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Publication type
master thesis
Širvinskaitė, Rūta
Pilietinis ugdymas: lyginamasis aspektas
Other Title
Civic education: comparing aspects
53 p.
Date Issued
17 June 2004
SUMMARY Life in world–wide society defies different states and their citizens so that‘s why recently a great attention has been paid to civic education in many countries Lithuania included. Every nation has its own understanding of the concept of homeland. In 1988, the education for democratic citizenship was declared to be one of the most important aims of the reformed Lithuanian school. At the beginning of the educational reform the integrated curriculum of the civic education was created. The standards of civic development summarize the whole democratic education at comprehensive school. The aspects of democratic education have to pierce the whole school life; they are integrated into all subjects. The problem of education for democratic citizenship is very relevant in Lithuania for understanding democracy, democratic citizenship determines the practical activity of young person. It is necessary to help pupils develop their sense of democratic citizenship and to understand its significance for the political life of nation. When citizenship become the deliberate ideal, then it becomes an integral part of their morality and inner disposition as well as a motive of their practical activity. The aim of this work is to compare the efficiency of Lithuanian and other countries models of democratic education. The author seeks to relevant the theoretical background of democratic education, show the signification of the projects methods of democratic education, define the models of democratic education applied in the Russia, Ukraine, USA, French and Lithuania, and compare the civic maturity of this countries and Lithuania. The methods used: scientific resources and anglysis of documents, surveys, systematic analysis of research data based, Content analysis. In summary conclusion made in this work show that in all countries democratic education in an integral part of all subjects, especially emphasized during 7th –8th grade when separate courses on citizenship are touth. In conclusion it must said that the models of democratic education applied in all countries are similar. But the main aim of democratic education – an activity, competent citizen – not achieved. Pupils should be encouraged to use their knowledge about democracy and ways of acting in it and analyse and solve problems real that exist in their community. .
Lietuvių / Lithuanian (lt)