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EFFECTIVE CIVIC LEARNING BY REFLECTIVE CIVIC DOING Theory and Practice of Experiential Civic Education. F. Klaus Koopmann. Faculty 08 / Dept. of Political Science. (1)Introduction. We should do better preparing our students sustainably for their roles as - PowerPoint PPT Presentation
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F. Klaus Koopmann
EFFECTIVE CIVIC LEARNING BY REFLECTIVE CIVIC DOING
Theory and Practice of Experiential Civic Education
Faculty 08 / Dept. of Political Science
(1) Introduction
• We should do better preparing our students sustainably for their roles as
enlightened and autonomous citizens
• Making the case for
experiential civic learning
John Dewey:
overcoming traditional dualisms of mind and body mind and world individual and public community knowledge and experience
(2) The Rationale of Experiential Civic Learning
David Kolb:
learning: an active, self-directed process
knowledge: through transformation of experience
experiential learning: concrete experience
reflective observation
abstract conceptualisation
active experimentation
(2) The Rationale of Experiential Civic Learning
3.1 Sustainability of Early Civic Participation
Early public engagement fosters ...
social and political participation
(3) The Increasing Need for Experiential Civic Learning
(3) The Increasing Need for Experiential Civic Learning
• fostering youth volunteerism but• gradually ‘politicizing’ social activities
Youth volunteerism rates are high –
it is focused on
apolitical social services
3.2 Youth Attitudes on Society and Politics
Civic education consequences:
(3) The Increasing Need for Experiential Civic Learning
Phenomena: Society at risk Individualization
Globalization / De-nationalization of politics
‘Thin‘ democracy Symbolization of politics
3.3 De-civilization – Re-civilization
(3) The Increasing Need for Experiential Civic Learning
Effects:
People become objects Impeding democratization
De-civilization
3.3 De-civilization – Re-civilization
(3) The Increasing Need for Experiential Civic Learning
Social answer:
Reclaiming citizens as subjects Citizens should experience their ability to
act as citizens
3.3 De-civilization – Re-civilization
(3) The Increasing Need for Experiential Civic Learning
Civic education answer:
Offering young people the possibility
to experience their ability acting as citizens and learn actively the process of policy-making
by developing and organizing learning strategies
being oriented towards the notion of action as experiential learning
3.3 De-civilization – Re-civilization
(4) Essentials of Experiential Civic Learning
Thesis:
Experience-oriented learning processes, aiming at the sustainable acquisition of competences which are relevant in politics and civil society, will particularly unfold in the course of the (inter)active, reflective dealing of the individual(s) with the authentic public problems and processes that surround and concern them.
.
Core idea of the thesis:
5 essentials of experiential civic learning:
Subject-orientation Action-orientation Problem-orientation Authenticity Policy-orientation.
.
(4) Essentials of Experiential Civic Learning
Subject-orientation
Youngsters control
their learning processes themselves ..
..
(4) Essentials of Experiential Civic Learning
.
Action-orientation
Youngsters solve
public problems by acting and reflecting.
(4) Essentials of Experiential Civic Learning
Problem-orientation
Youngsters’ activities
are focused on
identifying and solving public problems.
(4) Essentials of Experiential Civic Learning
Authenticity
The problems to be solved are
not simulated but
real-world problems .
(4) Essentials of Experiential Civic Learning
.
.
Policy-orientation
Youngsters do not deal with private but
with public problems
that have to be solved politically.
Doing so, youngsters learn about • political content (policy), • institutional frameworks (polity) and • decision-making processes (politics)
in a functional way.
(4) Essentials of Experiential Civic Learning
(5) Experiential Civic Learning in Practice: ‘Projekt: Aktive Bürger‘/ ‚Project Citizen‘
The project’s aim is to help youngsters learning
to identify public problems within their environment
to develop and present problem-solving strategies (gathering and evaluating relevant information included)
to decide which political institutions and which branches of public administration are adequate for the implementation of the problem-solving approach developed by the youngsters
to actively monitor and to influence public policy processes
(5) Experiential Civic Learning in Practice: ‘Projekt: Aktive Bürger‘/ ‚Project Citizen‘
Projekt: aktive Bürger recommends the following ten steps of reflective action:
Step 4: Examining alternative problem-solving approaches
Step2: Selecting a problem to study
Step 1: Identifying public problems
Step 3: Gathering information about the problem
Step 5: Developing a policy to solve the problem
Step 6: Developing an action plan
Step 7: Preparing a portfolio
Step 8: Presenting the portfolio as an exhibition
Step 9: Getting actively involved in the policy process
Step 10: Reflecting the experiential process
All in all, ‘Projekt: aktive Bürger’ and ‘Project Citizen’ offer
10 steps of reflective action combining core-elements of
experiential civic learning Students are learning by
interacting cooperating and reflecting
in the context of an authentic policy-process dealing with an authentic public problem
(5) Experiential Civic Learning in Practice: ‘Projekt: Aktive Bürger‘/ ‚Project Citizen‘
Effective civic learning by reflective civic doing[ > experiential civic learning < ]
meets
advantages of early public participation twofold youth attitudes on society and politics the challenges of de-civilization
because this learning strategy offers young people the possibility to reflectively act as citizens and experience their ability to be citizens
(6) Conclusion
(Addition) What Is a Public Problem?
A problem is defined as a gap between the unpleasant
current state of a specific situation and its desired future
state.
The tension between the gap of what you have and what
you want initiates problem-solving motivation.
A problem is defined as a public problem if it is not only concerning individuals within their private environment
but
groups of people as part of the public. Public problems concern the common good.
Public problems are to be solved
by
public policy making.
Public policy strategies and processes include
political institutions.
Some characteristics of public problems:
unpleasant quality of the current situation
public character of the problematic situation
(groups of) people being concerned by the problem
desired future situation
(Addition) What Is a Public Problem?
F. Klaus Koopmann
EFFECTIVE CIVIC LEARNING BY REFLECTIVE CIVIC DOING
Theory and Practice of Experiential Civic Education
Faculty 08 / Dept. of Political Science
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