; on the need for total formation of civil qualities, values, civic competence of youth by involving them in activities in the social environment; on realization that interests, needs, opportunities, rights and sovereignty of the personality are at the center of educational process; on formation of a special consideration of the whole multilevel, interdependent process in its constant development. It has been emphasized that the compliance with these approaches provides training of a citizen-patriot, who is inherent in the moral and legal culture, civic maturity and self-awareness, who respects the historical and cultural heritage of his nation, is involved in civic activity and social interaction, confirming his need for realization of personal values and his personal world view. The article studies the problem of the forming of the citizen in the social environment. The young personality must possess certain qualities, knowledge, abilities, and skills, acquire social experience, act actively and cooperate in the social environment, he/she must be able to solve effectively the various problems of his own community. Consequently, it can be argued, that the present situation in Ukraine is a necessity for the formation on the younger generation not only awareness of democratic changes taking place in society, but also their active involvement in these changes.
6
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Efektywność realizacji treningu kompetencji obywatelskich wśród pełnoletnich uczniów z niepełnosprawnością intelektualną w stopniu lekkim

72%
Wos K. A., Kamecka-Antczak C., Szafrański M.
Lubelski Rocznik Pedagogiczny
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2019
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vol. 38
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issue 4
EN
Social inclusion of people with intellectual disabilities is determined by the opportunity to acquire appropriate social and civic competences. These competences are an essential condition for active participation in social life by each individual. This article discusses the issue of civic competence developed during formal and informal training. The considerations are based on conclusions from the research of social and civic competences conducted in a special vocational school for students with mild intellectual disabilities. The aim  of the research was to check the effectiveness of civic competences training. The research population was made up of students taking part in the one-semester project "Young Citizen" and students from the control group not covered by the project.  In the exploration, the researchers used Questionnaires of Social and Professional Competences for people with  mental disabilities and their carers and also author's interview questionnaire on selected civic competences. The research results show that all respondents have a similar range of basic knowledge about society. Students taking part in the training have broader competences in the fild of civic issues.
PL
Inkluzja społeczna osób z niepełnosprawnością intelektualną jest zdeterminowana możliwością nabywania przez nich odpowiednich kompetencji społecznych i obywatelskich. Kompetencje te są istotnym warunkiem aktywnego udziału jednostki w życiu społecznym. Niniejszy artykuł porusza problematykę kompetencji obywatelskich, rozwijanych podczas formalnego i nieformalnego treningu. Rozważania opierają się na wnioskach z badań kompetencji społecznych i obywatelskich przeprowadzonych w specjalnej szkole zawodowej dla uczniów z niepełnosprawnością intelektualną w stopniu lekkim. Celem badań było sprawdzenie efektywności treningu kompetencji obywatelskich w wybranej placówce. Populację badawczą stanowili uczniowie biorący udział w trwającym jeden semestr projekcie Młody Obywatel oraz uczniowie z grupy kontrolnej nieobjętej projektem. W eksploracji wykorzystano Kwestionariusz kompetencji społeczno-zawodowych KKSZ dla ONU i ich opiekunów oraz autorski kwestionariusz wywiadu dotyczący wybranych kompetencji obywatelskich. Wyniki badań pokazują, że wszyscy respondenci posiadają podobny zakres podstawowej wiedzy o społeczeństwie. Pogłębione kompetencje dotyczące problematyki obywatelskiej mają uczniowie biorący udział w treningu.
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