Group Problem Solving as a Different Participatory Approach to Citizenship Education.

Autor/in	Guérin, Laurence
Titel	Group Problem Solving as a Different Participatory Approach to Citizenship Education.
Quelle	In: Journal of social science education, 16 (2017) 2, S. 8-18Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v16-i2-1609
Schlagwörter	Argumentation; Europa; Partizipation; Politische Bildung; Fachdidaktik; Deliberative Demokratie; Vernetztes Lernen; Fachdidaktik; Argumentation; Deliberative Demokratie; Partizipation; Politische Bildung; Staatsbürgerkunde; Europa
Abstract	Purpose: The main goal of this article is to define and justify group problem solving as an approach to citizenship education. It is demonstrated that the choice of theoretical framework of democracy has consequences for the chosen learning goals, educational approach and learning activities. The framework used here is an epistemic theory of deliberative democracy. It is argued that such an approach enhances teachers' and pupils' autonomy. Design/methodology/approach: First, it was discussed what kind of theory of democracy lies behind the mainstream approach to citizenship education. Then, it was demonstrated how a chosen theory of democracy and citizenship leads to a specific translation into educational principles. In order to define and translate the chosen framework into educational principles and learning activities, different disciplines were drawn upon: political philosophy, cognitive and educational psychology. Findings: Group problem solving was defined as an alternative participatory educational approach to citizenship education and four educational principles were defined: argumentation, connected learning, decision making and thinking together. Practical implications: Educationalists, policy makers and researchers working on citizenship education should discuss their ideals of democracy and citizenship in order for these to become an object of scrutiny in the curriculum (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2019/1