Civic Education

  • Civic Education for Human Rights

    Author: Jerzy J. Wiatr
    Institution: University of Warszawa (Poland)
    Year of publication: 2007
    Source: Show
    Pages: 91-99
    DOI Address: http://dx.doi.org/10.15804/ppsy2007006
    PDF: ppsy/36/ppsy2007006.pdf

    The success of democracy depends on the formation of the social capital conducive to the maintenance of democratic patterns of behavior. Civic education is the most important instrument of the formation of such social capital and is, therefore, an essential responsibility of the democratic state. The concept of social capital, introduced in the social science theory by such authors as Pierre Bourdieu (1984) and James Coleman (1988), implies that the quality of democracy depends on the relations between citizens, particularly on the acceptance of such values as trust in others and willingness to accept them as equals. Consequently, the way in which human rights are perceived in a society has profound importance for the quality of political life and constitutes the crucial component of democratic political culture.

  • Promotion of National Heroes as Civic Role-Models during Democratisation

    Author: Patryk Wawrzyński
    Institution: Nicolaus Copernicus University in Toruń
    Author: Joanna Marszałek-Kawa
    Institution: Nicolaus Copernicus University in Toruń
    Year of publication: 2018
    Source: Show
    Pages: 101-111
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.08
    PDF: tner/201802/tner20180208.pdf

    The paper considers the relationship between remembrance narratives on national heroes and proliferation of political attitudes, values and behaviours during democratisation. It discusses the impact of interpretations of the past on the development of civil society in the context of public education as an instrument of identity politics. Comparing the experiences of Chile, Estonia, Georgia, Poland, South Africa and Spain, the authors present the role of national heroes in the legitimisation of behaviours and attitudes, new elites and national unity. The discussed results prove that the establishment of a pro-democratic system of civic education increases chances for successful consolidation of democracy in post-authoritarian countries.

  • A Model of Living Values Education-based Civic Education Textbooks in Indonesia

    Author: Kokom Komalasari
    Author: Didin Saripudin
    Year of publication: 2017
    Source: Show
    Pages: 139-150
    DOI Address: https://doi.org/10.15804/tner.2017.47.1.11
    PDF: tner/201701/tner20170111.pdf

    This research aims to develop a model of a civic education textbook on the basis of living values education. This study uses the approach of Research and Development at the stage of product development. Results reveal the follow- ing: 1) living values education-based civic education textbooks conceptually incorporate living values and the principles of living values education into the textbook; 2) the textbook chapters include title, introduction, concept roadmap, keywords, presentation of materials, clarification of the values of life, exercises, summary, reflection, authentic assessment, feedback, and follow-up activities; 3) the values of life can be integrated into the textbook through features of civic values, words of wisdom, analysis of life values, reflection, and attitude assessment.

  • Discrimination in the discourse of polish textbooks dedicated to civic education courses

    Author: Magdalena Cuprjak
    Author: Violetta Kopińska
    Year of publication: 2015
    Source: Show
    Pages: 38-47
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.03
    PDF: tner/201502/tner20150203.pdf

    The study presents a critical analysis of visual materials contained in civic education textbooks with the purpose to identify traits of discrimination of individuals with a “skin colour” other than “white”. The undertaken quantitative and qualitative analyses allowed for drawing a conclusion that the depiction of persons in the researched visual material did in fact bear certain traits of discrimination. Moreover, it was concluded that what may be observed is compound discrimination. The studies presented in the article were conducted within a larger-scale project entitled Gender in textbooks.

  • The Role of Public Administration Science in Increasing Civic Engagement in Ukraine

    Author: Kateryna Semenova
    Institution: National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”
    ORCID: https://orcid.org/0000-0003-1860-3179
    Year of publication: 2021
    Source: Show
    Pages: 95-111
    DOI Address: https://doi.org/10.15804/ksm20210108
    PDF: ksm/29/ksm2908.pdf

    The article considers the problems of scientific comprehension of electronic participation from the point of view of public administration. Attention is paid to the highest form of e-democracy, namely the involvement of citizens in decision-making through ICT. The theoretical and methodological bases of research of electronic participation are defined - its levels, models, directions are analyzed. It is proposed to consider the process of involving citizens not only from a purely technological perspective, but taking into account a wider range of factors. The influence of social factors on the process of public involvement is characterized. Insufficient motivation of the citizens to interact with the government is highlighted as one of the most important obstacles to the development of e-democracy. The leading role in overcoming the existing problems is given to the fundamental science of public administration, whose task is not only to study the features of separated tools of e-participation, but also to determine strategic priorities for involving citizens in decision-making for sustainable development. The main strategy for increasing the interest of citizens in cooperation with the authorities and improving their decision-making skills in the information society is the formation of an efficient system of civic education.

  • Living Values-Based Digital Learning Resources in Civic Education

    Author: Kokom Komalasari
    Institution: Indonesia University of Education, Bandung
    Author: Susan Fitriasari
    Institution: Indonesia University of Education, Bandung
    Author: Diana Noor Anggraini
    Institution: Indonesia University of Education, Bandung
    Year of publication: 2021
    Source: Show
    Pages: 85-96
    DOI Address: https://doi.org/10.15804/tner.21.63.1.07
    PDF: tner/202101/tner6307.pdf

    This study seeks to analyze the students’ need, the conceptual model, and generate a living values-based digital learning resource model in Civic Education. The research and development design was adopted, with the subjects being junior high school students in Bandung City and West Bandung Regency, Indonesia. The students need living values-based digital learning resources in accordance with 21st century learning and skills. Conceptually, the model of living values-digital based learning resources is one that incorportaes living values and living values education principles into civic education learning materials through various platforms in the Moodle-based Learning Management System (LMS). The model product in the form of a Moodle-based LMS contains teaching materials, living values, media, discussion forums, assignment uploads, and evaluation for the civic education. The model is thought to develop student’s character.

  • Living Values-Based Authentic Assessment in Civic Education in Fostering Student Character

    Author: Kokom Komalasari
    Institution: Indonesia University of Education
    Author: Didin Saripudin
    Institution: Indonesia University of Education
    Year of publication: 2020
    Source: Show
    Pages: 168-180
    DOI Address: https://doi.org/10.15804/tner.20.61.3.13
    PDF: tner/202003/tner6113.pdf

    This study seeks to delineate a living values-based authentic assessment model in civic education to foster student character. A research and development design was adopted, with the subjects being high school students in Bandung City and West Bandung Regency, Indonesia. Conceptually, a living values-based authentic assessment is one that amalgamates living values and living values education principles into civic education learning assessments by taking into account the principles of authentic assessment, the core and basic competencies in the curriculum, the main characteristics in the educational program for strengthening character, principles for writing questions based on higher-order thinking skills, and principles for preparing assessments. The types of authentic assessment developed herein are attitude assessment and self-assessment. Based on the results of the validation of experts and practitioners, it is found that the majority (82.84%) rated the authentic assessment instruments as good.

  • The Effect of Living Values-Based Authentic Assessment on Character Development of High School Student

    Author: Kokom Komalasari
    Institution: Universitas Pendidikan Indonesia
    ORCID: https://orcid.org/0000-0001-6370-5639
    Author: Iim Siti Masyitoh
    Institution: Universitas Pendidikan Indonesia
    ORCID: https://orcid.org/0000-0001-5038-2076
    Year of publication: 2022
    Source: Show
    Pages: 102-113
    DOI Address: https://doi.org/10.15804/tner.22.67.1.08
    PDF: tner/202201/tner6708.pdf

    This study seeks to: 1) to generate a product of a living values-based authentic assessment model in civic learning in high school; 2) to test the effectiveness of the model on the character development of students. Research and Development design was employed. Data were collected through questionnaires, attitude scales, interviews, and focus group discussions. An interactive analysis model, quantitative descriptive, and the two-difference test mean were utilised to analyse the data. Participants in the study were Students and Civics Education teachers in ten high schools in Bandung, Indonesia. Results reveal: 1) the model product comprised attitude assessment, self-assessment, and peer assessment which integrates the values of life into the assessment aspects of learning material according to the curriculum; 2) The results of model trials indicate that significant differences arise in the character development of students before and after the application of the model.

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