In Praise of Political Education
In: Social justice: a journal of crime, conflict and world order, Band 26, Heft 2, S. 46-50
ISSN: 1043-1578, 0094-7571
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In: Social justice: a journal of crime, conflict and world order, Band 26, Heft 2, S. 46-50
ISSN: 1043-1578, 0094-7571
In: Soviet studies, Band 5, Heft 2, S. 138-150
In: Teaching political science, Band 15, Heft 4, S. 113
ISSN: 0092-2013
In: National municipal review, Band 26, Heft 8, S. 385-392
In: Critical ethnic studies: journal of the Critical Ethnic Studies Association, Band 8, Heft 2
ISSN: 2373-504X
In: Critical ethnic studies: journal of the Critical Ethnic Studies Association, Band 7, Heft 2
ISSN: 2373-504X
In: Regional Contexts and Citizenship Education in Asia and Europe, S. 53-65
The paper gives an overview of the sections of the professionalization of political didactics as an academic discipline in Germany. The first section describes the development of political education and political didactics in schools showing a process of increasing professionalization as a result of engagements with various political influences. In the next part, the beginnings of political didactics and Politics as a school subject are presented. The following part describes the professionalization phase of political didactics and teacher education, with the designation of chairs of political didactics in institutes of political science. The goals and normative ideas that individual political didactics specialists have developed for teaching politics are also discussed. For reasons of space, the previously mentioned parts and the subsequent synopses only partially cover the initial proposition. The fourth part traces the politicization and depoliticization of didactics and of the teaching of politics while the fifth part discusses practical problems that lead to a variety of new normative questions. The sixth part moves toward educational theory, in which the idea of radical constructivism is gaining ground and educationalists attempt to restructure Politics as a school subject with an emphasis on studying democracy by developing a democratic way of thinking. The seventh part is characterized by a new phenomenon, that is the start of theoretical development. The different theoretical considerations on the subject-specific competencies of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competency are presented.
In: Teaching political science, Band 14, Heft 3, S. 89
ISSN: 0092-2013
In: Regional contexts and citizenship education in Asia and Europe., S. 53-65
The chapter describe the development of political education and political didactics in schools, showing it to be a process of increasing professionalization having grown resulted from various political influences. The beginnings of political didactics and the school subject of politics are presented. This is followed by a description of the phase of professionalization of political didactics and teacher education through the establishment of chairs of political didactics at institutes of political science. The next section traces the politicization and depoliticization of didactics and of the teaching of politics. Then the didactic moves to a variety of new normative questions. The current situation is characterized by a new phenomenon - the start of a theoretical development. The different theoretical considerations on the subject-specific competences of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competence are presented.
In: The political quarterly: PQ, Band 58, Heft 2, S. 96
ISSN: 0032-3179
In: Talking politics: a journal for students and teachers of politics, Band 9, Heft 1, S. 229
ISSN: 0955-8780
In: The political quarterly, Band 53, Heft 1, S. 35-46
ISSN: 1467-923X
In: International studies in political socialization and political education 6