Never Too Young to Learn Democracy! A Case Study of a Democratic Approach to Learning in a Religious and Moral Education (RME) Secondary Class in the West of Scotland

Autor/inn/en	Maitles, Henry; Gilchrist, Isabel
Titel	Never Too Young to Learn Democracy! A Case Study of a Democratic Approach to Learning in a Religious and Moral Education (RME) Secondary Class in the West of Scotland
Quelle	In: Educational Review, 58 (2006) 1, S.67-85 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Foreign Countries; Ethical Instruction; Moral Values; Citizenship; Citizenship Education; Teaching Methods; Instructional Effectiveness; Religious Education; Democracy; Case Studies; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Ethics instruction; Teaching of ethics; Ethikunterricht; Moral value; Ethischer Wert; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Demokratie; Case study; Fallstudie; Case Study
Abstract	Whilst it is acknowledged that there is a case for giving pupils a say in what affects them most--the content and methodology of what and how they learn, such practice is not widespread. This paper discusses the rationale behind giving pupils a genuine say in determining their methods of learning and suggests how this approach is entirely within the spirit of policy on education for citizenship. It describes the attempt to do so in a Religious and Moral Education class in a West of Scotland comprehensive. It reports on how the class organized itself and the decisions the pupils took and evaluates the effectiveness, in terms of promoting positive attitudes, of this method of determining learning. The methodology involves comparing between pupils at the same stage studying in this way and those not. Finally, the paper examines pupil evaluations and reflection on this method of involving pupils. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10