Education for Democratic Processes in Schools and Classrooms

Print, Murray; Ørnstrøm, Susanne; Nielsen, Henrik Skovgaard

doi:10.1111/1467-3435.00102

Cited by 70 publications

(57 citation statements)

References 9 publications

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“…Respect refers to being patient with differences, appreciating differences, and appreciating being different (Raihani, 2011). In education, Peters (1966) described the meaning of respect as the "awareness one has that each man [sic] has his own aspirations, his own viewpoint on the world; that each man takes pride in his achievements, however idiosyncratic they may be" (p. 34). This would imply that students are taught to listen to what others have to say, to accept personal differences, to be considerate and not to ignore others' needs (Sanderse, 2013).…”

Section: Methodsmentioning

confidence: 99%

A community of inquiry-based framework for civic education at Universitas Terbuka, Indonesia

Setiani

MacKinnon

2015

Distance Education

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This study focused on the civic education course at Universitas Terbuka (UT). Its purpose was to design a new approach for the online tutorial for the course by analyzing the literature related to online and distance education and investigating participant feedback on the current offering of the course and tutorial, which is a compulsory course in all programs at UT. The study draws from the community of inquiry framework, which promotes a social constructivist approach as well as teaching about democracy by example. This model is intended to create meaningful learning experiences for students in a reformulated civic education course, in which they would learn to think critically through interacting with classmates, experiencing collaborative learning, and supporting fellow students in learning activities and processes. In this model, learning is seen as occurring within the community through the interaction of social presence, cognitive presence, and teaching presence where, students are able to develop civic competences, namely civic knowledge, civic skills, and civic dispositions, as well as experience a democratic interaction that forms the core of civic interactions in a democratic society.

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Section: Methodsmentioning

confidence: 99%

A community of inquiry-based framework for civic education at Universitas Terbuka, Indonesia

Setiani

MacKinnon

2015

Distance Education

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“…Demokratik vatandaşlığın gerektirdiği bilgi, beceri, değer ve tutumların kazanılmasında aile, çevre ve medya gibi birçok kaynağın etkisi olmasına karşın, okul bu süreçte önemli bir rol oynamakta ve öğretmenlere önemli görevler düşmektedir (Print, Ørnstrøm ve Nielsen, 2002). Öğretmen eğitim öğretim sürecini planlarken bu sürece öğrencilerini de katan bir lider olmalıdır.…”

Section: Sınıf öğRetmenlerinin Empatik Eğilimleriunclassified

Sınıf Öğretmenlerinin Empatik Eğilimleri İle Demokratik Değerlere Sahip Olma Düzeylerinin İncelenmesi

Palavan¹,

Agboyraz²

2017

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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“…This mission could be accomplished if the teachers could show their students that the discussion of political problems is possible (Print et al, 2002). If a deliberative model of democracy were to be introduced in Poland every citizen would have the opportunity to initiate dialogue, ask questions, present arguments and provide reflective thought.…”

Section: Rationalementioning

confidence: 99%

“…Ongoing research obviously is necessary to follow up with the changes. For Print et al (2002), teaching democracy is based on the dialogue between the teachers and the students, and parents should also be included in this important discussion to determine whether schools in Poland still impose values and beliefs, or if schools are truly free of indoctrination and practice freedom of thoughts and ideas. Do the teachers stimulate students so they are able to live and create a more democratic society?…”

Section: Limitationsmentioning

confidence: 99%

Investigation of Changes Implemented into Teaching Modern History in Poland

Nowak-Fabrykowski¹,

Trzcinska²

2009

IES

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The purpose of this article is to analyze teaching of modern history in Poland and the teachers' role in the process of democratization. Forty-eight high school history teachers responded to a questionnaire investigating the curricula, textbooks, supplemental teaching materials and methods of teaching. The results demonstrate that since 1989 these instructors have had many more choices of textbooks compared to the past when just one government-recommended text was available. The teachers claim that textbook material is now more objective and does not contain "white spots." Teachers also admit they now can teach in more interactive ways using discussion and critical thinking, and present different points of view.

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Education for Democratic Processes in Schools and Classrooms

Cited by 70 publications

References 9 publications

A community of inquiry-based framework for civic education at Universitas Terbuka, Indonesia

A community of inquiry-based framework for civic education at Universitas Terbuka, Indonesia

Sınıf Öğretmenlerinin Empatik Eğilimleri İle Demokratik Değerlere Sahip Olma Düzeylerinin İncelenmesi

Investigation of Changes Implemented into Teaching Modern History in Poland

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