The Challenges of Multiculturalism, General Education, and Grounded Cosmopolitanism

1998 ◽  
Vol 8 (10) ◽  
pp. 51-75
Author(s):  
Hans-Herbert Kögler ◽  
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Democratic Education ◽  
Current Debate ◽  
Democratic Participation ◽  
Sexual Diversity ◽  
Cultural Backgrounds ◽  
Social Differences ◽  
The Core ◽  
The Social

Redefining the canon and the core curriculum is a popular topic in the current debate concerning multiculturalism. The focus on education is indeed crucial, insofar as it creates a symbolic ground for a democratic society, implying the possibility of universal dialogue across cultural and social differences. Yet to overcome the fragmenting dissensus among radical, conservative, and liberal positions, we need a concept of "general education" that reconciles the normative ideals of equality and freedom with the social reality of ethnic, social, and sexual diversity. I argue that we can develop such a new philosophy of education in the spirit of a grounded cosmopolitanism by showing how a shared and still culturally sensitive understanding can emerge from different cultural backgrounds. The goal of democratic education consists thus in the creation of a culturally grounded yet reflexively open self, as the precondition for democratic participation in the multicultural public sphere.

scholarly journals W poszukiwaniu (neo)liberalnych tropów w celach wychowania moralnego wskazanych w podstawie programowej dla I etapu edukacyjnego

2019 ◽  
Vol 45 (2) ◽  
pp. 17-26
Author(s):  
Małgorzata Lewartowska-Zychowicz
Keyword(s):  
General Education ◽  
Primary School ◽  
Moral Education ◽  
Core Curriculum ◽  
School Education ◽  
National Education ◽  
The Core ◽  
Education Goals

The issue of the article concerns the ideological foundation of the moral education goals formulated in the core curriculum of general education for the first stage of education. The analyzes undertaken are focused on the search for values indicating the presence of liberal and neoliberal moral assumptions in the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum of pre-school education and the core curriculum of general education for primary school.

scholarly journals Paris Was Not Built in a Day… Three-Dimensional Puzzles and Architectural Blocks as a Universal Tool Supporting the Process of Aesthetic Education

2021 ◽  
Vol 6 ◽  
pp. 105-123
Author(s):  
Marta Kasprzak
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Three Dimensional ◽  
Educational Practice ◽  
Cultural Changes ◽  
The Core ◽  
Starting Point ◽  
Manual Skills ◽  
Spatial Imagination ◽  
Use Of Knowledge

This article proposes the use of knowledge of space studies in the school educational practice. It allows for implementation of obligatory content and skills indicated in the core curriculum for general education. Shaping the spatial imagination and aesthetic sensitivity is accompanied by the development of both social and manual skills, while the construction of miniature buildings by students is a convenient starting point for a discussion on social and cultural changes.

2008 APSA Teaching and Learning Track Summaries—Track Seven: Core Curriculum/General Education

2008 ◽  
Vol 41 (03) ◽  
pp. 620-622
Author(s):  
Kweku Ainuson ◽  
Stacy G. Ulbig
Keyword(s):  
General Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Experienced Teachers ◽  
Teaching Techniques ◽  
Innovative Teaching ◽  
The Core ◽  
Wide Range ◽  
Private And Public

The Core Curriculum/General Education track comprised a wide range of institutions, different areas of expertise, and levels of teaching. Institutions represented were both private and public, and four year colleges and community colleges. Participants were made up of seasoned and experienced teachers, novice teachers, and graduate students. Presenters described their innovative teaching techniques and how they could be effectively employed both inside and outside the classroom. Presentations gave rise to the discussion of various teaching methods and how to tailor the techniques to fit specific needs. In the ensuing discussion one thing became apparent. The goal of the successful teacher is to engage students in a number of ways.

scholarly journals Integracja wewnątrzprzedmiotowa w podstawie programowej… oraz podręcznikach do szkoły ponadpodstawowej

2021 ◽  
Vol 12 (330) ◽  
pp. 60-73
Author(s):  
Beata Udzik
Keyword(s):  
Secondary School ◽  
General Education ◽  
Core Curriculum ◽  
Language Education ◽  
First Grade ◽  
Comprehensive High School ◽  
Subject Knowledge ◽  
Main Research ◽  
The Core ◽  
Technical Secondary School

The core curriculum for the third stage of education includes a provision that the aim of general education in a comprehensive high school and technical secondary school is, among others, to integrate the subject knowledge from various disciplines. The article presents the results of the analysis of a selected textbook for the first grade of a secondary school implementing the core curriculum from 2018. The main research questions are: How do the authors of the textbook implement the need to integrate the language, literary and text-building education, which is included in the core curriculum for secondary schools? Do the suggested methods of integration include functional grammar? The author refers to the core curriculum, the findings of linguists – researchers of language education at school and the selected textbook. The conducted analysis is a case study. 

Mathematics and the Core Curriculum

1949 ◽  
Vol 42 (1) ◽  
pp. 6-13
Author(s):  
Harold P. Fawcett
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Democratic Society ◽  
Focus Attention ◽  
Economic Changes ◽  
Critical Questions ◽  
The Core ◽  
School Population ◽  
Fundamental Assumption

Within recent years many critical questions have been raised concerning the effectiveness with which the schools of America are meeting the needs of a growing and developing democracy. Significant social and economic changes have tended to focus attention on institutions and practices created to serve the demands of an earlier day. A greatly increased school population has emphasized the importance of general education and new theories of learning have raised serious doubt about the value of educational procedures designed to serve an intellectual aristocracy. Many an influential voice has asked penetrating questions concerning the adequacy of a curriculum based on the fundamental assumption that “knowledge is power” and increasing attention has been given to the development of those characteristics of personality considered essential to responsible citizenship in a democratic society.

scholarly journals (Nie)kwestionowane granice decyzyjności pedagoga w kształtowaniu obrazu świętości wśród dzieci?

2018 ◽  
pp. 199-216
Author(s):  
Anna Zellma
Keyword(s):  
General Education ◽  
Role Models ◽  
Core Curriculum ◽  
Educational Games ◽  
Educational Law ◽  
Religious Attitudes ◽  
The Core ◽  
Early School ◽  
Early School Age ◽  
Universal Values

A teacher’s work with children of preschool and early school age focuses on achieving the teaching and educational objectives, as well as those related to childcare. The tasks include, among others, supporting pupils in shaping the image of the world, recognising different values and criteria,as well as methods of choosing them, obtaining basic social skills, and shaping moral and religious attitudes. The educator is obliged to show the children universal values and ethical principles. They also have to present role models and motivate their pupils to imitate them. All of this fosters an image of sanctity among children. When it comes to making decisions regarding the shaping of the image of sanctity among children, the teacher is restricted by educational law, especially the core curriculum of general education, as well as the school’s curriculum. This restriction applies mainly to the objectives and content of teaching and education. However, in matters of methodology, the teacher has many possibilities for creative action. They may exceed the methodologies suggested by educational law and design their own teaching innovations. With regard to shaping the image of sanctity among children, of particular note are All Saints’ Day balls, Angel Days, educational games and activities, family fairs, saints’ parades, competition and stage productions.

scholarly journals PENGINTEGRASIAN NILAI-NILAI AGAMA ISLAM PADA PEMBELAJARAN DI SEKOLAH

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Henrawansyah Harahap
Keyword(s):  
Core Curriculum ◽  
Democratic Education ◽  
Curriculum Integration ◽  
Intimate Relationship ◽  
School Curriculum ◽  
Learning Centers ◽  
The Core ◽  
The World ◽  
Unity Of Knowledge

Integration according to Sanusi is a unified whole, not divided and scattered. Integration includes the needs or completeness of the members who form a unit with a close, harmonious and intimate relationship between the members of the unit. Whereas what is meant by value education integration is the process of integrating certain values into another concept so that it becomes a coherent and inseparable whole or the process of assimilation to become a unified whole and unified. In the world of education, the term integration is usually associated with a movement for democratic education that focuses on actual issues as the core curriculum. Integration learning centers on organizing important issues in the school curriculum with the wider world. This integration will connect problems with one another, so that a unity of knowledge is built. A knowledge that represents the parts to the whole (part whole relationships)

scholarly journals Populism, Persistent Republicanism and Declinism: An Empirical Analysis of Populism as a Thin Ideology

2014 ◽  
Vol 51 (1) ◽  
pp. 111-133 ◽  
Author(s):  
Mark Elchardus ◽  
Bram Spruyt
Keyword(s):  
Empirical Analysis ◽  
Personal Life ◽  
Rhetorical Strategies ◽  
Social Differences ◽  
The Core ◽  
Negative View ◽  
The Social ◽  
Economic Position

Populism is usually studied by looking at the electoral and rhetorical strategies of parties considered to be populist. In contrast, this article attempts to measure the support for the core propositions of populism among voters and explain the social differences in that support. On the basis of a survey of the Dutch-speaking population of Belgium (N: 2,330) we find that this support for populism turns out not to be directly influenced by a weak or uncertain economic position, by dissatisfaction with personal life or feelings of anomie. Support for populism appears foremost as a consequence of a very negative view of the evolution of society – declinism – and of the feeling of belonging to a group of people that is unfairly treated by society.

Sign in / Sign up

Export Citation Format

Share Document