![]() But all agree that civic education must inculcate behaviours which enable people to construct a democratic way of life, irrespective of the particular regime under which they find themselves. In some educator typologies virtues and habits intersect with one another and with separately defined civic skills. They include respect for others, tolerance, co-responsibility for the community, commitment to constitutionalism and human rights, and peaceful co-existence and friendship in local and national affairs. Lists of virtues have been created which are assumed to be particularly appropriate to this form of living. ![]() ![]() Although the 1990’s with their belief in the triumph of democracy as a regime of government, when civic education received renewed impetus, have given way to the more cautious years in which war, terror and revolution have re-emerged as tools of state building and power projection, there is need for civic education programmes to place a vision before educators and learners.Ĭivic virtue has become a stock theme in a number of curriculum innovations and projects designed to shift the focus of education from merely a knowledge and information activity – learning about the politics of particular countries, or the history of the development of a constitution and the manner in which that constitution has been used or abused – to a consideration of the personal responsibility of the individual learner to behave well in relation to the democratic society in which he or she lives. Those engaged in civic education have a vision of empowered citizens voluntarily organizing themselves for self-reliance and political impact in societies where representative and participatory democracy produces peace, prosperity, and personal liberation. These themes are those of vision, virtue, habit and practice.Įxplorations of civic education invariably start with explorations of democracy and the related terms of citizenship and civil society. As the role of education in re-shaping these contexts to make them fit for citizens - and citizens fit for them - has become more important, it is important that for educators pay attention to their differences and trajectories. While there are core themes involved in civic education, the contexts within which these are explored and developed have become more diverse. These varied contexts form the basis of the following sections of the topic area. 'Civic education' has gained favour as a description of this empowering and freeing process, but it retains some tinges of a socializing mission with which astute educators operating in varied contexts will want to grapple. ![]() For the purpose of this topic area, the term civic education is used to cover the larger job of educating citizens to take responsibility for their roles and responsibilities within democratic states and exercize their rights. ![]()
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