本篇paper代写- Citizenship education in British schools讨论了英国学校的公民教育。在以前，英国学校公民教育的实施，主要通过其他途径开展。随着英国现代教育的改革与发展，其学校的公民教育也在不断发展。如今，直接的公民课程也由国家政策规定被引入了中小学教育。本篇paper代写由51due代写平台整理，供大家参考阅读。
The long-term absence of citizenship courses in British schools does not mean that there is no civic education in British schools, nor can it be concluded that there is a general lack of civic awareness in the British public. The overall education of British society and schools provides some form of civic education at several levels: the democratic system of British capitalism influences the civic education in schools at the macro level; The whole life of British school education plays the role of civic education in the middle level; Many subjects in British schools have elements of civic education at the micro level. Citizenship education in British schools is coordinated and progressive in the mutual integration of tradition and change.
It is difficult to interpret citizenship education in British schools. Of the few domestic studies on citizenship education abroad, Britain has always been a missing piece. The limited research on citizenship education in the UK has also produced dismal results. The reason is the lack of a citizenship curriculum in British schools. It seems difficult to explain the basic reality of Britain as a western capitalist democratic society.
This paper argues that the lack of citizenship curriculum in British primary and secondary schools does not mean the lack of citizenship education in British schools, nor can it be concluded that the British people generally lack of citizenship consciousness. An examination of the general state of British school education reveals many elements of civic education. Citizenship education in British schools is mainly carried out through other means. With the reform and development of modern education in Britain, the civic education in its schools is also developing continuously. Direct citizenship courses are introduced into primary and secondary education by state policy.
As in other countries, schooling is the main channel of citizenship education in Britain. However, for a long time, the development of British education is inconsistent with its social, political and economic development, and the development of public education system has been slow and lagging behind. Due to historical tradition, political and social reasons, specialized courses of civic education appear and disappear, without forming a systematic model.
Citizenship education for young people is not a new phenomenon in British schools. In fact, civic education began to appear in English schools in the last decade of the 19th century. In 1933, The Nazi invasion prompted educators to establish The Association for Education in Citizenship in 1934, whose fundamental purpose was to use school Education as a means to strengthen liberal democracy and resist The threat of fascism and communism. In 1936 the Educationfor Citizenship inSecondary Schools was published by the society for civic education. In a foreword to the book, haydo, President of the society for civic education, argues that civic education is now "a common and urgent task". During the war, civic education was frequently introduced into the discipline as a response to European totalitarianism. But in most schools, it is not yet a formal curriculum and is taught in a variety of ways, often personal. The spence report of 1938, the norwood report of 1943, and the butler education act of 1944 did not encourage direct civic education, and the government never set out to regulate civic education.
With the development of the situation, the central government's attitude towards civic education has gradually changed. In 1949, the ministry of education issued its first official publication on civic education, citizens are growing, but it has done little to help teachers beyond advocating a reinterpretation of values such as humility, contribution, self-control and respect for individuality. Civic education was also covered in secondary education-related publications issued by the ministry of education and the school advisory board between 1959 and 1968. In practice, however, it is difficult for teachers to apply these guidelines to classroom practice without more robust support from the department of education and the royal inspectorate.
In sharp contrast to the official approach, some non-official organizations have provided professional support for civic education, such as the social science teaching association, the political association, the civic foundation, and the national center for civic studies at the university of leicester. However, the support of these organizations is not enough to change the situation that civic education is not valued and lacks unified guidance.
The situation of civic education finally changed in the last decade of the 20th century under the promotion of domestic and international situation and the gradual centralization of national education management. In 1990, the national curriculum committee promulgated curriculum guidance 8: civic education. This is the second official publication directly aimed at civic education after citizens grow up in 1949, which formally included civic education as one of the five cross-curriculum topics in the national curriculum. In the same year, the lower house of parliament released a report entitled "encouraging civic education", emphasizing the importance of civic education. Citizenship education was finally established by official documents as a legal part of British school education. Then, in its first white paper on education, "good schools", the new Labour government decided to strengthen civic and political education in schools. In November of the same year, David Blunkett, minister of the ministry of education and employment, announced the establishment of an advisory group on civic education and school democracy education headed by Bernard Crick, with the purpose of providing effective Suggestions for civic education in schools. The panel conducted a series of consultations and discussions, and in 1998 produced their final Report, known as The Crick Report, which played an important role in shaping The subsequent national citizenship education policy. The crick report explains the necessity, purpose, content, method and emphasis of civic education. In 2000, the government introduced special civics courses to primary and secondary schools, and civics became a basic subject in the national curriculum system, which was formally implemented in secondary schools from September 2002. In the new national curriculum for primary and secondary schools, the rights and duties of citizenship are a basic subject that requires pupils aged between five and 16 to develop the following skills: research and critical thinking; Discussion and debate; Negotiation and mediation; Get involved in school and community activities. Among all high school students, the rights and obligations of citizenship become one of the basic subjects in the statutory national curriculum, and everyone must take it. So far, it can be said that the central government has fully undertaken the management of civic education, which occupies an important place in the national formal curriculum.
The main methods and emphasis of the korik report were generally accepted in the implementation process, and the subsequent policies related to civic education were generally accepted. There is consensus on many fronts that introducing citizenship education into the revised national curriculum is a step in the right direction. While civic education is not a sufficient condition for active citizenship in a healthy democracy, it is, in the view of many, at least a necessary one.
Compared with other countries, Britain is indeed lagging behind in providing a systematic civic education dictated by national policy. However, as an old capitalist democratic country in the west, it is impossible for British schools to have some form of civic education and British citizens to have some degree of civic consciousness. Otherwise, the British capitalist democratic system lacks a deep foundation.
Almond, a famous American political scientist, and others have conducted an empirical study of five countries, and their research conclusions support this point. In their definitive work on comparative studies of political culture, civic culture, they point out that in Britain and the United States, two "more stable and successful democracies," "there exists a model of political attitude and a whole set of implicit social attitudes to maintain a stable democratic process." Thus, it comes to the conclusion that "the political culture of these two countries is similar to the civic culture." "In Britain, there are a lot of people involved in politics. The level of exposure to politics, interests and involvement, and the sense of competence is relatively high." This conclusion should be more realistic.
Looking at the overall education of British schools, we believe that the implementation of citizenship education is carried out at the following levels:
What is discussed here is the function of civic education in democratic system, which goes beyond the scope of school civic education. However, it has a profound influence on the formation of civic consciousness of the whole society including school teenagers, and thus constitutes an important aspect of school civic education. Britain was the first to establish capitalism and has a complete capitalist system. Therefore, its democratic system has advantages in executing civic education function. The democratic system itself can provide a development platform for citizens to gain political cognition, cultivate their independent character and political qualities of tolerance and compromise, and improve people's civic awareness in modern political life.
First, democratic practice enables people to learn knowledge, skills and experience related to political participation. Democratic practice is the most important form of civic education. In the practice of democracy, people learn democratic norms and rules of political games by participating in politics, evaluating political public figures, understanding national public policies, expressing their own interest demands and political opinions, and mastering many skills of bargaining and dealing with complex relations. Therefore, young students living in Britain, a capitalist and democratic society, continue to receive real education of democratic citizenship through extensive participation in various civil society organizations.
Secondly, democratic life helps to improve people's subjective consciousness, cultivate their political character of independence, tolerance and compromise, and further stimulate their civic consciousness. In the practice of democratic politics, people can not only acquire political knowledge, political skills and experience, but also form their own independent and tolerant political personality. In a democratic society, the state's management and control over the society is weak, and the institutional space for people to act freely is large, and the ability to act independently is increasing. As participation channels is more, people can according to their own interests and interest, choose the appropriate way, method and way, to influence public policy, public figures, gradually enhance their sense of political efficacy and political obligation sense, gradually set up their own rights and responsibility consciousness, letter, law-abiding consciousness, get used to with the attitude of tolerance and compromise, rational approach to all kinds of political issues.
Thirdly, democratic activities can profoundly transform people's spiritual outlook and ideological morality. An important function of the political system is to shape people's political psychology and political consciousness through the process of political socialization, so that its members can accept a certain political information, political feelings and political beliefs, and conduct political activities in accordance with a common pattern. The rule of law society emphasizes the supremacy of system and equality in the face of law, system and rules, which provides a good institutional platform for people to participate in public affairs and develop a spirit of cooperation and tolerance. The function of democratic practice is to shape people's civic consciousness and create an atmosphere of equality and participation. People under the democratic regime have been influenced and infiltrated by democratic values in the process of practice and formed their identity and belief in democracy.
In short, with the help of the educational function of the democratic system, the civic consciousness of young students has been nourished and developed gradually. In particular, regular democratic practice makes them familiar with the democratic system from unfamiliar to familiar, from familiar to accept, from accept to adapt, and finally form the habit of democracy, and internalize the democratic system into their own value system, becoming part of their personality temperament.
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