Page 174 - Marjan Šimenc (ur.), Razvoj državljanske vzgoje v Republiki Sloveniji, Dissertationes 22, Digitalna knjižnica, Pedagoški inštitut 2012
P. 174
Razvoj državljanske vzgoje v Republiki Sloveniji
temporary theories of citizenship education that provide a framework of
theoretical debates on citizenship education.
The central part of the monograph raises a number of issues relat-
ing to patriotism and the moral status of patriotic education. The intro-
ductory part of this chapter provides a brief overview of the origin and
historical development of ideas patria and patriotism that is followed
by the presentation of different definitions of patriotism and moral ar-
guments for and against patriotism in the context of contemporary de-
bates that take place within the political and moral philosophy of the
moral status of patriotism. This is followed by an attempt to answer the
question whether education for patriotism is morally necessary, possible
or acceptable. The last part of this chapter provides three answers to the
initial question, what is patriotism. Three separate answers are present-
ed, namely: first, education for extreme patriotism is morally unaccepta-
ble because it leads to hostility towards other countries and is incompat-
ible with certain universal moral principles. Second, education for mod-
erate patriotism is neither necessary nor morally unacceptable – it is sim-
ply admissible. Finally, education for ethical patriotism is unnecessary,
although such patriotism is a moral duty. It is because it is an obligation
only for those who already are ethical patriots and therefore do not re-
quire such an education in order to become patriots.
This chapter is followed by a presentation of teaching ethics in some
European countries and its role in the social science curriculum. The
next chapter places citizenship education in the context of internation-
al comparative research surveys as Slovenia participated in the last ma-
jor international study on citizenship education carried out by the IEA.
The analysis of the content of the various curricula for citizenship
education and a renewed course for the Society school subject in the
9-year elementary school provides an analysis of the fundamental con-
ceptual and curricular issues of the revised curriculum for citizenship
education including the revised syllabus for the Society school subject
from the perspective defined by the results of previous analyzes. A com-
parison of educational policies on citizenship education and curriculum
analysis of the Citizenship, patriotic education and ethics course from
2008 makes clear that the curriculum introduced includes some posi-
tive content and structural changes. Nevertheless, as a whole, this course
is both professionally weak and incoherent. Moreover, it includes some
theoretically problematic concepts. At the same time, the language used
in it is unclear and therefore inappropriate for planning courses of citi-
zenship education.
temporary theories of citizenship education that provide a framework of
theoretical debates on citizenship education.
The central part of the monograph raises a number of issues relat-
ing to patriotism and the moral status of patriotic education. The intro-
ductory part of this chapter provides a brief overview of the origin and
historical development of ideas patria and patriotism that is followed
by the presentation of different definitions of patriotism and moral ar-
guments for and against patriotism in the context of contemporary de-
bates that take place within the political and moral philosophy of the
moral status of patriotism. This is followed by an attempt to answer the
question whether education for patriotism is morally necessary, possible
or acceptable. The last part of this chapter provides three answers to the
initial question, what is patriotism. Three separate answers are present-
ed, namely: first, education for extreme patriotism is morally unaccepta-
ble because it leads to hostility towards other countries and is incompat-
ible with certain universal moral principles. Second, education for mod-
erate patriotism is neither necessary nor morally unacceptable – it is sim-
ply admissible. Finally, education for ethical patriotism is unnecessary,
although such patriotism is a moral duty. It is because it is an obligation
only for those who already are ethical patriots and therefore do not re-
quire such an education in order to become patriots.
This chapter is followed by a presentation of teaching ethics in some
European countries and its role in the social science curriculum. The
next chapter places citizenship education in the context of internation-
al comparative research surveys as Slovenia participated in the last ma-
jor international study on citizenship education carried out by the IEA.
The analysis of the content of the various curricula for citizenship
education and a renewed course for the Society school subject in the
9-year elementary school provides an analysis of the fundamental con-
ceptual and curricular issues of the revised curriculum for citizenship
education including the revised syllabus for the Society school subject
from the perspective defined by the results of previous analyzes. A com-
parison of educational policies on citizenship education and curriculum
analysis of the Citizenship, patriotic education and ethics course from
2008 makes clear that the curriculum introduced includes some posi-
tive content and structural changes. Nevertheless, as a whole, this course
is both professionally weak and incoherent. Moreover, it includes some
theoretically problematic concepts. At the same time, the language used
in it is unclear and therefore inappropriate for planning courses of citi-
zenship education.
