In the frame of the Greek educational system, education for consumer citizenship is provided to thirteen-year-old students who attend courses on home economics in junior high school. Students＇ training is focused, am...In the frame of the Greek educational system, education for consumer citizenship is provided to thirteen-year-old students who attend courses on home economics in junior high school. Students＇ training is focused, among others, on their acquaintance with the notion and the basic principles of consumption, primarily within the frame of family running, and, secondly, in the frame of narrower or broader social settings. Students are consequently expected to actively develop styles of mature consuming behaviour in family, school, and society. In the Faculty of Home Economics and Ecology at Harokopio University of Athens, student teachers attend special courses on consumer citizenship are systematically trained to use effectively alternative instructional strategies during the teaching of subject units that refer to consumer citizenship. The present study aims at presenting, firstly, how Greek student teachers are trained through University Syllabus and Practicum in order to be qualified as educators for consumer citizenship, and, secondly, how they diffuse this specific knowledge to their students during their years of in-class service. In addition, the study examines the career satisfaction of the graduates of home economics and ecology at Harokopio University of Athens. The result of the present study showed that the great majority of graduates were promptly appointed as teachers to Greek high schools, and today they are considered to play a major role in the conveyance of the education for consumer citizenship＇s principles in Greek society, since home economics is the only junior high school subject that promotes and develops consumer awareness in Greek secondary education.展开更多
Higher education and science determine the intellectual potential of a society, train new specialists, and consolidate and change citizenship values. Consumer citizenship education for sustainable development is an im...Higher education and science determine the intellectual potential of a society, train new specialists, and consolidate and change citizenship values. Consumer citizenship education for sustainable development is an important function of higher education with a significant moral, social, political, economic, ecological and legal capacity. Consumer citizenship education plays an important role in ensuring the stability and sustainable development of any society. These approaches make it possible to develop the multi-scale thinking of future specialists and enhance their ability to analyse critically the main dilemmas created by the processes of social, legal, environmental, and economic development. The article is devoted to the experience of the Latvian system of higher education in consumer citizenship education within the context of sustainable development. It focuses more specifically on cooperation as a form of voluntary interaction between the partners involved in ensuring sustainable development. The aim of the research is to analyse the experience of consumer citizenship education in Latvian higher education within the context of sustainable development emphasizing the role of various forms of studies. Mostly theoretical research methods have been used in the present study. The starting point of for this research is a theoretical framework. There are both legal underpinnings and practical implementation aspects in this task. The features outlined above are emphasized in the normative acts referring to the Latvian higher education, the documents of the institutions of higher education, and particularly in the study programmes. The results of the research show that consumer citizenship education can be acquired as an interdisciplinary system. The goals and objectives of consumer citizenship education involve training young specialists possessing broad professional knowledge, developed critical thinking, the ability to organize and manage work in a modem way, understanding of the ethical, civic and patriotic values, as well as the ability and skills to engage in various social activities. Consumer citizenship education needs transdisciplinary knowledge if it is to solve the problems of humanity, the problems aggravated by unsustainable, unethical, even immoral consumption. The link between consumer citizenship education and sustainable development is ensured by shared common values, which reveal the sense and importance of both consumer citizenship and ethical sustainability.展开更多
Education has enormous influence on individual prospects for a flourishing life, thus, the justice of an education system is a key indicator of the justice in a society. Normally, the debate over educational justice r...Education has enormous influence on individual prospects for a flourishing life, thus, the justice of an education system is a key indicator of the justice in a society. Normally, the debate over educational justice refers to two fundamental questions： the conception of justice and the aims and purposes of education. We may agree about the meaning of justice, but disagree about the aim of education, and vice versa, and thus come to very different perspective about what educational policies should entail. However, what does justice look like when it comes to the distribution of educational goods？ Should we ensure that all children have equal educational resources and opportunities or should we rather concentrate on equal educational attachment？ Recently, there is a debate on educational justice which mainly focuses on the status and role of comparatively considerations within a just distribution of educational benefits. According to the adequacy approach, the state is required to ensure all children have enough or adequate education. Once the adequate threshold of educational resources is obtained, there is no injustice in the fact that some children have better education than others. In contrast with adequacy approach, proponents of what can be called educational equality approach have instead argued that justice requires prospects for educational achievement to be dependent upon a child＇s ability and willingness to learn, and not on factors outside of her control. Therefore, the state is required to ensure that an individual＇s prospects for educational achievement should be a function only of that individual＇s effort and talent, not of his or her social class background or other factors outside of her control. It seems that the debate between proponents of adequacy and proponents of equality in educational opportunity reflects very different ways to think about just educational policy and practice. This paper is trying to address this debate. It proceeds as follows. In the next section, I will outline the Equality vs. Adequacy debate. Then, in section III, I would like to take issue with these approaches. I will argue that both approaches have negative effects on equality and justice in education. Finally, inspired by Harvard political philosopher Danielle Allen＇s work on education and equality, I will propose an alternative conception of educational equality. I believe it is a better way of understanding the meaning of educational justice for a democratic society.展开更多
Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain for...Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain forms a sub-domain of the embracing domain of worldview. We can make a distinction between organized and personal worldviews. I will argue that pedagogically speaking schools should be aware of the value and relevance of worldview education especially focusing on the development of the students＇ personal worldview as an integral part of their personhood formation （＂Bildung＂）. Worldview and/or religion are part of the public and the social domain, although not undisputed, and that is why I make a plea for worldview education as part of citizenship education. Already in the school as an embryonic society （John Dewey） students should learn to live together with differences and this should also include the ability to recognize differences between worldview/religious. The results of empirical research projects in the Netherlands and also from a European Commission granted project ＂Religion in Education＂ have shown that students really want to learn from and are interested in the worldview of their fellow students. They are also in favor of schools where they can meet a diversity of worldviews among teachers and students. Dialogue and encounter are important to them. So, worldview education as part of citizenship education can foster students to learn to live peacefully together.展开更多
The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual f...The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual framework that consisted of a multicultural citizenship based on the liberal theoretical perspective. The results indicate that indigenous educators face dilemmas in being cultural elites while considered national education policy implementer. Findings illustrate that indigenous elementary school educators are expected to possess differentiated-group privileges in teaching practices; however, they are confronted with both internal restrictions and external protections during establishing of ethnic cultural identity while playing their roles in the national educational apparatus. The paper also gives conclusions and suggestions for future researches.展开更多
This article reports the experience of the robotics class taught by a student＇s degree in mathematics from the Federal University of Uberlandia, as a requirement for co mp letion of the discip line sup ervised traini...This article reports the experience of the robotics class taught by a student＇s degree in mathematics from the Federal University of Uberlandia, as a requirement for co mp letion of the discip line sup ervised training. The M ineiro Baptist College was chosen in the city of Uberlandia-MG to carry out this work because it is a school that entered the discipline of robotics into their curriculum. The class was held with the students of the seventh grade of elementary school second, linking the areas of mathematics, robotics and traffic education, prioritizing the respect of the contents worked in math classes and civic education of individuals in a dynamic and creative way.展开更多
The most important goal in civics education is to ensure that each citizen has a good understanding of ethics and moral behavior, and thus stresses the constant link between knowledge and practice. In this context, to...The most important goal in civics education is to ensure that each citizen has a good understanding of ethics and moral behavior, and thus stresses the constant link between knowledge and practice. In this context, to increase understanding of civics education for being able to create the best generation and condition in the future life, study on this issue is becoming a very crucial manner. In general, methods like discussion and dialogue are used to allow students to express themselves. However, cooperative learning in particular addresses many of the needs and concerns facing by educational systems and Team Game Tournament （TGT） method is one of the preferable methods of cooperative learning. This study was aiming to increase civics learning achievements by using cooperative learning based on TGT method on secondary school students of Jatisari of Indonesia. The action research procedure was also used so as to be able to evaluate the influent, impact, and result of TGT. Accordingly, cooperative learning with TGT method has successfully given positive contribution to increasing student learning civics achievement.展开更多
Civic awareness is a product of modem constitution which emerges with the appearance of the modem state. It refers to the conscious awareness that citizens have their own position in the country which can share rights...Civic awareness is a product of modem constitution which emerges with the appearance of the modem state. It refers to the conscious awareness that citizens have their own position in the country which can share rights and undertake obligations. Its connotation is a system. The education of civic awareness is completed through the combination of school, society, family and other social channels. It is a process of socialization and re-socialization. College students are the main part of the construction in the modem harmonious society. The development of college students＇ civic awareness will be significant to construct the harmonious society and promote the process of national law. However, there still lacks the sense of civic awareness in the current population of college students, which appears the lack of sense of responsibility and the scarcity of the moral sense. Therefore, it is reasonable to strengthen the demands of college students＇ civic awareness education. This paper is a preliminary study on the connotation, awareness. significance, modem status, causes and measures of college students＇ civic展开更多
A sourceidentifying and comparative study of the development of the outlook on citizenship education in China and the Western countries indicates that there emerges a tendency of similar orientations in terms of relat...A sourceidentifying and comparative study of the development of the outlook on citizenship education in China and the Western countries indicates that there emerges a tendency of similar orientations in terms of relations between citizens and the state and society,between citizens’rights and obligations and between citizenship education and moral education.At the same time,there also exists the possibility of mutual integration of the viewpoints and the ideas of Chinese traditional moral education in such aspects as subject basis,educational mechanism and values orientation.展开更多
文摘In the frame of the Greek educational system, education for consumer citizenship is provided to thirteen-year-old students who attend courses on home economics in junior high school. Students＇ training is focused, among others, on their acquaintance with the notion and the basic principles of consumption, primarily within the frame of family running, and, secondly, in the frame of narrower or broader social settings. Students are consequently expected to actively develop styles of mature consuming behaviour in family, school, and society. In the Faculty of Home Economics and Ecology at Harokopio University of Athens, student teachers attend special courses on consumer citizenship are systematically trained to use effectively alternative instructional strategies during the teaching of subject units that refer to consumer citizenship. The present study aims at presenting, firstly, how Greek student teachers are trained through University Syllabus and Practicum in order to be qualified as educators for consumer citizenship, and, secondly, how they diffuse this specific knowledge to their students during their years of in-class service. In addition, the study examines the career satisfaction of the graduates of home economics and ecology at Harokopio University of Athens. The result of the present study showed that the great majority of graduates were promptly appointed as teachers to Greek high schools, and today they are considered to play a major role in the conveyance of the education for consumer citizenship＇s principles in Greek society, since home economics is the only junior high school subject that promotes and develops consumer awareness in Greek secondary education.
文摘Higher education and science determine the intellectual potential of a society, train new specialists, and consolidate and change citizenship values. Consumer citizenship education for sustainable development is an important function of higher education with a significant moral, social, political, economic, ecological and legal capacity. Consumer citizenship education plays an important role in ensuring the stability and sustainable development of any society. These approaches make it possible to develop the multi-scale thinking of future specialists and enhance their ability to analyse critically the main dilemmas created by the processes of social, legal, environmental, and economic development. The article is devoted to the experience of the Latvian system of higher education in consumer citizenship education within the context of sustainable development. It focuses more specifically on cooperation as a form of voluntary interaction between the partners involved in ensuring sustainable development. The aim of the research is to analyse the experience of consumer citizenship education in Latvian higher education within the context of sustainable development emphasizing the role of various forms of studies. Mostly theoretical research methods have been used in the present study. The starting point of for this research is a theoretical framework. There are both legal underpinnings and practical implementation aspects in this task. The features outlined above are emphasized in the normative acts referring to the Latvian higher education, the documents of the institutions of higher education, and particularly in the study programmes. The results of the research show that consumer citizenship education can be acquired as an interdisciplinary system. The goals and objectives of consumer citizenship education involve training young specialists possessing broad professional knowledge, developed critical thinking, the ability to organize and manage work in a modem way, understanding of the ethical, civic and patriotic values, as well as the ability and skills to engage in various social activities. Consumer citizenship education needs transdisciplinary knowledge if it is to solve the problems of humanity, the problems aggravated by unsustainable, unethical, even immoral consumption. The link between consumer citizenship education and sustainable development is ensured by shared common values, which reveal the sense and importance of both consumer citizenship and ethical sustainability.
文摘Education has enormous influence on individual prospects for a flourishing life, thus, the justice of an education system is a key indicator of the justice in a society. Normally, the debate over educational justice refers to two fundamental questions： the conception of justice and the aims and purposes of education. We may agree about the meaning of justice, but disagree about the aim of education, and vice versa, and thus come to very different perspective about what educational policies should entail. However, what does justice look like when it comes to the distribution of educational goods？ Should we ensure that all children have equal educational resources and opportunities or should we rather concentrate on equal educational attachment？ Recently, there is a debate on educational justice which mainly focuses on the status and role of comparatively considerations within a just distribution of educational benefits. According to the adequacy approach, the state is required to ensure all children have enough or adequate education. Once the adequate threshold of educational resources is obtained, there is no injustice in the fact that some children have better education than others. In contrast with adequacy approach, proponents of what can be called educational equality approach have instead argued that justice requires prospects for educational achievement to be dependent upon a child＇s ability and willingness to learn, and not on factors outside of her control. Therefore, the state is required to ensure that an individual＇s prospects for educational achievement should be a function only of that individual＇s effort and talent, not of his or her social class background or other factors outside of her control. It seems that the debate between proponents of adequacy and proponents of equality in educational opportunity reflects very different ways to think about just educational policy and practice. This paper is trying to address this debate. It proceeds as follows. In the next section, I will outline the Equality vs. Adequacy debate. Then, in section III, I would like to take issue with these approaches. I will argue that both approaches have negative effects on equality and justice in education. Finally, inspired by Harvard political philosopher Danielle Allen＇s work on education and equality, I will propose an alternative conception of educational equality. I believe it is a better way of understanding the meaning of educational justice for a democratic society.
文摘Every person has a more or less articulated worldview that I define in its most brief form as ＂a view on life＂. That might be a religious view and could be with or without a God-concept, but the religious domain forms a sub-domain of the embracing domain of worldview. We can make a distinction between organized and personal worldviews. I will argue that pedagogically speaking schools should be aware of the value and relevance of worldview education especially focusing on the development of the students＇ personal worldview as an integral part of their personhood formation （＂Bildung＂）. Worldview and/or religion are part of the public and the social domain, although not undisputed, and that is why I make a plea for worldview education as part of citizenship education. Already in the school as an embryonic society （John Dewey） students should learn to live together with differences and this should also include the ability to recognize differences between worldview/religious. The results of empirical research projects in the Netherlands and also from a European Commission granted project ＂Religion in Education＂ have shown that students really want to learn from and are interested in the worldview of their fellow students. They are also in favor of schools where they can meet a diversity of worldviews among teachers and students. Dialogue and encounter are important to them. So, worldview education as part of citizenship education can foster students to learn to live peacefully together.
文摘The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual framework that consisted of a multicultural citizenship based on the liberal theoretical perspective. The results indicate that indigenous educators face dilemmas in being cultural elites while considered national education policy implementer. Findings illustrate that indigenous elementary school educators are expected to possess differentiated-group privileges in teaching practices; however, they are confronted with both internal restrictions and external protections during establishing of ethnic cultural identity while playing their roles in the national educational apparatus. The paper also gives conclusions and suggestions for future researches.
文摘This article reports the experience of the robotics class taught by a student＇s degree in mathematics from the Federal University of Uberlandia, as a requirement for co mp letion of the discip line sup ervised training. The M ineiro Baptist College was chosen in the city of Uberlandia-MG to carry out this work because it is a school that entered the discipline of robotics into their curriculum. The class was held with the students of the seventh grade of elementary school second, linking the areas of mathematics, robotics and traffic education, prioritizing the respect of the contents worked in math classes and civic education of individuals in a dynamic and creative way.
文摘The most important goal in civics education is to ensure that each citizen has a good understanding of ethics and moral behavior, and thus stresses the constant link between knowledge and practice. In this context, to increase understanding of civics education for being able to create the best generation and condition in the future life, study on this issue is becoming a very crucial manner. In general, methods like discussion and dialogue are used to allow students to express themselves. However, cooperative learning in particular addresses many of the needs and concerns facing by educational systems and Team Game Tournament （TGT） method is one of the preferable methods of cooperative learning. This study was aiming to increase civics learning achievements by using cooperative learning based on TGT method on secondary school students of Jatisari of Indonesia. The action research procedure was also used so as to be able to evaluate the influent, impact, and result of TGT. Accordingly, cooperative learning with TGT method has successfully given positive contribution to increasing student learning civics achievement.
文摘Civic awareness is a product of modem constitution which emerges with the appearance of the modem state. It refers to the conscious awareness that citizens have their own position in the country which can share rights and undertake obligations. Its connotation is a system. The education of civic awareness is completed through the combination of school, society, family and other social channels. It is a process of socialization and re-socialization. College students are the main part of the construction in the modem harmonious society. The development of college students＇ civic awareness will be significant to construct the harmonious society and promote the process of national law. However, there still lacks the sense of civic awareness in the current population of college students, which appears the lack of sense of responsibility and the scarcity of the moral sense. Therefore, it is reasonable to strengthen the demands of college students＇ civic awareness education. This paper is a preliminary study on the connotation, awareness. significance, modem status, causes and measures of college students＇ civic
文摘A sourceidentifying and comparative study of the development of the outlook on citizenship education in China and the Western countries indicates that there emerges a tendency of similar orientations in terms of relations between citizens and the state and society,between citizens’rights and obligations and between citizenship education and moral education.At the same time,there also exists the possibility of mutual integration of the viewpoints and the ideas of Chinese traditional moral education in such aspects as subject basis,educational mechanism and values orientation.
