Educating for Citizenship: Freeing the Mind and Elevating the Spirit.

Autor/in	Terenzini, Patrick T.
Institution	National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.
Titel	Educating for Citizenship: Freeing the Mind and Elevating the Spirit.
Quelle	(1993), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Altruism; Citizenship Education; Citizenship Responsibility; College Environment; College Students; Educational Experience; Higher Education; Interpersonal Relationship; Outcomes of Education; Political Attitudes; Student Attitudes; Student Development; Thinking Skills + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Hochschulumwelt; Collegestudent; Bildungserfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernleistung; Schulerfolg; Political attitude; Politische Einstellung; Schülerverhalten; Denkfähigkeit
Abstract	This speech examines the relationship between the college experience and education for citizenship in the United States. The research evidence finds changes toward greater altruism, humanitarianism and sense of civic responsibility and social conscience during the college years. Most research also shows that students' political attitudes and values become more liberal and that students have a greater interest in social and political issues and in participation in the political process. Studies also indicate that students become more egalitarian in their views on the equality of the sexes. Clear and consistent evidence indicates that students make statistically significant gains during college in the use of principled reasoning to judge moral issues. Students also appear to become more independent of parents and somewhat more mature in their interpersonal relations. Whether these changes are due to the college experience or normal maturation at this age, the weight of evidence overall suggests that a statistically significant if modest part of the changes during college can be attributed to the college experience. Institutional differences appear to have little impact on changes in students' attitudes, values, or principled moral reasoning. Certain kinds of experiences do appear to be more important: particularly place of residence and the type of interactions with faculty and peers that the living situation promotes. (Contains 11 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01