Multiformity and nature of educational practice in citizenship education : through the analysis of citizenship awareness underpins their learning environment

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  • シティズンシップ教育実践の多様性とその原理 : 学習環境を規定する市民性意識の解明を通して
  • シティズンシップ キョウイク ジッセン ノ タヨウセイ ト ソノ ゲンリ ガクシュウ カンキョウ オ キテイ スル シミンセイ イシキ ノ カイメイ オ トオシテ

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Abstract

This paper investigates the methodology of learning environment analysis by recursively examining the differences between educational practice in citizenship education and lesson structure theory from the relationship of citizenship awareness. This study recursively analyses the differences in citizenship education practices and their logic by focusing on how close children's citizenship awareness approaches the educational practices of their teachers and not by using the methodology of determining the learning principles and their effectiveness using deduction methods from an analysis of the curriculum, teaching materials and lessons traditionally and commonly used in citizenship education in various countries. The research procedure first involved clarifying the research methodology, followed by analysing educational practices in citizenship education that featured the same topic in the United Kingdom and Japan; finally, it examined the differences in the lesson structure theory and the underlying foundation in the two countries based on an analysis of the results of a citizenship awareness survey given to the children. The results of the analysis firstly showed a large difference between the two countries in educational practices for citizenship education and revealed a consequent difference in citizenship awareness in the two countries. Specifically, British citizenship education, which promotes political citizenship education, has lessons structured around actual activities to discuss and perform activities related to re-enacting behaviours displayed in society at school. It became evident that Japanese citizenship education is structured around lessons based on analytical activities aimed at cultivating logical thinking ability because it is necessary in education to revise, improve and develop analytical thinking because children's evaluation criteria is based on non-logical perspectives such as Confucian ethics.

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