scholarly journals The Beutelsbach Consensus – the approach to controversial issues in Germany in an international context

2020 ◽  
Vol 14 (4) ◽  
Author(s):  
Anders Stig Christensen ◽  
Tilman Grammes
Keyword(s):  
Civic Education ◽  
Democratic Education ◽  
Controversial Issues ◽  
Simple Task ◽  
International Context ◽  
Politische Bildung ◽  
Theory Of Education ◽  
Social Science Education ◽  
Personal Interests ◽  
The Ideal

Abstract In the German tradition of politische Bildung, the Beutelsbach Consensus has been a point of reference since its introduction in 1976. The Consensus consists of three principles. The principle that “Matters which are controversial in scholarship and political affairs should also be presented as controversial in the classroom” is at the center. It is framed by two other principles, the prohibition against overwhelming the student (also referred to as ban on indoctrination) and the principle of giving weight to the personal interests of students (principle of engagement and action). In this article, we discuss the Beutelsbach principles along with criteria for controversiality taken from Anglophone theory of education. These include among others an emotional principle, and a psychological principle. The principles are discussed with two cases – one from Denmark and one from Germany. In the discussion, we show how these principles are relevant as theoretical tools in the analysis of the cases. It is an important task for the teachers and the school to provide opportunities for the students to engage in deliberation on controversial issues, but it is not a simple task to decide which issues are relevant and controversial, and in what sense. The discussion also shows that the Anglophone discussion of controversial issues and the German tradition of politische Bildung discuss similar issues and could gain from more interaction.  As a conclusion, we point to the relevance of the Beutelsbach principles being not only a tool of Didaktik, but also a tool for the student in order to achieve the ideal of a democratic education. Keywords: social science education, politische Bildung, controversial issues, democracy, civic education, Beutelsbach Consensus   Beutelsbach-konsensussen – den tyske tilgang til kontroversielle emner i en international kontekst Sammendrag I den tyske tradition for politische Bildung (politisk dannelse) har Beutelsbach-konsensussen været et referencepunkt siden dens introduktion i 1976. Konsensussen består af tre principper. Princippet at ”emner der er omstridte i politik og videnskab skal også undervises som omstridte” er i centrum. Det er omringet af to andre principper: forbuddet mod at overrumple eleverne (kendt som forbud mod indoktrinering) og princippet om at lægge vægt på elevernes interesser (princip for engagement og handling). I denne artikel diskuterer vi Beutelsbach-principperne sammen med prin­cipper for kontroversialitet taget fra den engelsksprogede pædagogiske teori. Disse inkluderer et emotionelt princip og et psykologisk princip blandt andre. De forskellige principper diskuteres med to cases, en fra Danmark og en fra Tyskland. I diskussionen viser vi hvordan disse principper er relevante som teoretiske red­skaber i analysen af disse cases. Det er en vigtig opgave for lærere og skolen at give eleverne muligheder for at engagere sig i deliberation om kontroversielle emner, men det er ikke nogen enkel opgave at beslutte hvilke emner der er relevante og kontro­versielle, og i hvilken henseende. Diskussionen viser også at den engelsksprogede diskussion af kontroversielle emner og den tyske tradition for politisk dannelse diskuterer lignende emner og kunne drage udbytte af mere interaktion. Som en konklusion peger vi på relevansen af Beutelsbach-principperne som et redskab, ikke blot for didaktikken, men også for eleverne hvis idealet om en demokratisk (ud)dannelse skal opnås. Nøgleord: kontroversielle emner, undervisningsstrategier, religionsundervisning, samfundskundskab, klasseværelsesobservationer, Beutelsbach-konsensus

scholarly journals Pengaruh Model Pembelajaran Problem Based Learning dalam Meningkatkan Sikap Demokratis Mahasiswa

2021 ◽  
Vol 5 (3) ◽  
pp. 316-321
Author(s):  
Daulat Nathanael Banjarnahor
Keyword(s):  
Civic Education ◽  
Model Problem ◽  
Real Life ◽  
Problem Based Learning ◽  
Scientific Paper ◽  
Learning Model ◽  
Controversial Issues ◽  
Student Centered Learning ◽  
Democratic Attitudes ◽  
Life Problems

The purpose of this study was to describe: 1) How to implement civic education and learning to develop a democratic attitude and learning participation; 2) How to design a civic education learning model based on controversial issues in the mass media to develop a democratic attitude and student learning participation; 3) Based on the public To what extent can the civic education learning model of media controversial issues develop democratic attitudes and student participation in learning? It is indeed necessary to consider adopting appropriate learning methods to improve and discover students’ understanding of the knowledge conveyed by the teacher. Learning model Problem-based learning or problem-based learning is a student-oriented or student-centered learning model. Problem-based learning models have methods to deal with real-life problems, and this learning emphasizes problem-solving investigation activities. This research is a scientific paper. When using a problem-based learning learning model, a descriptive qualitative research method with a phenomenological description type is used to describe the learning process extensively and deeply. By paying attention to and analyzing the focus of reality or field experience that occurs on the research object. The object of the study is the students of HKBP Nommensen Pematangsiantar University, and the standard of study is the students participating in the civic education seminar.

Marriages, Norms and Structures

2017 ◽  
Author(s):  
Alexander Mansutti Rodríguez
Keyword(s):  
Computer Simulation ◽  
Case Studies ◽  
Formal System ◽  
Small Scale ◽  
Ideal Model ◽  
Personal Interests ◽  
The Ideal ◽  
Formal Rules

Mansutti adopts Needham’s scheme of distinguishing three analytical levels; the jural rules; the statistical-behavioural, and the categorical. He includes a computer simulation to gain a time depth in his model of Piaroa kinship and marriage, which demonstrates that the exceptions to the marriage rules are not residual and inexplicable but are necessary to maintain the ideal model anticipated by the formal rules. Although violations of the rules are motivated by personal desires and not a desire to save the formal system, they are in fact necessary to its preservation. Moreover, he employs Bourdieu’s distinction between official and private kinship, and illustrates his approach with apposite case studies. For instance, he describes how personal interests can be transmuted into community interests, and genealogical relationships between two people in small-scale societies can be “read” along different routes with telling results.

scholarly journals Sociologinės įžvalgos sociologijos didaktikai

2013 ◽  
Vol 33 (2) ◽  
pp. 190-204
Author(s):  
Arūnas Poviliūnas
Keyword(s):  
Social Sciences ◽  
Civic Education ◽  
Public Sociology ◽  
Sociology Of Education ◽  
Educational Sociology ◽  
Educational Aims ◽  
Theory Of Education ◽  
Academic History ◽  
Historical Culture ◽  
The Relationship

Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvir­tinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuoja­mas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštin­gumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje. Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švieti­mo sociologija. Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of edu­cation. ABSTRACT SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY The article aims to analyse the relationship between sociology and didactics of sociology. This relation­ship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the con­ceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social func­tion of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.

A New Childhood Social Studies Curriculum for a New Generation of Citizenship

2009 ◽  
Vol 17 (3) ◽  
pp. 501-517 ◽  
Author(s):  
Cinthya Saavedra ◽  
Steven Camicia
Keyword(s):  
United States ◽  
Social Studies ◽  
Civic Education ◽  
Conceptual Analysis ◽  
Democratic Education ◽  
The United States ◽  
Theoretical Framework ◽  
Social Studies Curriculum ◽  
Transnational Students ◽  
New Generation

AbstractTraditional concepts of civic education in the United States and the expanding horizons curriculum scope and sequence are challenged by globalization and transnationality because new understandings of citizenship are emerging. In our conceptual analysis, we reconceptualize social studies curriculum for childhood to meet these changes. First, we propose a theoretical framework synthesizing literature in the areas of multicultural, global, and democratic education. Second, we propose opening curriculum and research to the voices of students, especially transnational students. Such reconceptualizations have important implications for a social studies curriculum for childhood that is socially just and responsive to the changing sizes, types, and qualities of the communities with which students engage.

Politicizing pedagogy

2017 ◽  
Vol 99 (4) ◽  
pp. 39-44
Author(s):  
Suneal Kolluri
Keyword(s):  
Social Studies ◽  
Civic Education ◽  
Democratic Education ◽  
Public Perceptions ◽  
Academic Disciplines ◽  
The Core ◽  
Core Skills ◽  
Recent Scholarship ◽  
Democratic Life ◽  
The Given

Recent scholarship on civic education has introduced some useful ways to engage students in learning about controversial topics, debating them, and participating in democratic life. However, while those are valuable tools for active citizenship, they’re not sufficient. Democratic education should focus on issues that matter intensely to students’ local communities, the author argues, and it should be grounded in the core skills of the academic disciplines. To illustrate, he describes a social studies unit he taught at an urban high school in Oakland, Calif., focusing on a pair of competing narratives about the crack epidemic of the 1990s, with attention to the ways in which public perceptions depend on the source of the given argument and the context from which it originates.

scholarly journals The concept and institutions of education for democracy

2002 ◽  
pp. 159-175
Author(s):  
Zoran Avramovic
Keyword(s):  
Democratic Education ◽  
Social Institutions ◽  
Democracy Education ◽  
Teacher Student ◽  
Theory Of Education ◽  
National Values ◽  
Private And Public ◽  
Teaching Curriculum ◽  
Education For Democracy

The paper comprises three sections: (a) the concepts and institutions of democracy, (b) the concept of education for democracy, and (c) the role of school in democratic education. The concept of 'open society' is critical to the strategy of education for democracy. In addition to general conditions for establishing and functioning of democracy, the author points to some of its basic institutions: structured social groups, political parties, leader elections. The concept of 'education' is considered from the standpoint of goals - social, national and individual. It is pointed to tolerance as a key concept of the theory of education for democracy. School, being the most prominent institution in the process of education for democracy, places student and development of his/he; democratic characteristics and capacities in the focus of its strategy. All elements of teaching: curriculum, methods teacher, student, textbook are in the function of the basic idea of democratic education - tolerance and crisscrossed influences (practicing of getting used to differences). Apart from the development and acquisition of thinking in concepts about democracy, education for democracy should encompass knowledge for life at state and social institutions, for private and public life, acquisition of national values, rational decision-making discussion. The framework of strategy in question is certainly exercising of tolerance and getting used to crisscrossed influences.

scholarly journals PEMBENTUKAN MASYARAKAT MADANI DI INDONESIA MELALUI CIVIC EDUCATION

2012 ◽  
Vol 13 (1) ◽  
Author(s):  
Farid Wajdi Ibrahim
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
Civic Education ◽  
Rule Of Law ◽  
Community Life ◽  
Crucial Aspect ◽  
Historical Aspect ◽  
Ideal Society ◽  
The Rule Of Law ◽  
The Ideal

Civil society is often positioned as the ideal pattern of community life. From the historical aspect, the Islamic thinkers usually refers to the condition of civil society such as on the condition of Medina under the leadership of the Prophet Muhammad Ṣallallāh ‘alayh wa Sallam. Ideal concept of civil society is driven by a variety of many aspects including the pattern of the life of society, nation that refers to the rule of law, human rights, and respect for diversity in all its forms (pluralism). Certainly not an easy thing to realize the ideal society as the concept of civil society in such a way. It requires a serious effort, continuous and consistent from the variety and facets, one of which is a crucial aspect of civic education (civic education). These issues are the focus of discussion of this article.

Should Marriage Equality be Taught as Controversial Post-Obergefell v. Hodges?

2018 ◽  
Vol 120 (8) ◽  
pp. 1-28
Author(s):  
Wayne Journell
Keyword(s):  
Civic Education ◽  
Supreme Court Decision ◽  
The United States ◽  
Instructional Decisions ◽  
Controversial Issues ◽  
Theoretical Argument ◽  
Marriage Equality ◽  
Teachers And Students ◽  
Open Issue ◽  
Marriage Quality

Background Having students engage with controversial issues is considered a hallmark of a quality civic education, in part because it requires students to interact with perspectives that contradict their existing worldviews, evaluate the legitimacy of positions based on evidence, and develop the skills and dispositions necessary for participation in an increasingly pluralistic democratic society. Most of the research on the teaching of controversial issues, however, has focused on how teachers and students respond to controversy as opposed to how controversy is framed. Teachers must determine whether an issue should be considered “open,” or controversial, or “settled,” or noncontroversial, in their classrooms, a decision that is both pedagogically important and often controversial. For issues that have been settled for some time, such as slavery or woman suffrage, the decision whether to frame them as open or settled is typically easy for teachers; however, issues that are in the process of tipping from open to settled, or vice versa, are more challenging and require that teachers make instructional decisions based on evidence and logical reasoning. Purpose The purpose of this article is to critically analyze whether the issue of marriage equality should be framed as controversial in the aftermath of the 2015 landmark Supreme Court decision in Obergefell v. Hodges that legalized same-sex marriage in the United States. In doing so, this article also offers several implications for the teaching of controversial issues broadly, particularly those that intersect with the identities of students and teachers. Research Design This article makes an analytical/theoretical argument using three commonly cited criteria for determining the openness of controversial issues: the epistemic criterion, the political criterion, and the politically authentic criterion. Conclusions/Recommendations After evaluating marriage equality using each criterion, I conclude that no rational reason exists for treating marriage quality as an open issue post-Obergefell. I also argue that the issue of marriage equality illustrates the need for teachers to be cognizant of how discussions of controversial issues that implicate students’ identities may impact students who may be marginalized by those issues. I recommend that when such issues have reached the point where subjective decisions must be made in determining whether they are framed as open or settled, deference should be made to framing those issues in a way that promotes public values as opposed to legitimizing private views.

Sign in / Sign up

Export Citation Format

Share Document