Civic education for sustainable development and democratic school development in Germany. Perspectives for the local community.

Autor/in	Ohlmeier, Bernhard
Titel	Civic education for sustainable development and democratic school development in Germany. Perspectives for the local community.
Quelle	Aus: Brunold, Andreas (Hrsg.); Ohlmeier, Bernhard (Hrsg.): School and community interactions. Interface for political and civic education. Wiesbaden: Springer VS (2013) S. 79-112 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-531-19476-3; 978-3-531-19476-9
DOI	10.1007/978-3-531-19477-6_6
Schlagwörter	Erziehung; Demokratische Bildung; Kompetenz; Staatsbürgerliche Erziehung; Erziehungswissenschaft; Deutschland; Erziehung; Lehrer; Modell; Ökologie; Partizipation; Politische Bildung; Bildungsstandards; Schule; Soziales Lernen; Wirtschaft; Fachdidaktik; Kompetenz; Gemeinwesen; Schule; Lehrer; Soziales Lernen; Soziales Verhalten; Fachdidaktik; Gemeinde (Kommune); Gemeinwesen; Partizipation; Politische Bildung; Ökologie; Nachhaltige Entwicklung; Wirtschaft; Modell; Deutschland
Abstract	[This article focuses] on the question of how the current concepts of an education for sustainable development, that are formulated primarily in general or educational terms, should be orientated more clearly towards political contexts. Against this background and considering previous models of competencies in educational sciences and in civic education didactics, political-democratic civil competencies for a civic education for sustainable development demonstrate the idea of an informed and empowered global citizen who is able to engage in democracy at all levels. In addition, an extended model of competencies, regarding education for sustainable development with a particular focus on global learning, gives insight into the core competencies of recognizing, evaluating and acting, which in turn can be combined with relevant contents and tasks in the area of education for sustainable development. These reflections lead to the question whether, and to what extent, activities in the context of school development and quality management at schools could support the formation of student's competencies for a civic education for sustainable development. In addition, it is questioned how these efforts could be interlinked with municipal issues and task fields of sustainability. To this end, indicators of sustainable development are considered which specify the aims and efforts in local fields of action within the ecological, the economic, the social and the political dimension. At the same time, diverse opportunities for participation in local policy arise for the students and teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/2