A
new way of teaching citizenship education
The introduction and continuance in
schools of a democratic culture forbid dogmatism in any kind of civics
education. The methods and approaches chosen are those based on discussion
among pupils and between pupils and teachers, and make provision for children
and young people to speak and express themselves. Modes of expression may be
varied: in addition to oral exchanges, drawings, songs, poems, different kinds
of written material are excellent instruments for reflection on citizenship,
democracy, justice, freedom and peace.
In a democracy, citizenship
education seeks to educate citizens who will be free to make their own judgments
and hold their own convictions. Compliance with existing laws should not
prevent citizens from seeking and planning better and ever more just laws.
Respect for law, which is one of the objectives of civics education, calls not
for blind submission to rules and laws already passed but the ability to
participate in drawing them up.
One of the practical tasks of
citizenship education is therefore to look at the rules governing a school,
improve them and reformulate them.
The values transmitted by
citizenship education are not dogmatic principles laid down once and for all. A
living culture calls for the creation of new values, although they should all
be judged by the criterion of respect for others and for human dignity.
Thus, with regard to the laws and
values accepted by an entire social group, citizenship education can in no way
be a catalogue of set questions and answers. Citizenship education should be
the forum which gives rise to and nurtures a genuine culture of discussion.
Whatever the problem posed, such as the ongoing development of humanity or the
stability of the rule of law, an exchange of ideas, notions, judgments and individual
opinions is necessary. Even among young children, dialogue of this kind is
possible.
Citizenship education needs also to
be taught in ways that bring out the ever-constant link between knowledge and
practice.
In other words, citizenship education is based on knowledge, practice and values that constantly interact. To be precise, let us say that awareness of the necessary reference to values gradually gives rise to practices and action which are themselves related to knowledge and skills about human rights and the institutions that regulate life in society. Pupils benefiting in this way from citizenship education learn step by step that citizenship unfolds and develops in a society imbued with values and in the human community as a whole.
Contributor:
Toyodoor Swaby
4th Year History and Social
Studies Student
Bethlehem Moravian College
It is imperative that we as educators of social studies that we find innovitive ways to bring across the content to students in a way that they can lern. We should also be life long learns and keep up to date with current affairs.We should also seek to finf fun and intersting ways to impart knowledge to our students when we teach students should remember what we taught them. Lets move away from the old method chalk and talk and lets us use techonlogy to enhace our lessons.
ReplyDeleteThey are numerous ways of bringing across content to students meaningful. It is necessary as students are able to form meaning connections with the lesson and real life situations. As a result, field trips and scenarios can be played out in the classroom. The chalk and talk is not only required but should be limited to an extent to cater to a more student-centered approach
ReplyDelete