Teaching Civics: a manual for secondary education teachers

Abstract

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

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Teaching civics: a manual for secondary education teachers

Reinhardt, Sibylle

Reinhardt, Sibylle

Abstract

Around the world, teaching civics is our most practical tool for learning about democracy. In Germany, the art of civics education is constantly being reconsidered and revised, in part because of the country's history and the widespread awareness in German society of the dangers posed by education failing to do its job. The aim of this book is to provide educators with a varied and theoretically robust repertoire of professional strategies that are grounded in the social sciences.

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