Teaching civics : a manual for secondary education teachers.

Around the world, teaching civics is our most practical tool for learning about democracy. In Germany, the art of civics education is constantly being reconsidered and revised, in part because of the country's history and the widespread awareness in German society of the dangers posed by educat...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Reinhardt, Sibylle
Formato: Electrónico eBook
Idioma:Inglés
Publicado: [Place of publication not identified] : Barbara Budrich, 2015.
Temas:
Civics > Study and teaching (Secondary)
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
EDUCATION > Research.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Teaching Civics
  • Table of Contents
  • Preface to the English Edition
  • Part I
  • Foundations
  • 1 The Civics Teacher: Pro and Professional
  • 1.1 The profession of teaching
  • 1.2 Principles for teaching civics
  • 2 Responsible Citizens: The Goals of Civic Education
  • 2.1 Civic education as general education
  • 2.2 Skills in civic education
  • 2.3 Competencies
  • 2.4 Standards
  • 2.5 Cognitive structure and complexity
  • 2.6 The Beutelsbach Consensus
  • 2.7 May civics teachers express their political views in the classroom? Should they?
  • 3 Youth and Politics.
  • 3.1 Developmental stages
  • 3.2 Political socialization
  • 3.3 Interest in politics
  • 3.4 Understanding politics
  • Dealing with conflict
  • 3.5 Trajectories of civic education and socialization
  • 3.6 Misunderstanding as an essential part of civic learning
  • 3.7 Implications: what does this mean for teachers?
  • 3.8 Research on high school students' notions of political concepts
  • 4 Learning Democracy
  • 4.1 Democracy in school life
  • 4.2 Democracy in the classroom
  • 4.3 Intersubjective recognition at school
  • 4.4 Democratic education
  • Part II
  • Teaching Civics: Principles and Methods.
  • 5 The Conflict-Based Approach
  • 5.1 What is a conflict?
  • 5.2 Dealing with conflict
  • 5.3 The method: conflict analysis
  • Summary
  • 6 The Problem-Based Approach
  • 6.1 What is a problem?
  • 6.2 Working on problems
  • 6.3 The method: problem studies
  • Summary
  • 7 The Action-Based Approach
  • 7.1 What is action?
  • 7.2 Dimensions of action
  • 7.3 Methods: projects, citizens' initiatives
  • Summary
  • 8 Case Teaching
  • 8.1 What is a case?
  • 8.2 Individual cases and universality
  • 8.3 The methods: case analyses, case studies
  • Summary
  • 9 The Future-Based Approach.
  • 9.1 What is the future?
  • 9.2 The future and sustainability
  • 9.3 The methods: simulation games, future workshops, scenario planning
  • Summary
  • 10 Moral and Political Judgment
  • 10.1 Morality and politics
  • 10.2 Analyzing and judging
  • 10.3 The methods: political decision making, the dilemma method
  • Summary
  • 11 The Genetic Method in Civic Education:Becoming an Active Citizen
  • 11.1 What is genesis?
  • 11.2 The role of the social sciences
  • 11.3 The method: establishing a society
  • Summary
  • Afterword to Part II
  • Overview: Principles for teaching civics.
  • Part III
  • Transitioning to the Upper Grades of High School and to College
  • 12 Stages and Levels of Learning
  • 12.1 Sequencing in teaching guidelines
  • 12.2 Stages and levels
  • 13 Introduction to Critical Thinking
  • 13.1 Introducing high school students to the social sciences
  • 13.2 The methods: reading original academic scholarship, self-reflectively implementing scholarly tools and techniques, classroom research projects
  • Summary
  • Part IV
  • Lesson Planning
  • 14 Preparing for the Classroom
  • 14.1 The normative dimension
  • 14.2 Specialized knowledge
  • 14.3 Everyday knowledge.

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