COVID-19 and young people in Spain. The emergence of values education as a strategy for civic responsibility

2022 ◽  
pp. 1-24
Author(s):  
Juan Antonio Giménez-Beut ◽  
Carlos Novella-García ◽  
Remedios Aguilar-Moya ◽  
Alexis Cloquell-Lozano
Keyword(s):  
Young People ◽  
Values Education ◽  
Civic Responsibility

Research directions in social and environmental education

1985 ◽  
Vol 1 (2) ◽  
pp. 21-23 ◽  
Author(s):  
J. Fien
Keyword(s):  
Young People ◽  
Environmental Education ◽  
Values Education ◽  
Social Education ◽  
Research Directions ◽  
Global Futures ◽  
Two Sides

Social and environmental education are two sides of a coin. Each has similar student-centred goals that see an understanding of society or the environment and one's place within it as a medium for achieving some of the long term goals of education. The similarities between the two have not been recognised nearly as much as they could have been, though Disinger (1982) among others has recognized international, global, futures, population and values education (all long established themes in social education) as imperatives in environmental education. Both social and environmental education seek to help young people identify, understand and desire to resolve the problems that confront humanity.

scholarly journals Przysposobienie wojskowe podległe 23 Górnośląskiej Dywizji Piechoty u schyłku lat trzydziestych XX w. Organizacja i zasady działania

2021 ◽  
Vol 22 (3) ◽  
pp. 107-131
Author(s):  
Kamil Kołodziej
Keyword(s):  
Young People ◽  
Military Service ◽  
Military Training ◽  
Civic Responsibility ◽  
Regional Research

Military training (PW) is preparation of the pre-conscription population for military service, education of young people in the spirit of patriotism and civic responsibility. The research conducted so far has focused on national issues, highlighting the shortcomings of regional research in this matter. This article discuss the structure of the PW subordinate to 23 Infantry Division, its tasks and objectives, focusing largely on the area of the autonomous Silesian Voivodeship in the years 1937–1939.

Being all that We can be

1998 ◽  
Vol 3 (4) ◽  
pp. 4-12
Author(s):  
Charles C. Schroeder
Keyword(s):  
Higher Education ◽  
Young People ◽  
Leadership Skills ◽  
Marine Corps ◽  
Armed Forces ◽  
First Century ◽  
Educational Institutions ◽  
Civic Responsibility ◽  
Ability To Work ◽  
Widespread Agreement

Higher education desperately needs models for how to help students develop the skills, character traits, and sensibilities that experts agree will be essential for our society in the twenty-first century. Indeed, there is widespread agreement that leadership skills, the ability to work cooperatively in teams, a strong sense of civic responsibility, and a commitment to serve are critically important outcomes, but there is very little agreement on where or how to begin. So where can colleges and universities find these models? What educational institutions are successfully helping young people acquire these qualities? One obvious but often overlooked answer is the armed forces. The author, with apologies to the Army for borrowing its slogan, joins with two leaders in the Marine Corps to explore what the Marines are doing right and what higher education can learn from them.

scholarly journals Political choices during the European Parliament elections as a model for civic responsibility of young people in Poland – the context of formal education

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Bożena Kanclerz
Keyword(s):  
Civil Society ◽  
Young People ◽  
Civic Education ◽  
Citizenship Education ◽  
Formal Education ◽  
Main Axis ◽  
Civic Responsibility ◽  
Formal Program ◽  
Political Choices ◽  
European Parliament Elections

The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland.

Can You Hear Me Now? Musical Values, Education and ‘Voice’

2013 ◽  
Vol 148 (1) ◽  
pp. 135-144
Author(s):  
Mark Rimmer
Keyword(s):  
Young People ◽  
Music Education ◽  
Values Education ◽  
The Other ◽  
Social Force ◽  
School Based ◽  
Musical Activity ◽  
Foregoing Discussion ◽  
The One ◽  
Research And Policy

This article addresses a number of questions concerning the use of music by young people. In particular, the argument presented seeks to bring to the fore a set of concerns whose significance is often overlooked or downplayed in debates about young people's engagements with music. These relate to music's capacity to function, on the one hand, in a way that reflects and embodies ethical and ideological commitments of varying kinds and, on the other, as a vehicle of expression through which people might ‘give an account’ of themselves. The article first surveys some of the ways in which scholars have conceived of the relation between forms of musical activity and their broader social force before turning to recent research and policy developments concerned with school-based music education in Britain and considering the ways in which certain forms and dimensions of young people's expressive musical activity are granted legitimacy and state support while others are ignored or marginalised. The final part of the article reflects upon the foregoing discussion and introduces the concepts of ‘voice’ (Couldry, 2010) and ‘recognition’ (Honneth, 1995), to consider how the promotion of some musical values to the detriment of others has important implications for the ways in which young people understand the extent to which their claims – and not just cultural ones – are taken seriously within society.

scholarly journals Pendidikan Demokrasi, Persaudaraan, dan Persatuan Indonesia dalam terang Dokumen Persaudaraan Manusia (2019)

MELINTAS ◽  
2021 ◽  
Vol 35 (3) ◽  
pp. 279-300
Author(s):  
Konstantinus Frederikus Jawa
Keyword(s):  
Young People ◽  
Values Education ◽  
Social Situations ◽  
The Real ◽  
Building Process ◽  
The Social ◽  
Personal Resilience ◽  
To Come ◽  
Character Building ◽  
Scientific Achievements

Education is a medium to bring people towards enlightenment. Education is meant to foster students or young people to be able to embrace life with maturity in faith, personal resilience, and sensitivity to social situations, especially changes that happen today. The spirit of national democracy in Indonesia can be realised through values education in schools so that these become material for a character building process. Values internalised in the education comprise of respect, care, acceptance, solidarity, appreciation, and sensitivity to the suffering of others. In being compassionate to the suffering others, students are called to come out of their comfort zones and to get involved with people who suffer and are in need, especially those who are victims of injustice due to the system in the society. The cultivation of human compassion can be carried on by promoting fraternity, that is, through the real encounters with people of different backgrounds, religions, races, and ethnicities. Building human fraternity in education asks that students are fostered to exercise dialogue of life and are given opportunities to encounter others in living communication. Through the real encounters, they may sense the actual changes in the social reality so that education is not limited to scientific achievements, but touches their affective and psychomotor aspects as well.

The Theoretical Foundation of the Concept of “Architecture and the Built Environment Education”

2018 ◽  
Vol 20 (1) ◽  
pp. 127-132
Author(s):  
Irina Cerasela Filip ◽  
Cosmin Filip
Keyword(s):  
Young People ◽  
Built Environment ◽  
Social Responsibility ◽  
Theoretical Foundation ◽  
Civic Responsibility ◽  
Early Age ◽  
Children And Young People ◽  
Active Involvement ◽  
Environment Education ◽  
The City

Abstract It is necessary to investigate, develop and promote architecture and built environment education in order to increase the civic responsibility towards the built environment and to create a functional, sustainable and aesthetic environment. This type of education can and should lay the foundation for social responsibility but for this, we need to make children and young people understand what being responsible mean and that the city is the result of the involvement of all its inhabitants. Forming such citizens that are able to understand the idea that active involvement and prospective thinking is the first step towards a sustainable transformation of society is a complex and lasting process, which is why it has to start from an early age.

WHAT IS VALUES EDUCATION ALL ABOUT?

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Terence Lovat
Keyword(s):  
Social Movements ◽  
Religious Education ◽  
Values Education ◽  
Civic Responsibility ◽  
Social Activities ◽  
Social Conscience ◽  
Personal Morality ◽  
The Family

The author wants to discuss the image and name of value education because he does not want it to be like social movements in the 1990s - booming and being marginalized for social activities due to subjective or objective reasons. The content of value education is inherited. This can be found in religious education such as Islam or Christianity. Educating value first from the heart, where education begins the best in the community is set to make a difference or complement the defects in the family. Value education is inheriting good things. It is the personal morality and civic responsibility of each person that suits the citizenship of a newly formed country like Australia. The quality of teachers in terms of knowledge, pedagogical ability, ability to connect with students, become a model of the attitudes and actions of a brave person and a social conscience for students, is a problem very important.

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