Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 211-218). Also available in print.

The aim is to illustrate the opinion former Torsten Tegnér’s view of sport, culture and society, the nature of the influence he exerted primarily through his own professional magazine, Idrottsbladet, a liberal-conservative sports journalist’s attitude in confrontation with other social attitudes and some questions of principle and debates that were topical during the period within Swedish sport. Five thematic chapters demonstrate how Tegnér reacted to developments within sport that were due to social changes. Above all, the research demonstrates that the values he wished to communicate principally dealt with a healthy soul in a healthy body for the benefit and happiness of both the individual and society. Secondly, he wished to convey the culture of the middle classes. In the background, the concept of freedom was a constant overarching ideology. His reactions to the developments can be seen in the light of his passion for sport as beneficial, his family’s combination of liberalism and respect for traditions and their expectations of him, his understanding of democracy and a touch of post-Romanticism. His passion for freedom led to his political involvement against Nazism and Communism in particular. Tegnér’s means of influencing are viewed from a power perspective. As a well-qualified intellectual, by means of a significant symbolic capital, with Idrottsbladet’s position and as ‘a one-man civic educator’, he was one of those who, in the opinion of the philosopher Antonio Gramsci, were particularly important in a social power game. It is particularly interesting that his circle of readers seems to have overwhelmingly consisted of working-class youngsters.

This study examines the effects of civic education (CE) on local level participation among the rural poor. There is little extant knowledge of civic education’s effects among this group, although it represents the majority of citizens in many developing countries. It is important to understand what kinds of effects this little researched tool of democracy promotion has so as to know whether investments in it are worthwhile. Does raising awareness about rights increase citizens’ democratic participation—whether at village meetings, community groups, or in contacting their local representative? Are effects greater on collective or individualized participation? Who benefits the most? Are effects mediated by civic awareness and/or democratic attitudes (efficacy, political interest, and trust in politicians), or are there (also) direct effects on participation? Having gathered novel data of rural masses’ democratic dispositions, the study will be useful for practitioners needing information about the level of civic awareness among this group, and about how civic education may be used to promote this group’s inclusion and empowerment as democratic participants in society. Data consist of semi-structured oral interviews of 280 adult citizens in five villages and one rural town in peripheral areas in Tanzania and Zambia during election year. The study corroborates CE’s positive effects on knowledge—particularly of “first generation” rights and responsibilities—political interest, and some forms of participation. Most affected are contacts with the local elected representative (Ward Councilor) and involvement in community groups—both important for building a democratic (civil) society. Both cognitive and behavioral effects are greatest among women--a reason for optimism for those desiring to enhance women’s public role. Practitioners could thus use civic education to promote communication between citizens and elected representatives and people’s involvement in associations. They could utilize the radio—the most relied upon mass medium in these contexts--and target community leaders, the most sought-after individuals in community related problems. Civic educators should also seek ways to strengthen efficacy and interpersonal trust which were found to significantly promote aggregate participation, with the latter also increasing active involvement at community meetings—likely the first venue of participation for most rural citizens.

With increasing of economic scale, demography change, and life style improvement enhancement, the importance of civic education has been emphasized based on public issue aspect. It is essential for military training instructor to face the challenge to be more professional or make a transform for better change. The aim of the study is develop solutions for military training instructor to deal with the challenge of renew military class and civic education. Instead of image of authority, military training instructor should also learn how to empower self-concept and role function and obtain concurrence from both the students and society. The study participants were 600 individual who were recruited in the trial. The primary data for this study were obtained from random samples, conducted in three medical management junior colleges in the southwest Taiwan. Total 600 questionnaires were equally divided to three medical management junior colleges The gender was spilt by 134 male (23.7%) and 431 female (76.3%).Valid 565 responses for questionnaires for this program were from 600 students for a response rate of 94.2%. To investigate the issues of civic education and military class, the survey included sociodemographic measures and the concepts of cognition, emotion and affection, and behavior. Statistical analyses were performed by SPSS, Version11.5 statistic software, using frequency distribution, chi-square test, t-test, and crosstable analysis. Significance was accepted at the 0.05 level (two-tailed). Conclusions¡G 1.The investigation of the concept of cognition show that overall 41.6% of students acknowledged the background and history of military class. The majority of students (72.3%) would agree the roles function of military training instructor . 2.The investigation of the concept of emotion and affection showed that the majority of students (66.7%) agreed that military training instructors would assist student for medical assistances and accident management. However, overall 32.2% of students agreed that military training instructors have sufficient affiliations to keep a good relationship with students, because military training instructors were still lake of ability of consulting and stayed in the image of rectifying deviant behaviors. 3.The investigation of the concept of behavior showed that even the image of authority is so strong, only few students obtained strong influence from military training instructors in democracy (35.0%), personality empowerment (38.2%), and patriotism (32.2%) from military class. Suggestions¡G 1.To decrease loading of military training instructor by promoting effectiveness of civic education in the class. 2.The interaction between military training instructor and students should be more involved with expectation, appreciation, and forgiveness. 3.It is essential for military training instructor to empower in specialty of military and civic education to deal with the challenge of new century civic education.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

By the analyze the training programs of child welfare professionals (Vilnius Pedagogical University), it was remarked that democracy education is integrated into different study modules. Both in Lithuania and United States of America civic and democracy education is integrated by main documents, data, and texts, which is civic and democracy education theory and practice based on projects for active citizenship. One of the most improved project for democracy education could be Project Citizen, which is accredited as alternative democracy education program by Lithuanian Ministry of Education and Science and Education Department of United States of America. According to this program Foundations of Democracy could be both theoretical and practical example for democracy education. It is used in all educational levels in United States of America, and in elementary level in Lithuania. This program is based on active and critical educational methods which stand on four democracy dimensions: Authority, Privacy, Responsibility and Justice. This program is developed in Center for Civic Education in Indiana (USA), as the Project Citizen. The hypothesis of the research - Tyrimo hipotezė – taikant demokratinio ugdymo programą, būsimieji vaiko gerovės profesionalai įgis demokratinio ugdymo teorinės ir praktinės patirties, ir efektyviai taikys dirbdami su ugdymo institucijų bendruomene. The object of the research – programs for democracy education – Foundations of Democracy and Project... [to full text]

Disertacijos tyrimo objektas – religinio ir pilietinio ugdymo ryšys suderinamumo ir papildomumo aspektais. Tyrimu siekta atskleisti religinio ir pilietinio ugdymo ryšio, šių dviejų sričių suderinamumo ir papildomumo teorines ir praktines galimybes. Pilietinio ir religinio ugdymo suderinamumo ir papildomumo analizė remiasi ugdymo turinio bendrojo lavinimo mokykloje prieštaravimų ir studentų pilietinės ir religinės socializacijos ypatumų identifikavimu bei pilietiškumo ugdymo religinėse aplinkose, taikant kooperuotų studijų metodą, realizavimu. Tyrimu siekta atsakyti į šiuos klausimus: Kaip siejasi teoriniai pilietiškumo ir religingumo konceptai? Kaip siejasi religingumo ir pilietiškumo formos? Kaip teoriniu požiūriu gali būti pasiekiama religinio ir pilietinio ugdymo vienovė, suderinamumas ir tarpusavio papildomumas? Kokiais ugdymo tikslų ir ugdymo turinio prieštaravimais pasižymi religinis ir pilietinis ugdymas Lietuvoje? Kokias ir kaip pilietiškumo kompetencijas ugdo religijos (tikybos) vadovėliai? Kaip pasireiškia ir siejasi asmens pilietiškumas ir religingumas? Kaip pilietiškumas ir religingumas gali būti traktuojami kaip asmens socializacijos ir ugdymo rezultatas? Kokios yra pilietinio ugdymo religinio pažinimo kontekste teorinės ir praktinės sąlygos? Kokie ugdymo metodai gali būti taikomi derinant pilietinį ir religinį ugdymą? Kiek veiksmingas, ugdant pilietiškumą, gali būti kooperuotų studijų metodas, realizuojamas religinėse aplinkose? Kokia dinamika pasižymi studentų... [toliau žr. visą tekstą] / The relationship between religious and civic education, on the aspects of the compatibility and complementability is analyzed in the doctoral research. The analysis is based on the identification of the contradictions of the education content in secondary schools; on the identification of the peculiarities of students’ civic and religious socialization, and on the implementation of civic education (with the help of service learning) in religious surroundings. The following questions are developed in the dissertational research: How are theoretical concepts of citizenship and religiosity related? How are the forms of religiosity and citizenship related? How can the compatibility and complementability of religious and civic education be achieved? What are the contradictions between the goals of civic education and the content of religious education in Lithuania? What and how are civic competences developed by religious education textbooks? How are personal religiosity and citizenship related and expressed? How can citizenship and religiosity be approached as the result of socialization and education? What are the theoretical and practical conditions of civic education in the context of religious knowledge? What educational methods can be applied in harmonizing civic and religious education? How effective for the education of civic attitudes and skills can service learning performed in religious environments be? How are students’ civic attitudes and skills changing while... [to full text]

Tautinio identiteto sklaida ir teatrinis ugdymas yra svarbūs edukologinės veiklos aspektai lemiantys sėkmingą humanistinio ugdymo procesą, bendros ugdytinio ir ugdytojo dvasinės kultūros formavimą, skatinantys Tėvynės meilės ir didžiavimosi ja jausmus. Spartėjant globalizacijos procesams, informacinės visuomenės kontekste itin svarbi ir aktuali pasidarė tautiškumo sąvoka. Tautinis sąmoningumas užtikrina tautos gyvavimo tęstinumą. Tautiškumo ugdymas ypatingai svarbus tautinėms mažumoms, kur pilietiškumo ugdymas nėra tapatus tautiniam ugdymui. Šis darbas tiria tautiškumo ugdymą teatru Punsko krašto lietuvių bendruomenėje. Aptarta Punsko krašto lietuvių gyvavimo specifika, teatrinės veiklos ištakos ir raida tautiškumo išsaugojimo kontekste. Analizuota dabartinė situacija. Šiam tikslui tarnavo empiriniai tyrimo metodai: ekspertų metodas, focus interviu metoas, anoniminė anketa. / The object of the work is the civic education through theatrical activities in Lithuanian national minority in Poland. Nacionality is value form the most inportant layer of person‘s spiritual life. The reflect what a person values most from cultural, psichological, social, moral and aesthetic viewpoints. Values rule a person. Only theatre teachers, and students that attended the theatre group participated on this reserch. These participant were chosen in order to learn about their attitudes towards the expression of values and if it‘s implemented in theatrical activities. After conducting the research it was found the teachers care very much about teh expression of nacionality value.

This tri-theoretical study of globalization attempts to contribute to the limited scholarly research on global citizenship in education. Utilizing three important critical theories: neo-Marxism, gender and postcolonialist theory; this study analyzes in-depth the hidden process behind the formation of current global citizenship education. The findings reveal that it is possible to teach global citizenship education through critical civic education; however, a better understanding and application of critical theory and especially the critical sociology of space is required in current curriculums. In the absence of resources, motivation and infrastructure within school boards to implement a more state-guided critical citizenship education within their global citizenship education programs, assimilation of critical theory by teachers becomes absolutely necessary.