Module 1
Factual Background
Chapter 1 Conceptual Framework
1.3 Students and the education for active citizenship and EU values
As the world evolves, children must be exposed to new learning opportunities inside and outside of school. Citizenship education involves engaging and encouraging students to investigate an inclusive conception of citizenship in a society that is becoming more globalized. At its most fundamental level, it is a method through which students may gain an understanding of the democratic systems in their community. Citizenship education is, at its finest, a transforming learning process that enables young people to become engaged and responsible contributors to a tolerant, just, and democratic society.
This formal method of topic delivery is essential not just for imparting cognitive information, but also for moulding values and attitudes as a means of enhancing civic and citizenship knowledge and abilities.
Schools are intended to be among the most important socializing influences in the development of students into well-informed, responsible, engaged, active, and socially integrated young people who can contribute to the well-being of the society in which they live.
Values are the foundation of a quality education. The lack of understanding the importance of fundamental values leads to an erosion of the individual’s capacity for participating in society, including their self-efficacy acceptance of other cultures and beliefs, flexibility, and acceptability, which are central to the model of a European citizen. Article 2 of the Treaty on European Union lists a number of values which Member States consider to be common. These include, for instance, respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights.
Young children and adolescents whose behaviour is not guided by this set of principles will eventually experience the following:
For young European citizens, the shared principles of human respect and dignity, freedom, and democracy must become palpable and robust. Inclusion is a widely held principle. Poverty is a prevalent issue. Students from disadvantaged socioeconomic backgrounds need assistance, and school personnel are able to offer it to all students who want it. Communication and knowledge cannot erase populism, xenophobia, and bigotry on their own.
By teaching democratic principles and behaviours, democratically structured schools are more successful than conventional, authoritarian schools in fostering a culture of peace and nonviolence in the larger community. Moreover, they may also directly contribute to the reduction of violence in schools. As an example, democratic schools are very unlikely to use physical punishment on their kids.
A culture of nonviolence requires people who are dedicated to the peaceful resolution of conflicts via dialogue, negotiation, cooperation, and compromise based on mutual respect between the parties. This is exactly what democratic education seeks to cultivate.
Parents also play a very important role in the democratic education of their children, and their lack of understanding of the importance in topics such as democratic governance or active citizenship may result in harbouring discriminatory attitudes toward students from minority or disadvantaged groups, thus hindering the potential of constructing a truly inclusive school environment.
This formal method of topic delivery is essential not just for imparting cognitive information, but also for moulding values and attitudes as a means of enhancing civic and citizenship knowledge and abilities.
Schools are intended to be among the most important socializing influences in the development of students into well-informed, responsible, engaged, active, and socially integrated young people who can contribute to the well-being of the society in which they live.
Values are the foundation of a quality education. The lack of understanding the importance of fundamental values leads to an erosion of the individual’s capacity for participating in society, including their self-efficacy acceptance of other cultures and beliefs, flexibility, and acceptability, which are central to the model of a European citizen. Article 2 of the Treaty on European Union lists a number of values which Member States consider to be common. These include, for instance, respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights.
Young children and adolescents whose behaviour is not guided by this set of principles will eventually experience the following:
- Bad attitudes regarding school/ no clear sense of purpose
- Decreased motivation and academic performance
- Experience of bullying
- A higher risk of dropping out of formal education
- Mental health issues.
For young European citizens, the shared principles of human respect and dignity, freedom, and democracy must become palpable and robust. Inclusion is a widely held principle. Poverty is a prevalent issue. Students from disadvantaged socioeconomic backgrounds need assistance, and school personnel are able to offer it to all students who want it. Communication and knowledge cannot erase populism, xenophobia, and bigotry on their own.
By teaching democratic principles and behaviours, democratically structured schools are more successful than conventional, authoritarian schools in fostering a culture of peace and nonviolence in the larger community. Moreover, they may also directly contribute to the reduction of violence in schools. As an example, democratic schools are very unlikely to use physical punishment on their kids.
A culture of nonviolence requires people who are dedicated to the peaceful resolution of conflicts via dialogue, negotiation, cooperation, and compromise based on mutual respect between the parties. This is exactly what democratic education seeks to cultivate.
Parents also play a very important role in the democratic education of their children, and their lack of understanding of the importance in topics such as democratic governance or active citizenship may result in harbouring discriminatory attitudes toward students from minority or disadvantaged groups, thus hindering the potential of constructing a truly inclusive school environment.
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