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Cover -- Teaching Civics -- Table of Contents -- Preface to the English Edition -- Part I - Foundations -- 1 The Civics Teacher: Pro and Professional -- 1.1 The profession of teaching -- 1.2 Principles for teaching civics -- 2 Responsible Citizens: The Goals of Civic Education -- 2.1 Civic education as general education -- 2.2 Skills in civic education -- 2.3 Competencies -- 2.4 Standards -- 2.5 Cognitive structure and complexity -- 2.6 The Beutelsbach Consensus -- 2.7 May civics teachers express their political views in the classroom? Should they? -- 3 Youth and Politics -- 3.1 Developmental stages -- 3.2 Political socialization -- 3.3 Interest in politics -- 3.4 Understanding politics - Dealing with conflict -- 3.5 Trajectories of civic education and socialization -- 3.6 Misunderstanding as an essential part of civic learning -- 3.7 Implications: what does this mean for teachers? -- 3.8 Research on high school students' notions of political concepts -- 4 Learning Democracy -- 4.1 Democracy in school life -- 4.2 Democracy in the classroom -- 4.3 Intersubjective recognition at school -- 4.4 Democratic education -- Part II - Teaching Civics: Principles and Methods -- 5 The Conflict-Based Approach -- 5.1 What is a conflict? -- 5.2 Dealing with conflict -- 5.3 The method: conflict analysis -- Summary -- 6 The Problem-Based Approach -- 6.1 What is a problem? -- 6.2 Working on problems -- 6.3 The method: problem studies -- Summary -- 7 The Action-Based Approach -- 7.1 What is action? -- 7.2 Dimensions of action -- 7.3 Methods: projects, citizens' initiatives -- Summary -- 8 Case Teaching -- 8.1 What is a case? -- 8.2 Individual cases and universality -- 8.3 The methods: case analyses, case studies -- Summary -- 9 The Future-Based Approach -- 9.1 What is the future? -- 9.2 The future and sustainability