The relationships between various civic virtues and participation in community groups were explored. The present thesis was not an exhaustive integration of theories on Civic Virtue. Rather, it highlighted virtues (i.e., authenticity, moral wisdom, trust, reciprocity and tolerance) selected for their value in educating members of social capital groups toward a broader understanding of the self and others in a deliberative, pluralist democracy. This thesis relied primarily on theories from the disciplines of political philosophy and philosophy of education. Three major conclusions emerged from the present investigation. First, schools are not the only venue in which education for civic virtue occurs. Indeed, social capital groups provide a vital context for civic learning. Second, the existence of diversity within social capital groups enhances the educational potential of participating in civic life. And third, social capital groups can potentially have a socially progressive impact in a liberal, deliberative democracy.

Thesis (Ph.D.) - Carleton University, 2003. / Includes bibliographical references (p. 183-198). Also available in electronic format on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 95-103). Also available in print.

Thesis (Ed.M.)--Boston University / This paper deals with the problem of subdividing an over-sized unit in ninth-grade civics on the topic, national government, into three shorter units. Then the paper takes up, more extensively, the organization and presentation of the last of the three units according to the principles and procedures set down in Fundanentals of Secondary-School Teaching and the course in the Unit Method at Boston University under the direction of Professor Roy O. Billett.

The study consisted of an analysis and comparison of Japanese moral education before and after World War Two in terms of its teachings in loyalty. The samples on which the study was based were two elementary school morals courses dated 1940 19&2; they are referred to in Japanese as Shushin and Dotoku respectively. The problem was to determine whether the postwar version of the morals course—introduced twelve years after World War Two ended—reintroduces the attitudes toward loyalty for which Shushin had been famous and which were allegedly repudiated after the War. The hypothesis was that the course does, in fact, represent a return to the old values. For analytical purposes the term loyalty was defined in the narrow sense as an attitude of obedience, respect, reverence, and allegiance toward the Emperor. In the broader sense the definition included the same attitude with reference to the nation, government, law, teachers, and parents. Qualitative distinctions in the teaching of loyalty, such as its sanctions, its purposes, its functions or demands, its origin or formation, its focus, and its emotional tone provided the basis for further analysis of the attitudes implied in loyalty as taught in the two courses. Shushin was analyzed first; two courses, dated 1925 and 1940, were used for the purpose. By our definition of loyalty one of the textbooks in the Shushin course was more than four-fifths devoted to the subject of loyalty; the others also contained a strikingly high proportion of lessons on it. These were analyzed further as to the qualitative distinctions they revealed with regard to loyalty. Initially the same criteria of analysis were also applied to the lessons in the postwar Dotoku course. It was found, however, that the quantity of material on loyalty as originally defined was almost nil. Hence the tern: was redefined to include any reference at all to the nation, government, law, teachers, and parents. In addition, a survey was made to determine what had been included in Dotoku to replace the lessons on loyalty. Some of this data was included in the report. [ ... ] / Education, Faculty of / Graduate

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published_or_final_version / Asian Studies / Master / Master of Arts

The aim of this study is to explore and analyze experienced teachers understanding, as well as transformation, of the school subject civics. The study has focused on the content, methods, and evaluation of the education taking place in the class room as described by the teachers themselves. Teachers’ autonomy, within the education setting, and their knowledge base is the point of departure when assessing teachers understanding and transformation of the subject. A further aim of the study has also been to make visible, where possible, the role of a personal knowledge base in this transformation process. The findings of this study are based on interviews with teachers teaching civics at upper secondary level in various parts of Sweden. These findings show that it is possible to discern that teachers’ general dictum about content, methods, and evaluation are very much alike. The findings further show that when teachers describe their daily transformation of civics the most visible knowledge is their pedagogical content knowledge, knowledge of learner and their characteristics and knowledge of educational context. One conclusion that can be drawn from this study is that when autonomy and knowledge base is combined, then it is here one find that teachers’ general comprehension about the school subject civics seems to be very similar. However, when it comes to daily transformation within the classroom, then the subject transformation is modified to fit the learners, the school context, and sometimes to the teachers’ well-being. From this one can draw the conclusion that comprehension and transformation need not always go hand-in-hand.

published_or_final_version / abstract / Public Administration / Master / Master of Public Administration