Page 284 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 284
venia. All this can, however, be partially compensated through such didactic
approaches, methods and forms of the topics already in the curriculum that
will activate the students as much as possible during their learning, activities
and participation. It should also be noted that not every action contributes to-
wards active citizenship. Some forms of practice can also harm social develop-
ment. Thus educational policy and practice should cause concern about the
fact that students with lower levels of proficiency regarding the fundamental
principles and wider concepts of active citizenship, as well as the operational
mechanisms of knowledge on the functioning of social, civic and political in-
stitutions, to a larger degree, support illegal activities in the future and possess
more negative attitudes towards the values of a democratic society and the
perceptions of their actions in the future and attitudes in the school. If nothing
else, it can be concluded that students perhaps do not have sufficient knowl-
edge regarding the mechanisms of the functioning of a democratic society to
use mechanisms that would lead to a more peaceful conflict resolution and a
more tolerant and cohesive society. It is impossible to envisage how such stu-
dents could contribute towards a reduction of democratic deficits in the EU if
284 they already feel a similar deficit in school and their immediate community. In
regard to future development of educational policies and practices, more at-
tention should be paid to improving students’ cognitive achievements. Stu-
dents with higher achievements are, as a rule, recognised as those who partic-
ipate more in society, i.e. take a more active citizen role. It could perhaps, also
be hoped, that the more active individuals (or groups) in society have better
knowledge of social issues and concepts that touch us all. Societies of the fu-
ture cannot be built on ignorance, incompetence and apathy towards society.
References
Battistich, V., Solomon, D., Watson, M., and Schaps, E. (1997). Caring school com-
munities. Educational Psychologist, 32(3), 137–151.
Brese, F., Jung, M., Mirazchiyski, P., Schulz, W., and Zuehlke, O. (2011). ICCS 2009
User Guide for the International Database: Supplement 3. Amsterdam: IEA.
Dee, T. S. (2004). Are There Civic Returns to Education? Journal of Public Eco-
nomics, 88(9), 1697–1720.
Diener, K., Noack P., and Gniewosz, B. (2011). Predictors of Students’Willingness
to Participate in Politics in Adolescence and Youth Adulthood. In SRCD 2011
Biennal Meeting Schedule, Montreal, 31. March – 2 April 2011. Montreal: Soci-
ety for Research in Child Development.
Durr, K., Spajic-Vrkaš, V., and Ferreira-Martins, I. (2005). Strategije za učenje
demokratičnega državljanstva. Informacijsko dokumentacijski center Sve-
ta Evrope pri NUK.
student (under)achievement: perspectives, approaches, challenges
approaches, methods and forms of the topics already in the curriculum that
will activate the students as much as possible during their learning, activities
and participation. It should also be noted that not every action contributes to-
wards active citizenship. Some forms of practice can also harm social develop-
ment. Thus educational policy and practice should cause concern about the
fact that students with lower levels of proficiency regarding the fundamental
principles and wider concepts of active citizenship, as well as the operational
mechanisms of knowledge on the functioning of social, civic and political in-
stitutions, to a larger degree, support illegal activities in the future and possess
more negative attitudes towards the values of a democratic society and the
perceptions of their actions in the future and attitudes in the school. If nothing
else, it can be concluded that students perhaps do not have sufficient knowl-
edge regarding the mechanisms of the functioning of a democratic society to
use mechanisms that would lead to a more peaceful conflict resolution and a
more tolerant and cohesive society. It is impossible to envisage how such stu-
dents could contribute towards a reduction of democratic deficits in the EU if
284 they already feel a similar deficit in school and their immediate community. In
regard to future development of educational policies and practices, more at-
tention should be paid to improving students’ cognitive achievements. Stu-
dents with higher achievements are, as a rule, recognised as those who partic-
ipate more in society, i.e. take a more active citizen role. It could perhaps, also
be hoped, that the more active individuals (or groups) in society have better
knowledge of social issues and concepts that touch us all. Societies of the fu-
ture cannot be built on ignorance, incompetence and apathy towards society.
References
Battistich, V., Solomon, D., Watson, M., and Schaps, E. (1997). Caring school com-
munities. Educational Psychologist, 32(3), 137–151.
Brese, F., Jung, M., Mirazchiyski, P., Schulz, W., and Zuehlke, O. (2011). ICCS 2009
User Guide for the International Database: Supplement 3. Amsterdam: IEA.
Dee, T. S. (2004). Are There Civic Returns to Education? Journal of Public Eco-
nomics, 88(9), 1697–1720.
Diener, K., Noack P., and Gniewosz, B. (2011). Predictors of Students’Willingness
to Participate in Politics in Adolescence and Youth Adulthood. In SRCD 2011
Biennal Meeting Schedule, Montreal, 31. March – 2 April 2011. Montreal: Soci-
ety for Research in Child Development.
Durr, K., Spajic-Vrkaš, V., and Ferreira-Martins, I. (2005). Strategije za učenje
demokratičnega državljanstva. Informacijsko dokumentacijski center Sve-
ta Evrope pri NUK.
student (under)achievement: perspectives, approaches, challenges
