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Habermas,lifelong learning and citizenship education 总被引:1,自引:0,他引:1
Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example
to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply
that significant attention be given to the moral and social development of the learner over time, to the active engagement
of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets
out a theoretical framework that offers a perspective on learning suitable for these far-reaching aims. We argue that schools
need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make
room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework
that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical
and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint
an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes
necessary for lifelong learning with a view to developing ongoing communicative action.
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Clarence W. Joldersma (Corresponding author)Email: |
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