By Mark Halstead, Mark Pike
Ethical and citizenship schooling are back on the vanguard of academic cognizance with the new governmental bulletins approximately revisions to the nationwide Curriculum frameworks to 2000 and past. This booklet addresses a number of the significant concerns in ethical and citizenship schooling dealing with lecturers at the present time, embedding sensible concerns in a theoretical context and reviewing instructing, studying and overview innovations. It attracts commonly on learn yet is written in a transparent, obtainable style.Citizenship and Moral schooling examines the major strategies and gives an updated review of coverage, quite addressing: theoretical matters, goals and ways on the subject of ethical and citizenship schooling in a pluralist society the contributions of the curriculum, extra-curricular actions and the college ethos to citizenship and ethical schooling in class educating thoughts, fabrics, scholar evaluation and faculty assessment. The ebook additionally makes a speciality of key expert and private concerns for lecturers in venture ethical citizenship schooling.
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Extra resources for Moral and Citizenship Education: Learning through Action and Reflection
The state is not an end in itself, but ‘exists to regulate the competition among individuals for their private ends’ (Strike, 1982, p. 5). It provides the means of protecting the public interest and ensuring social justice. Liberalism upholds the rule of law, which exists to prevent harm and to maintain order in society by protecting persons and property. Key liberal causes that are often enshrined in law are human rights (including the rights of women, children and minorities), free speech, opposition to censorship, racial equality, and opposition to the enforcement of private moral values through the criminal law (Hart, 1963).
These three ways in which the aims of Citizenship Education can be characterized will now be examined more fully. To produce informed citizens No one could deny the importance of this aim, but for some people it is the only legitimate aim for Citizenship Education. On this view, the subject is a valuefree activity that stands back from the aim of producing active, committed citizens and aims simply at providing information about citizenship. The task is a cognitive one, of extending children’s knowledge and understanding of political ideas, institutions and issues.
99) 40 Why Citizenship? Why Moral Education? In the survey of teachers’ attitudes to Citizenship Education mentioned earlier, a number of teachers concurred with the view that while social harmony is important, citizens should not seek social harmony at any price. For example, one teacher said, ‘I think sometimes it’s [being] a good citizen to cause ripples . . , 1999, pp. 53–4). How far can students engage in this kind of active citizenship? It seems that there is often a gap between the rhetoric of schools’ provision (which emphasizes the need for critical reflection and an understanding of political engagement, lobbying and protest) and the reality (which is more to do with learning conformity and the acceptance of authority).