Suchergebnisse

Two analyses have been carried out for the purpose of this study. The first refers to the analysis of the gender differences in the development of civil sense (understanding citizenship) & the practice of citizenship (practicing citizenship). The second refers primarily to the analysis of the variables of the "school experience" (the school climate or the perceived opportunity for an open classroom discussion, & the variables of the perceived tasks of classroom learning or education) & how they influence the expected voting behaviour of adults. The findings were compared to similar international comparative studies (the 2001 TEA study, C. Hahn's study of 1998). Our study has shown that the gender differences regarding the civil political sense & the culture among young people have been diminishing but have not fully disappeared, & that there are significant differences among individual countries in that respect. Our research has shown that there are significant gender differences in their understanding of citizenship; these differences are somewhat smaller for the variable of the practice of citizenship among high-school students. However, those differences are not particularly pronounced. It seems that it is no longer justified to talk about civil political culture as "male culture," though gender still creates marked differences but no longer solely in favour of men. We have not come to the end of the road leading to a balanced civil political culture yet, at least regarding gender. & secondly, our study has shown that the political education of students & the perceived tasks of political education in schools influence the expected adult voting behaviour. This confirms the thesis that the classroom political education is relevant, at least to a limited degree, for the key variables of civil sense & practice. 4 Tables, 6 References. Adapted from the source document.

Describes the study of the evolution of the awareness (understanding) & the practice (activities, participation) of citizenship among Croatian high school students (the first new generation of full-age citizens). The research was conducted in line with similar models in relevant international studies, which enabled a comparative analysis. The analysis of the concept (basic theory) of citizenship was followed by a comparative analysis of the development & the distribution of the citizenship awareness & the yardsticks of the practice of citizenship among Croatian high school students. A number of indicators of the awareness of citizenship (civic identity, the model & the type of citizenship, the concept of the "good citizen," & the concept of the rights & duties of citizens in democracy), & several measures of the practice of citizenship (political interest, discussing politics, following news in the media, the expected conventional & protest political activism, political tolerance) have been used. The comparative analysis has shown that the Croatian students are in some aspects of citizenship at the level of students in many of the comparison nations, but that in others there are significant differences; eg, their level of political interest is significantly lower. The analysis has shown that there is a high awareness of the rights, but relatively a low awareness of the duties, which may be the main problem in the development of political culture of Croatian students & citizens. The expected conventional & protest participation among the Croatian students is significantly lower than among students from other countries. The research also shows that among Croatian students (that phenomenon has also been noticed in other countries) there is a significant discrepancy between, for example, the awareness of the rights & duties of citizens in democracy & the level of political tolerance: the high level of awareness of one's rights (freedom of speech, association, etc) coexists with a relatively low level of tolerance. Thus, it can be said that various inconsistencies tag & "burden" the evolution of citizenship among Croatian high school students. 13 Tables, 40 References. Adapted from the source document.

The essay describes the study of the evolution of the sense (understanding) & the practice (activities, participation) of citizenship among Croatian secondary school students (the first new generation of full-age citizens). The study was conducted in line with the similar models in relevant international studies, which enabled a comparative analysis. The analysis of the concept of citizenship was followed by a comparative analysis of the development & the distribution of the sense of citizenship & the measures of the practice of citizenship among Croatian secondary school students. A number of indicators of the sense of citizenship (civic identity, the model & the type of citizenship, the concept of a "good citizen," & the concept of the rights & duties of citizens in democracy), & several measures of the practice of citizenship (interest in politics, discussing politics, following news in the media, the anticipated conventional & protest political engagement, political tolerance) have been used. The comparative analysis has shown that the Croatian students are in some aspect of citizenship at the level of the students in many of the compared countries, but that in others there are significant differences. For example, their level of interest in politics is significantly lower. The analysis has shown that there is a high sense of the rights, but a relatively low sense of the duties. Perhaps this discrepancy between the sense of the rights & the sense of the duties is the main problem in the development of the political culture of Croatian students & citizens. The anticipated conventional & protest participation of the Croatian students is significantly lower than among the students from the other countries. The research also shows that among the Croatian students (this has been noticed in the other countries as well) there is a significant discrepancy between, for example, the sense of the rights & the duties of citizens in democracy & the level of political tolerance: the high sense of one's rights (freedom of speech, association, etc.) coexists with a relatively low level of tolerance. Thus, it can be said that various inconsistencies tag & 'burden' the development of citizenship among Croatian secondary school students. 13 Tables, 40 References. Adapted from the source document.

In the last in a series of polemics the author despairs at the pointlessness of further argument with Vujevic over his review of the latter's Politicka i medijska kultura u Hrvatskoj (Political and Media Culture in Croatia). The sticking point is the question of how to interpret a survey result showing that 38% of those surveyed in Croatia were in favor of legally protecting political parties of non-mainstream viewpoints as indicating a majority of Croatians are "tolerant." Cited is international political science research that indicates the relative consistency of such views & their percentages in both Europe & the US. A. Siegel

In a reply to Vujevic's response to his earlier review of the latter's FTRPoliticka i medijska kultura u HrvatskojR ([Political and Media Culture in Croatia] 3PLMS 2003 1), the author points out the polemical nature of invoking fascism, communism, etc, to make rhetorical points; also notes that Vujevic fails to grasp his own nuanced thought, & that he also fails to distinguish between tolerance as a virtue of the civil society & tolerating in the sense of tacitly accepting the odious. The author takes issue with Vujevic's definition of tolerance as embracing difference rather than supporting it, & also asserts his claim that Vujevic does not analyze his own data correctly, claiming that a 38% sector of the population in favor of legally protecting political parties of various ideological stripes is a majority. 1 Table. A. Siegel

In this paper, the author has tried to describe the relationship between Rawls's concept of the person, social cooperation, & political education. Rawls precisely links political education with the liberal political outlook & not to life in general. Hence, the importance for his theory of the notion of "reasonable pluralism" & the reasonably disagreeing conceptions of a good life. The author has tried to show that, for Rawls, it is the concept of the reasonable individual that is the goal of political education, ie, the ability of a person to adopt the fundamental principles of justice as the conditions for social cooperation, while the "burdens of judgment" are the source & the framework of fundamental political virtues (toleration, respect, reciprocity, politeness, etc) that Rawls promotes & considers important for the idea of the public reason, ie, a sort of deliberative democracy, as well as for the very existence & stability of a political system. Thus, Rawls got involved in the debate on the conception of liberal virtues & the possibility of their political socialization & education. 30 References. Adapted from the source document.