Literaturnachweis - Detailanzeige
Autor/in | Imel, Susan |
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Institution | ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. |
Titel | Adult Civic Education. Practice Application Brief. |
Quelle | (2003), (4 Seiten)
PDF als Volltext |
Reihe | ERIC Publications |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Adult Education; Adult Learning; Adult Programs; Citizenship Education; Civics; Classroom Techniques; Constructivism (Learning); Definitions; Educational Environment; Educational Objectives; Educational Philosophy; Educational Practices; Educational Research; Educational Strategies; Guidelines; Literature Reviews; Role of Education; Teacher Student Relationship; Teaching Methods; Theory Practice Relationship Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Klassenführung; Begriffsbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Richtlinien; Bildungsauftrag; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung |
Abstract | The objectives of adult civic education were examined, and recommendations for its effective practice were offered to educators. The following purposes of adult civic education were discussed: inform learners of the rights and responsibilities of citizenship; explain how citizens participate in building a society by making informed decisions; and foster development of action designed to seek solutions to situations. The need for adult civic education programs to encompass the following interrelated domains of learning was emphasized: cognitive (information); affective (values); and action. The principles and problems of the liberal and radical approaches to adult civic education were reviewed along with a "third way" or philosophical orientation that supports the development of reflexive citizenship involving self-critical and dynamic learning and active citizenship and supports individuals as they learn to deal with diversity in politics and social practices. The following recommendations were offered to practitioners: (1) determine the underlying philosophical approach to adult education; (2) use an approach that focuses on learning as construction rather than as instruction; (3) use methods that encourage critical thinking, discussion, listening, and reflection; (4) create a context within the learning environment that models the kind of society that learners are working to achieve; and (5) connect with issues in which learners have a personal interest. (Contains 16 references.) (MN) |
Anmerkungen | For full text: http://www.ericacve.org/pubs.asp. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |