Citizenship, Character, Sustainability: Differences and Commonalities in Three Fields of Education

Autor/inn/en	Jordan, Karen Elizabeth; Jónsson, Ólafur Páll; Guðjohnsen, Ragny Þóra; Aðalbjarnardóttir, Sigrún; Garðarsdóttir, Unnur Edda
Titel	Citizenship, Character, Sustainability: Differences and Commonalities in Three Fields of Education
Quelle	In: Journal of Moral Education, 52 (2023) 1, S.7-20 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Karen Elizabeth) ORCID (Jónsson, Ólafur Páll) ORCID (Guðjohnsen, Ragny Þóra) ORCID (Aðalbjarnardóttir, Sigrún)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2022.2159348
Schlagwörter	Citizenship; Values Education; Environmental Education; Sustainability; Interdisciplinary Approach; Citizenship Education; Teaching Methods; Barriers; Educational History; Global Approach; Political Attitudes; Social Influences; Objectives; International Organizations; Sustainable Development + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Werterziehung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltigkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Globales Denken; Political attitude; Politische Einstellung; Sozialer Einfluss; Goal definition; Zielsetzung; International organisation; International organisations; International organization; Internationale Organisation; Nachhaltige Entwicklung
Abstract	An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each other, without any substantial convergence. This paper focuses on the conceptual and historical reasons for this lack of integration, exploring the tensions among them perceived by many scholars and practitioners, such as an individual vs. a social vs. a global focus, a deliberative vs. fact based pedagogic approach, and an individual vs. socio-political educational context. The paper ends by exploring different ways in which these three fields of education might be integrated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01