Search results

1

Ważność mediacji w sporze propagowana w mediach masowych na przykładzie rządowej kampanii społecznej „Masz prawo do mediacji”

100%

Lusińska A.

Zeszyty Prasoznawcze

|

2015

|

vol. 58

|

issue 1

127-141

EN

The validity of mediation in the dispute promoted in the mass media as an example of government awareness campaign: You have the right to mediationAlternative dispute resolution (ADR) are becoming increasingly popular. One of the methods of ADR are mediations. They consist in making an attempt to reach a settlement or a mutually satisfactory resolution of a conflict through mediation – a third party, which is neutral towards all parties and subject of the conflict, designed to help work out a compromise. The survey conducted by the Ministry of Justice proved that mediation is not very well known by the Poles. The main reason for the lack of interest in this method of dispute resolution is insufficient knowledge among justice practitioners and the general public. In the absence of sufficient knowledge, lack of social acceptance for the extra-judicial settlement of disputes is also apparent. The Ministry of Justice decided to change this state in the government of PO in late 2011 and 2012, emphasizing the importance of this problem with a national, educational and informational social campaign, which circulated in the mass media and was entitled: You have the right to mediation.

2

Minulost a výchova k občanství v učebnicích

100%

Sixta V.

Historie – Otázky – Problémy (History, Issues, Problems)

|

2018

|

vol. 10

|

issue 1

73-88

EN

The text analyses the relationship between history education and civic education. It is based on research on Czech civic education textbooks for primary schools. Its aim is to establish a basic typology of these relationships and to conclude with some critical remarks concerning the types of relationship between history and civic education in Czech society.

3

Civic Education for Human Rights

100%

Wiatr J. J.

Polish Political Science Yearbook

|

2007

|

vol. 36

91-99

EN

The success of democracy depends on the formation of the social capital conducive to the maintenance of democratic patterns of behavior. Civic education is the most important instrument of the formation of such social capital and is, therefore, an essential responsibility of the democratic state. The concept of social capital, introduced in the social science theory by such authors as Pierre Bourdieu (1984) and James Coleman (1988), implies that the quality of democracy depends on the relations between citizens, particularly on the acceptance of such values as trust in others and willingness to accept them as equals. Consequently, the way in which human rights are perceived in a society has profound importance for the quality of political life and constitutes the crucial component of democratic political culture.

4

ДЕМОКРАТИЧНИЙ УКЛАД ЖИТТЯ СЕРЕДНЬОЇ ЗАГАЛЬНООСВІТНЬОЇ ШКОЛИ США ЯК СКЛАДОВА ЗМІСТУ ГРОМАДЯНСЬКОЇ ОСВІТИ (ДРУГА ПОЛОВИНА ХХ СТОЛІТТЯ)

100%

Антіпова Г.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 6(40)

3-9

EN

In the article the author considers that realization of children’s, teachers’ and parents’ subject position at the school setup can be one of the ways of construction of a new humanistic system of education that is aimed at the creation of optimal conditions for the full-fledged establishment of the individual civic stand and for the forming of youth’s respect for human rights and freedoms. It is noted that the USA is the country which experience in the creation of the «democratic school climate» is worthy of investigation. Positive achievements of American educational establishments in this direction can become material for improvement of the system of civic education at Ukrainian schools. The article deals with the democratic lifestyle of the US comprehensive secondary school as the constituent part of the content of civic education. The importance of phenomenon of the institutional context of education is emphasized. It is noted that the content of civic education of pupils of the US comprehensive secondary school of the twentieth century represented pedagogically adapted system. The main part of this system was a focus on forming organizational and educational complex of relationships between participants of educational process (schoolchildren, their parents, teachers, members of public organizations) that is to say a democratic style of school life. Development of collaboration of children and adults towards increasing quality of pedagogical process, motivation, self-determination in the activity of children and adults’ community, structure and norms of co-administration were the main orientations of the hidden content of civic education of the US comprehensive secondary school at the period under review. Much attention is given to the fact that the lifestyle of the American school as the hidden meaning of civic education reproducing fixed and permanently supported public and personal meaningful characteristics of school community is defined by school policy, organization structure of school, demands towards pupils, schoolchildren and teachers’ purposes, rules of school community and the system of relations between its members.The perspective of further research will be a detailed analysis of the forms and methods of civic education of students of the secondary schools in the USA (the second half of the twentieth century).

5

Post-pandemic challenges for learning communities

100%

Kobylarek A.

Journal of Education Culture and Society

|

2021

|

vol. 12

|

issue 1

5-11

EN

This article presents the fundamental challenges facing education after the COVID-19 pandemic - technological, social, political and ecological. The author suggests that post-pandemic the most important problems will not be related to its effects, but to building civic and environmental awareness. Technological challenges, in the form of the necessity of expanding the repertoire of the technical means of education, and social challenges in the form of the need to rebuild relationships, were important in the pandemic phase, and their strongest impact was delineated at the very beginning. After a return to the new normality (however it may be defined), challenges of this type will not disappear completely, but their strength will become weaker when compared to the problems humanity has faced practically from the beginning of the 21st century.

6

Шкільна суспільствознавча освітa в школах пізнавальний Західної України в 1921-1941 рокax

100%

Areszonkow W.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2014

|

issue 1

47-53

EN

The article deals with the content of school social science in the Western Ukraine, in areas that had been the part of the Polish- Lithuanian Commonwealth during 1921-1941 years. Archival sources and scientific literature named History. Civic Subjects and Religious Education the basic social science subject that were studied by pupils on the territory in the West of Ukraine. After joining Western Ukraine to the USSR, school social education was brought to the single Soviet standard.

7

Literacy as a tool of civic education and resistance to power

100%

Zápotočná O. g.

Human Affairs

|

2012

|

vol. 22

|

issue 1

17-30

EN

This paper discusses literacy as a socio-political phenomenon from the perspective of several relatively independent educational discourses. The first is critical education theory and research revealing the hidden mechanisms by which education policies act in the interests of a global market economy. The second is the perspective of critical pedagogy scholars on contemporary educational challenges, who offer responses similar to those discussed in current discourse on informal civic education. The third is the heated discussion of high-stakes literacy testing (related to OECD literacy studies such as PISA, IALS, etc.) the results of which are used as a source of argumentation for diverse attitudes and educational consequences. Based on an analysis of literacy theory, research on active citizenship and civic education, the term “civic literacy” is proposed and argued as a relevant conceptual frame for conceptualizing school as an institution which can be involved in resistance to all forms of power politics or ideological indoctrination and manipulation, while at the same time, respecting the traditional values and aims of general education.

8

The origins and consequences of news media’s securitization – introducing the concept of news security

100%

Filipiak A., Wiśniewski R.

Przegląd Zachodni

|

2020

|

issue 1 (374)

313-328

EN

In the past several years, trends in both international security and media environments have led to successful securitization of news media. Amid growing debate about “fake news”, disinformation campaigns and hybrid warfare, news came to be viewed as a weapon of contemporary international conflict. Based on Adam Mickiewicz University’s experience of participation in a global education and research program “News Literacy” (devised at Stony Brook University, New York, USA) the authors would like to propose the concept of news security. It is a relatively new sector of security related to the public’s protection from deliberate disinformation and the manipulation of news. This relatively new and promising area of research is strongly connected to the broader concepts of human security and cybersecurity. Access to reliable and truthful information can be viewed as a human right and a precondition for stable and healthy functioning of democratic societies. At the same time, current threats to news security are highly conditioned by technology revolution in media (driven by digitalization and network effects). The article aims to present the concept of news security and its constituting features as another approach to study and practice of both human security and cybersecurity. It also includes insights and experiences derived from the authors’ participation in the “News Literacy” project, focused on critical media education for a better informed public. Analysis presented in the article focuses on identifying key drivers and characteristics of news’securitization taking place globally. The authors examine the statistical data on digitalization and media consumption patterns, as well as analyze a case study of disinformation. A typology of strategies employed by different states to ensure news security is presented and comments on their effectiveness are made.

9

DEMOKRACJA BEZPOŚREDNIA, FEDERALIZM I NEUTRALNOŚĆ JAKO WYBRANE UWARUNKOWANIA SYSTEMOWE KSZTAŁCENIA POLITYCZNEGO W SZWAJCARII

100%

Depczyńska P.

Polityka i Społeczeństwo

|

2019

|

issue 2(17)

34-49 (16)

EN

The article presents selected political determinants such as neutrality or federalism of political education in Switzerland, specifically taking into consideration their role in building democracy as well as identity and the development of civic competences. This paper also outlines the terminological problems in civic education from the Polish and German language perspective and the institutional and legal determinants used in political education. The conclusions drawn from the analysis can be useful in social studies or in the implementation of innovative system solutions in civic education.

10

Civic education in Rwanda: the impact of the Itorero program

100%

Gierszewska W., Sinining V. C.

Edukacja Międzykulturowa

|

2023

|

vol. 23

|

issue 4

43-55

EN

The authors discuss the transformation in civic education in Rwanda. Before the arrival of the colonizers, Rwanda had traditions in education and uniting societies. Colonialism destroyed the educational system and divided the society. The re-introduction of the traditional system has been also explored – the example of the Itorero program and its impact on the unity and reconciliation efforts of the government – on the basis of various conducted studies. The main aspects that are taken into account in this study include: the significance of civic education, the Itorero program and the best predictors of success, and the role of civic education in promoting the well-being of communities and nations. The authors not only analyze the functioning of the Itorero institution, but also aim to seek answers to the questions of whether and to what extent the Itorero program affects civic education and to what extent it is an effective tool for uniting the Rwandan society.

11

The Essence of the Methods of Civic Education of Students in the Russian Modern Higher School

100%

USENKOVA E.

Edukacja-Technika-Informatyka

|

2018

|

vol. 9

|

issue 3

117-120

EN

The article reveals the models, methods of students’ civic education in the modern higher school. The quintessence and value of the application of role modeling, case-stage, information labyrinth are analysed as well.

12

The Attitudes of Adolescents in the Czech Republic towards Contemporary Civic Virtues in Adults and Their Demands for Changes

100%

Lašek J., Loudová I.

The New Educational Review

|

2013

|

vol. 33

75-84

EN

The aim of the survey was to find out what attitudes young people aged twelve to seventeen maintain towards adult civic qualities and virtues as compared with their demands for changes in civic behaviour. The objective of the study was to find out whether, based on their perception of adult behaviour, the critical youth wish for changes in civic behaviour and which aspects of citizen life they should be linked to. The survey tool used was a questionnaire investigating attitudes and behaviour in various situations of citizens’ everyday life. There were 33 Likert-type question items in the questionnaire (e.g. They are proud of their country.). The questionnaire showed a high level of reliability. The survey sample consisted of 533 adolescent respondents (aged 12–17). There were four factors generated through factor analysis from the collected results: 1. Respect for traditional social norms and roles; 2. Tolerance and respect for other people’s rights; 3. Patriotism and trust in public institutions; 4. Application of constitutional civic rights. The adolescent respondents were asked to mark the statements which should be changed. The outcome confirmed the hypothesis of high criticality in the respondents, which we consider a significant social challenge: adolescents demand a major change in civic behaviour described by the total of 14 items (42.7%) in all four factors. The highest number of proposed changes falls into the factor of “Respect for traditional social norms and roles”, while the fewest proposed changes concern the factor of “Patriotism and trust in public institutions”. According to the respondents, traditional social norms and roles and tolerance and respect for other people´s rights should be strengthened as well. The attitude towards active civic virtues implies a need for better and more sophisticated civic virtues education, both within the family and in schools. The results obtained from this survey will be used in generating civic education programmes for primary and secondary schools.

13

Living Values-Based Digital Learning Resources in Civic Education

100%

Komalasari K., Fitriasari S., Noor Anggraini D.

The New Educational Review

|

2021

|

vol. 63

85-96

EN

This study seeks to analyze the students’ need, the conceptual model, and generate a living values-based digital learning resource model in Civic Education. The research and development design was adopted, with the subjects being junior high school students in Bandung City and West Bandung Regency, Indonesia. The students need living values-based digital learning resources in accordance with 21st century learning and skills. Conceptually, the model of living values-digital based learning resources is one that incorportaes living values and living values education principles into civic education learning materials through various platforms in the Moodle-based Learning Management System (LMS). The model product in the form of a Moodle-based LMS contains teaching materials, living values, media, discussion forums, assignment uploads, and evaluation for the civic education. The model is thought to develop student’s character.

14

Discrimination in the discourse of Polish textbooks dedicated to civic education courses

100%

Cuprjak M., Kopińska V.

The New Educational Review

|

2015

|

vol. 40

38-47

EN

The study presents a critical analysis of visual materials contained in civic education textbooks with the purpose to identify traits of discrimination of individuals with a “skin colour” other than “white”. The undertaken quantitative and qualitative analyses allowed for drawing a conclusion that the depiction of persons in the researched visual material did in fact bear certain traits of discrimination. Moreover, it was concluded that what may be observed is compound discrimination. The studies presented in the article were conducted within a larger-scale project entitled Gender in textbooks.

15

Edukacja obywatelska przez sztukę – rola teatru polskiego

88%

Żardecki W.

Studia Edukacyjne

|

2021

|

issue 60

161-175

EN

The main purpose of this analytical paper was to highlight the ideas and phenomena in Polish theatre with regard to their role in civic education, and to determine the original qualities and peculiarities of this area of education through the arts. To that end, Fernand Braudel’s the longue durée (long-term) perspective was adopted and a problematized approach to chronology was used as the principal research method, which allowed to present issues related to development and importance of this substantial trend in education through the arts, which due to its artistic and social importance surely deserves the most important place in the history of Polish theatre. What I construe as civic education theatre is theatrical realization (using a specific language) of a system of values promoting public-spiritedness (the raison d’être of any human community) which is cultivated and enhanced by a given society and which impacts the spiritual life of its members. The analyses performed have shown that this prominent trend in the Polish drama and theatre, prevailing every now and then, and willingly used until this day, abounds in specific values of enormous importance embedded in the history of the Polish culture and the Polish spirit, created by outstanding artists; it is a legacy having no equivalent in other countries. Over the centuries, it has served as the foundation of the nation’s spirituality, becoming the platform for civic political discourse, a symbol of the Polish cultural community, a means of transmitting historical tradition, a significant component of cultural identity, a substitute for social and political life, building self-knowledge and aspirations of a national community. Moreover, a concise review of historical traditions and peculiarities of civic values promoted by theatre in the Polish culture confirms the relationships between the arts and history of different nations, between Polish cultural tradition and our tragic history, between the nation’s identity and human independence in personal and social terms. The analyses are performed in the spirit of education interpreted as a totality of values promoting and protecting public-spiritedness; regarding the examined theatrical trend as the major tradition in the history of Polish theatre; fundamental belief in the national and social function of the Polish theatre; consequently, understanding contemporary theatre as the outcome of the cooperation between progress and tradition. In view of the ongoing globalization and unification processes, awareness of the uniqueness of the major trend in the history of the national theatre and irreplaceable values Polish society may contribute to the multi-cultural European community appears to be one of the major challenges faced by Polish culture and education.

16

O potrzebie wartości radykalnych w edukacji obywatelskiej

88%

Starego K.

Rocznik Pedagogiczny

|

2016

|

vol. 39

69-82

EN

My aim in this paper is to problematize assumptions that underlie civic education as it is practiced in polish schools. The main object of my criticism is the absence of axiological dimension in the social studies curriculum. This absence is construed in the context of present social and political realities, such as: the growth of right wing populist parties, the popularity of nationalist ideas and practices among the younger generation, the presence of hate speech in the public sphere and the growing wave of chauvinism and xenophobia. In this context, the main thesis of this paper is that pupils and students need to be provided with a symbolic universe founded on radical values such as justice, equality and solidarity. Those values could be a base for political identities alternative to the essentialist, and exclusionary identity offered by the modern right wing populism.

17

Civic education as an important area of education for peace

88%

Piejka A.

Studia z Teorii Wychowania

|

2020

|

vol. XI(4(33))

113-129

EN

The reflections undertaken in this article focus on the role that civic education plays in education for peace. Certainly these two areas of educational activity are not the same; Education for Peace is a much broader and more complex process, requiring the involvement of all teachers. However, the knowledge, competences and motivations that should be developed as preparation for responsible civic participation are very important for building a peaceful order. I begin my reflections with a brief discussion of the most important issues related to contemporary perception of peace. Next, I refer to the terms "citizen", "citizenship", to highlight their meaning and in this context to reflect on the most important areas of civic education. This is the starting point for showing the tasks included in civic education as essential in the process of building peaceful coexistence of people. These tasks concern different areas of civic education: cognitive, competence, affective, and value areas.In carrying out these tasks we can hope to educate people who contribute to peace building through responsible civic activity.

18

Kierunki współczesnej debaty nad kształceniem obywatelskim w Niemczech w kontekście rozważań nad wzorcami obywatela, dojrzałością i kompetencjami

88%

Wiktorska-Święcka A.

Kultura i Edukacja

|

2013

|

issue 2(95)

56-81

EN

In German concepts of education until the end of World War II was the trend dominant to interpret the notion of „good citizen” through the prism of state and its political characteristics. In the late sixties of the twentieth century one began to challenge this understanding. But it was the political transformation in Central and Eastern Europe, and above all the integration processes in Germany and Europe in the early nineties, which led to a redefinition of the concept of „citizen” and modified the idea of his patterns. That’s when the idea was ultimately rejected the „good citizen” as a guarantor of stability of the political agenda, and the goal of civic education was superior to „civic maturity”. In connection with the change of paradigm, a „citizen” was discovered again (Rückkehr des Bürgers) in the public debate. Defining the essence of the concept of „good citizen”, the German authors began to identify them as „democratic” and started a new discussion complemented the existing conceptualization of the citizen to demand his maturity as the overarching objective of civic education and the need to strengthen its competencies. The aim of the article is to present the key directions of the German debate on civic education in the context of civil practice, as well as the positions of the features characterizing the normative notion of the citizen, which should be its „maturity”. Particularly important for strengthening the cognitive aspect is to enter the foregoing, in the current discourse related to competence as a result of the learning process, but it will be important to draw attention to democratic competence.

19

Children's drawings and their analysis as a method supporting understanding of concepts in workshops at children's universities

88%

Sanak-Kosmowska K.

e-mentor

|

2018

|

issue 4 (76)

26-31

EN

Drawing is for a child a form of play and a way of free expression. At the same time, it is an opportunity to develop imagination, creativity, and knowledge about the surrounding world. For psychologists and therapists, a child’s drawing, as part of the projection methods used, is a source of knowledge about its emotions, personality, and situation. Also, the marketing specialists make use of projection techniques, including projection drawings, for instance, to study the behaviors of youngest consumers. The article aims to present the way of using the projection method, such as a drawing analysis during the educational workshops and for qualitative research conducted among the youngest. In the first part of the article, the subject literature on projection techniques, in particular on a drawing analysis is reviewed. In the further part, the stages of a child’s drawing development along with their characteristics are presented. The last section illustrates the proposals for the use of a projection drawing as part of the workshop work with children and an example of such activities are given. It should be emphasized that the use of projection methods requires educators to possess knowledge, sensitivity, and caution in the interpretation. Children’s drawings differ concerning their artistic talents, age, stage of development and symbols used. The proper understanding of the last sphere is a very complex process.

20

The pedagogy of shame. Education in the face of the demokratur of ignoramuses

88%

Kobylarek A.

Journal of Education Culture and Society

|

2020

|

vol. 11

|

issue 1

5-12

EN

This article relates to the slogan of one of the populist political parties in Poland – “the pedagogy of shame”. It is an example of manipulation and the creation of simulacra in social life in order to justify the necessity of assuming power. On accomplishing this, the slogan becomes the primary principle in the management and rearing of a new society fed on illusions. The author points to the deeper roots of a pathologies which define corrupt power – indifference or acceptance of minor injustices, lack of civic engagement, insouciance with regard to the natural and social environments, the creation of unhealthy arrangements and relationships in small social groups and institutions, including educational – from the lowest level up to the university. In conclusion, the author indicates the necessity of supporting the development of civic society as understood by M. Gruntvig.

Refine search results

Ważność mediacji w sporze propagowana w mediach masowych na przykładzie rządowej kampanii społecznej „Masz prawo do mediacji”

Minulost a výchova k občanství v učebnicích

Civic Education for Human Rights

ДЕМОКРАТИЧНИЙ УКЛАД ЖИТТЯ СЕРЕДНЬОЇ ЗАГАЛЬНООСВІТНЬОЇ ШКОЛИ США ЯК СКЛАДОВА ЗМІСТУ ГРОМАДЯНСЬКОЇ ОСВІТИ (ДРУГА ПОЛОВИНА ХХ СТОЛІТТЯ)

Post-pandemic challenges for learning communities

Шкільна суспільствознавча освітa в школах пізнавальний Західної України в 1921-1941 рокax

Literacy as a tool of civic education and resistance to power

The origins and consequences of news media’s securitization – introducing the concept of news security

DEMOKRACJA BEZPOŚREDNIA, FEDERALIZM I NEUTRALNOŚĆ JAKO WYBRANE UWARUNKOWANIA SYSTEMOWE KSZTAŁCENIA POLITYCZNEGO W SZWAJCARII

Civic education in Rwanda: the impact of the Itorero program

The Essence of the Methods of Civic Education of Students in the Russian Modern Higher School

The Attitudes of Adolescents in the Czech Republic towards Contemporary Civic Virtues in Adults and Their Demands for Changes