Social Studies and Citizenship Education.

Autor/in	Remy, Richard C.
Institution	Ohio State Univ., Columbus. Mershon Center.
Titel	Social Studies and Citizenship Education.
Quelle	(1977), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Business Responsibility; Change Strategies; Church Responsibility; Citizenship; Citizenship Education; Citizenship Responsibility; Civics; Curriculum Development; Curriculum Evaluation; Definitions; Educational Change; Educational Improvement; Educational Objectives; Educational Responsibility; Elementary Secondary Education; Government Role; Higher Education; Lifelong Learning; Nontraditional Education; Religious Organizations; Social Organizations; Social Responsibility; Social Studies + Suchen Sie Ihr Suchwort? Lösungsstrategie; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Begriffsbestimmung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Erziehungsverantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Non-traditional education; Alternative Erziehung; Soziale Verantwortung; Gemeinschaftskunde
Abstract	This paper outlines a new way of defining the scope and domain of citizen education within the social studies curriculum. It is intended to help educators better attain their particular goals and expand their vision of citizenship education. The paper is divided into three parts. Part I emphasizes that the narrow, traditional definition of the scope and domain of citizenship education keeps it totally within the schools; little attention is paid to the development of programs outside the school. Part II examines some weaknesses in the current definition: citizenship education is not treated as a cumulative, lifelong process; the development of citizen competence with problem solving is neglected; there are limitations on the school's capacity to contribute to citizenship education; and the field's current focus on schooling unnecessarily restricts the capacity of social studies educators from experimenting with a full range of methods and instructional theories available to them. Part III redefines the field's interest in citizenship education as follows: social studies education has an interest in educating citizens of all ages by undertaking educational activities in each of the sectors involved in citizenship education. These sectors include schools; local, state, and national government; business; labor; mass media; and primary, voluntary, and religious organizations. The requirements and conditions for expanding the concept of citizenship education are also outlined. (Author/JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01