File Name: introduction to civics and ethical education .zip
Civics is the study of the rights and obligations of citizens in society. The term relates to behavior affecting other citizens, particularly in the context of urban development. Civic education is the study of the theoretical, political and practical aspects of citizenship , as well as its rights and duties. The term can also refer to a corona civica , a garland of oak leaves worn about the head like a crown, a practice in ancient Rome wherein someone who saved another Roman citizen from death in war was rewarded with a corona civica and the right to wear it.
In his History of the Peloponnesian War , Thucydides ascribes a speech to Archidamus II in which he stresses the importance for Sparta of civic education for the Spartan virtues of toughness, obedience, cunning, simplicity, and preparedness:.
And we are wise, because we are educated with too little learning to despise the laws, and with too severe a self-control to disobey them, and are brought up not to be too knowing in useless matters—such as the knowledge which can give a specious criticism of an enemy's plans in theory, but fails to assail them with equal success in practice—but are taught to consider that the schemes of our enemies are not dissimilar to our own, and that the freaks of chance are not determinable by calculation.
In practice we always base our preparations against an enemy on the assumption that his plans are good; indeed, it is right to rest our hopes not on a belief in his blunders, but on the soundness of our provisions. Nor ought we to believe that there is much difference between man and man, but to think that the superiority lies with him who is reared in the severest school.
French essayist Michel de Montaigne commended how Agesilaus II , the son of Archidamus, followed his father's approach closely:. One asking to this purpose, Agesilaus, what he thought most proper for boys to learn? Plutarch relates a comparison made by Simonides between Spartan education of citizens and horse husbandry:. Simonides called Sparta "the tamer of men," because by early strictness of education, they, more than any nation, trained the citizens to obedience to the laws, and made them tractable and patient of subjection, as horses that are broken in while colts.
According to the Roman historian Plutarch , the semi-legendary Lycurgus of Sparta considered education of the citizenry to be his main priority as framer of the Spartan constitution. He also describes how the Spartans limited civic education so as to maintain social control over the young:. Reading and writing they gave them, just enough to serve their turn; their chief care was to make them good subjects, and to teach them to endure pain and conquer in battle.
However, the youth were also required to express themselves forcefully and succinctly,  as well to think and reflect on matters of civic virtue, including such questions as who is or is not a good citizen of Sparta. Essentially, the Spartan ideal of civic education was a process whereby the interest of the citizen becomes totally united with the interest of the polity, in a spirit of perfect patriotism: 'To conclude, Lycurgus bred up his citizens in such a way that they neither would nor could live by themselves; they were to make themselves one with the public good, and, clustering like bees around their commander, be by their zeal and public spirit carried all but out of themselves, and devoted wholly to their country.
Civic education for toughness and martial prowess was not only within the purview of Spartan men: Plutarch recounts how Lycurgus 'ordered the maidens to exercises themselves with wrestling, running, throwing the quoit , and chasing the dart' with a view to creating healthy children for the state. Pericles' Funeral Oration provides insight into Athens' sharply contrasting form of civic education from Sparta, for personal freedom, rather than blind obedience, where he boasts that Athens is 'the school of Hellas', since:.
However, English philosopher Thomas Hobbes believed that the Athenians were only taught to think they had personal freedom in order to discourage them from seeking reform.
In the Socratic dialogue Crito , Crito of Alopece learns from Socrates the importance in civic education of following expert opinion, rather than majority opinion.
Socrates uses the analogy of the training gymnast, who he implies ought to follow his gymnastics trainer, not whatever the majority of people think about gymnastics. Crito also hears Socrates' argument that a citizen ought to obey his city's laws partly because it was his city which educated him for citizenship.
In the Aristophanes comedy The Frogs , the character of the playwright Aeschylus scolds fellow tragedian Euripides for writing scenes pernicious to proper ideals of citizenship:. What crimes is he not guilty of? Did he not put up on display pimps and women giving birth in holy shrines and having sex with their own brothers, and then claim that living is no life?
So now, because of him our city here is crammed with bureaucratic types and stupid democratic apes who always cheat our people. Similarly, Plutarch would later speak of the power of the poet Thales to, in the words of the English poet John Milton , 'prepare and mollify the Spartan surliness with his smooth songs and odes, the better to plant among them law and civility'.
In the Euripides tragedy The Suppliants , King Adrastus of Argos describes how Hippomedon received his civic education for endurance, martial skill, and service to the state:. Such another was Hippomedon, third of all this band; from his very boyhood he refrained from turning towards the allurements of the Muses , to lead life of ease; his home was in the fields, and gladly would he school his nature to hardships with a view to manliness, aye hasting to the chase, rejoicing in his steeds or straining of his bow, because he would make himself of use unto his state.
Adrastus also describes how Parthenopeus received his education for citizenship in his adopted city:. Next behold the huntress Atalanta 's son, Parthenopaeus, a youth of peerless beauty; from Arcady he came even to the streams of Inachus , and in Argos spent his boyhood.
There, when he grew to man's estate, first, as is the duty of strangers settled in another land, he showed no pique or jealousy against the state, became no quibbler, chiefest source of annoyance citizen or stranger can give, but took his stand amid the host, and fought for Argos as he were her own son, glad at heart whenso the city prospered, deeply grieved if e'er reverses came; many a lover though he had midst men and maids, yet was he careful to avoid offence.
In his Meditations , Marcus Aurelius tells of how he was educated as a citizen to value free speech ,  to refrain from rhetoric and giving hortatory lectures,  and to perceive the defects of tyranny. He it was also that did put me in the first conceit and desire of an equal commonwealth, administered by justice and equality; and of a kingdom wherein should be regarded nothing more than the good and welfare of the subjects.
He also followed the example of his adopted father Antoninus Pius , who he said kept careful watch of government administration and finances, was open to hearing ideas about how to serve the common good, and cared neither neither for ambition nor pandering to the popular will:.
Again, that secrets he neither had many, nor often, and such only as concerned public matters: his discretion and moderation, in exhibiting of the public sights and shows for the pleasure and pastime of the people: in public buildings.
In all these things, having a respect unto men only as men, and to the equity of the things themselves, and not unto the glory that might follow. That I lived under the government of my lord and father, who would take away from me all pride and vainglory, and reduce me to that conceit and opinion that it was not impossible for a prince to live in the court without a troop of guards and followers, extraordinary apparel, such and such torches and statues, and other like particulars of state and magnificence; but that a man may reduce and contract himself almost to the state of a private man, and yet for all that not to become the more base and remiss in those public matters and affairs, wherein power and authority is requisite.
In his treatise Leviathan , English philosopher Thomas Hobbes heavily criticised the emphasis in contemporary civic education on studying Athenian democracy and Roman republicanism , saying that it wrongly encouraged monarchical subjects to restrain the actions of their monarchs.
English philosopher Francis Bacon was aware of the relevance of civic education to what he termed 'civil merit'. Sudbury schools contend that values , social justice and democracy must be learned through experience     as Aristotle said: "For the things we have to learn before we can do them, we learn by doing them. In order to achieve these goals schools must allow students the three great freedoms—freedom of choice, freedom of action and freedom to bear the results of action—that constitute personal responsibility.
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Small power Regional power Middle power Great power Superpower. Washington, D. Retrieved 1 December Translated by Richard Crawley. Project Gutenberg. Book I, Chapter Rousseau adopts the expression in his Diswuys sur tes Lettres. Translated by Charles Cotton. Parallel Lives. Now the succession belonging to Agis by law, Agesilaus, who in all probability was to be but a private man, was educated according to the usual discipline of the country, hard and severe, and meant to teach young men to obey their superiors.
Whence it was that, men say, Simonides called Sparta "the tamer of men," because by early strictness of education, they, more than any nation, trained the citizens to obedience to the laws, and made them tractable and patient of subjection, as horses that are broken in while colts. The law did not impose this harsh rule on the heirs apparent of the kingdom.
But Agesilaus, whose good fortune it was to be born a younger brother, was consequently bred to all the arts of obedience, and so the better fitted for the government, when it fell to his share; hence it was that he proved the most popular-tempered of the Spartan kings, his early life having added to his natural kingly and commanding qualities the gentle and humane feelings of a citizen.
Translated by John Dryden. Edited by Arthur Hugh Clough. Parallel Lives , Lycurgus. In order to the good education of their youth which, as I said before, he thought the most important and noblest work of a lawgiver , he went so far back as to take into consideration their very conception and birth, by regulating their marriages. Lycurgus was of another mind; he would not have masters bought out of the market for his young Spartans, nor such as should sell their pains; nor was it lawful, indeed, for the father himself to breed up the children after his own fancy; but as soon as they were seven years old they were to be enrolled in certain companies and classes, where they all lived under the same order and discipline, doing their exercises and taking their play together.
Of these, he who showed the most conduct and courage was made captain; they had their eyes always upon him, obeyed his orders, and underwent patiently whatsoever punishment he inflicted; so that the whole course of their education was one continued exercise of a ready and perfect obedience. The old men, too, had an eye upon them, coming often to the grounds to hear and see them contend either in wit or strength with one another, and this as seriously and with as much concern as if they were their fathers, their tutors, or their magistrates; so that there scarcely was any time or place without someone present to put them in mind of their duty, and punish them if they had neglected it.
For Lycurgus, who ordered, as we saw, that a great piece of money should be but of an inconsiderable value, on the contrary would allow no discourse to be current which did not contain in few words a great deal of useful and curious sense; children in Sparta, by a habit of long silence, came to give just and sententious answers; for, indeed, as loose and incontinent livers are seldom fathers of many children, so loose and incontinent talkers seldom originate many sensible words.
The Iren, or under-master, used to stay a little with them after supper, and one of them he bade to sing a song, to another he put a question which required an advised and deliberate answer; for example, Who was the best man in the city? What he thought of such an action of such a man? They used them thus early to pass a right judgment upon persons and things, and to inform themselves of the abilities or defects of their countrymen.
If they had not an answer ready to the question Who was a good or who an ill-reputed citizen, they were looked upon as of a dull and careless disposition, and to have little or no sense of virtue and honor; besides this, they were to give a good reason for what they said, and in as few words and as comprehensive as might be; he that failed of this, or answered not to the purpose, had his thumb bit by his master.
It is a thing worthy of very great consideration, that in that excellent, and, in truth, for its perfection, prodigious form of civil regimen set down by Lycurgus, though so solicitous of the education of children, as a thing of the greatest concern, and even in the very seat of the Muses, he should make so little mention of learning; as if that generous youth, disdaining all other subjection but that of virtue, ought to be supplied, instead of tutors to read to them arts and sciences, with such masters as should only instruct them in valour, prudence, and justice; an example that Plato has followed in his laws.
The manner of their discipline was to propound to them questions in judgment upon men and their actions; and if they commended or condemned this or that person or fact, they were to give a reason for so doing; by which means they at once sharpened their understanding, and learned what was right. And their very songs had a life and spirit in them that inflamed and possessed men's minds with an enthusiasm and ardor for action; the style of them was plain and without affectation; the subject always serious and moral; most usually, it was in praise of such men as had died in defense of their country, or in derision of those that had been cowards; the former they declared happy and glorified; the life of the latter they described as most miserable and abject.
What their sentiments were will better appear by a few of their sayings. Paedaretus, not being admitted into the list of the three hundred, returned home with a joyful face, well pleased to find that there were in Sparta three hundred better men than himself.
And Polycratidas, being sent with some others ambassador to the lieutenants of the king of Persia, being asked by them whether they came in a private or in a public character, answered, "In a public, if we succeed; if not, in a private character.
Leviathan , Part II, Chapter And because the Athenians were taught, to keep them from desire of changing their Government, that they were Freemen, and all that lived under Monarchy were slaves; therefore Aristotle puts it down in his Politiques, lib. Apology, Crito, and Phaedo of Socrates.
Each of us should strive to be a citizen that is actively involved in our governance. Civic education is not limited to participation in politics and society, it also encompasses participation in classrooms, neighborhoods, groups and organizations. In civics, students learn to contribute to public processes and discussions of real issues. Students can also learn civic practices such as voting, volunteering, jury service, and joining with others to improve society. Civics enables students not only to study how others participate, but also to practice participating and taking informed action themselves. Civic education empowers us to be well-informed, active citizens and gives us the opportunity to change the world around us.
The introduction of Civics and Ethical Education in Ethiopia as a subject to be taught in primary and secondary schools, as well as, tertiary levels was expected to.
Jump to navigation. In Civics and Ethical Studies, the undergraduate program is in regular, extension and summer. The objective, courses, and graduation requirements are more or les the same.
Civic education need not be intentional or deliberate; institutions and communities transmit values and norms without meaning to. It may not be beneficial: sometimes people are civically educated in ways that disempower them or impart harmful values and goals. It is certainly not limited to schooling and the education of children and youth. Families, governments, religions, and mass media are just some of the institutions involved in civic education, understood as a lifelong process. There are several good reasons for the emphasis on schools.
Civic Education: Recent History, Current Status, and the Future Introduction In addressing this topic the idea of a rather barren desert with oases came to mind. A desert is appropriate because I think that civic education as a formal part of the curriculum that is translated into effective instruction just does not exist in many schools in the United States today. Although there are some oases, outstanding teachers and curricular programs there are not enough. No thorough studies of the current state of civic education in our schools yet exist. Nevertheless, a number of my colleagues and I estimate that at most fifteen percent of our students at the pre-collegiate level receive an adequate education in this field.
Civics is the study of the rights and obligations of citizens in society. The term relates to behavior affecting other citizens, particularly in the context of urban development. Civic education is the study of the theoretical, political and practical aspects of citizenship , as well as its rights and duties. The term can also refer to a corona civica , a garland of oak leaves worn about the head like a crown, a practice in ancient Rome wherein someone who saved another Roman citizen from death in war was rewarded with a corona civica and the right to wear it. In his History of the Peloponnesian War , Thucydides ascribes a speech to Archidamus II in which he stresses the importance for Sparta of civic education for the Spartan virtues of toughness, obedience, cunning, simplicity, and preparedness:. And we are wise, because we are educated with too little learning to despise the laws, and with too severe a self-control to disobey them, and are brought up not to be too knowing in useless matters—such as the knowledge which can give a specious criticism of an enemy's plans in theory, but fails to assail them with equal success in practice—but are taught to consider that the schemes of our enemies are not dissimilar to our own, and that the freaks of chance are not determinable by calculation. In practice we always base our preparations against an enemy on the assumption that his plans are good; indeed, it is right to rest our hopes not on a belief in his blunders, but on the soundness of our provisions.
Civic Responsibility is defined as the "responsibility of a citizen" Dictionary. It is comprised of actions and attitudes associated with democratic governance and social participation. Civic responsibility can include participation in government, church, volunteers and memberships of voluntary associations. Actions of civic responsibility can be displayed in advocacy for various causes, such as political, economic, civil, environmental or quality of life issues. Civic means, "of, relating to, or belonging to a city, a citizen, or citizenship, municipal or civil society" ibid. Responsibility refers to "the state or quality of being responsible or something for which one is responsible such as a duty, obligation or burden" ibid. A citizen is "a person owing loyalty to and entitled by birth or naturalization to the protection of a state or union" ibid.
This essay explores the value and state of civics education in the United States and identifies five challenges facing those seeking to improve its quality and accessibility: 1 ensuring that the quality of civics education is high is not a state or federal priority; 2 social studies textbooks do not facilitate the development of needed civic skills; 3 upper-income students are better served by our schools than are lower-income individuals; 4 cutbacks in funds available to schools make implementing changes in civics education difficult; and 5 reform efforts are complicated by the fact that civics education has become a pawn in a polarized debate among partisans. In the past decade, low levels of youth voting and non-proficient student performance on a widely respected civics assessment test have elicited efforts to increase the amount and quality of time spent teaching civic education and have ignited a movement to create common standards in the social studies. Complicating these efforts is ideological disagreement about the content that should be taught and the values that ought to be inculcated. Validating the belief in the worth of civics education and underscoring the importance of reform efforts, data reveal that schooling in civics and other, related cocurricular activities are associated with increased knowledge of the U. Reformers seeking to increase the quality and accessibility of civic education in schools confront five challenges. First, neither the federal government nor the states have made high-quality civics education a priority, a conclusion justified by evidence showing that the systematic study of civics in high school is not universal; that fewer high school civics courses are offered now than were offered in the past; that the time devoted to teaching the subject in lower grades has been reduced; and that most states do not require meaningful civics assessment. Second, social studies textbooks may not adequately convey the knowledge or facilitate development of the skills required of an informed, engaged citizenry.
Religious and moral education: principles and practice 1. View at: Google Scholar. We should keep in mind the fact that moral education can be effectively imparted to the younger ones mainly through. It encompasses moral education, Chinese language and literature, mathematics, art and music, and physical education. The most important educational goal is for students to learn. Nova Scotia Department of Education. Nalla vivekanand M.
Accordingly, all other laws have to conform to the Constitution. Article 9, sub-articles 1 and 2 express what the understanding civics and ethics pdf. Education Details: What is Civics?
The Moral Education Program MEP covers four pillars of teaching and learning: character and morality; the individual and the community; civic studies; and cultural studies. The program blends academic content with an exploration of character and ethics. It has been designed as a progressive series of units to be taught over twelve years of schooling from grade 1 to grade
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Teaching Material for the Course Civics and Ethics. CHAPTER ONE. INTRODUCTION TO CIVIC AND ETHICAL EDUCATION. Chapter objectives.