Straipsnyje, remiantis pilietiškumo ugdymą reglamentuojančiais dokumentais, tokiais kaip „Lietuvos Respublikos švietimo įstatymas (2003), Bendroji pilietinio ugdymo programa ir išsilavinimo standartai (2004), „Ilgalaikė pilietinio ir tautinio ugdymo programa“ (2006) bei moksline literatūra, nagrinėjama jaunimo pilietiškumo ugdymo svarba šiandieninėje Lietuvoje, aptariama nacionalinė pilietiškumo ugdymo politika. Antrojoje straipsnio dalyje pristatomi ir analizuojami pi- lotinio tyrimo duomenys apie ugdymo galimybes tautinių mažumų pradinėje mokykloje, išskiriant ugdymo turinį, mokyklos ryšius su vietos bendruomene bei už klasinę mokinių veiklą kaip atskiras pilietiškumą ugdančias veiklos sritis. Be to, remiantis tyrimo duomenimis, pateikiama pradinių klasių mokinių pilietinių žinių struktūra bei požiūriai į pilietiškumo ugdymo (si) svarbą.

It is widely recognized that universities of today must assume a leading responsibility for research and education for democracy and democratic citizenship, yet most universities in Lithuania and wider Europe still heavily rely on traditional practices in administration, transference of knowledge and research. The forces pushing today’s universities toward civic engagement include an effort to deal with increasing criticisms of higher education and contradictory views of educational goals in US and throughout Europe. The aim of the article is to present the trends of policy developments for democratic citizenship through education in Europe, the methods and strategies of partnership between universities and their potential partners as well as to discuss the critical factors that facilitate civic engagement or pose obstacles for democratic partnerships. The study is based on the review of Lithuanian and international scientific literature and policy documents about the organizational aspects of civic engagement by the institutions of higher education in Europe and the US.

This paper explores the didactic treatment of Franco’s dictatorship and Mussolini’s Fascism in History textbooks at a Secondary Education level. Using a mixed methodology, 278 activities were analysed and a typology was established. Despite that, the studied literature clearly advocates for the use of controversial topics due to their high educational potential, results show that controversial topics are avoided in the analysed textbooks, as they provide teachers an „aseptic recipe“ to deal with them.

Straipsnyje analizuojama, kaip prie pilietiškumo ugdymo, siekiant ugdyti aktyvų, tolerantišką pilietį, sugebantį plėtoti tarpkultürinj dialogą, galėtų prisidėti religinis ugdymas. Analizuojamas pilietiškumo ir religingumo ryšys, pilietinio ir religinio ugdymo jungtis bei metodai. Mokymasis tarnaujant bendruomenėms pristatomas kaip metodas, padedantis plėtoti pageidaujamą daugiakultūri, socialiai aktyvų pilietiškumą, stiprinti tarpreliginį susika1bėjimą, spręsti tarpreliginių konfliktų problemas. Straipsnyje pristatomas 2006 m. viename Lietuvos universitetų, taikant mokymosi tarnaujant bendruomenėms metodą. (service-learning), atliktas kokybinis eksperimentas (veikios tyrimas), aptariami tyrimo rezultatai.

The article analyses how religious education might contribute to citizenship education, to reduction of undemocratic citizenship and to the objective to educate an active, tolerant citizen who is able to develop an intercultural dialogue. Analysing the possibilities and methods of contribution of religious education to citizenship education, the relationship between religiosity and citizenship, between religious and citizenship education are discussed. Service learning is presented as a method serving the development of the preferable multicultural and socially active citizenship, strengthening interreligious understanding and solving interreligious conflicts. The article presents action research applying the service-learning method which was applied in one Lithuanian university in 2006. The results of the research are discussed as well.

The authors of the article deals with the problem of education for social responsibility from teacher training and didactical perspectives. The authors stress that every society has a need to perpetuate itself, and establishes supports and promotes institutions which do so. And the role of educational communities is discussed because schools need to provide learning / teaching settings for students awareness of their responsibilities to the society. That knowledge, those skills and dispositions in a globalized context are different from traditional ones and they have to be researched.

This article presents the results from a study on the way of addressing, the education of active and global citizens. In this case, there has been an analysis of the different Spanish legal texts that put the early childhood and primary education curriculum into practice at the national level, with its particular implementation on Andalusia. From the results obtained we are able to conclude that there is a need for the integral reconstruction of the curriculum, structuring it on relevant socio-environmental problems.