Pilietinių vertybių raiška geografijos vadovėliuose

Abstract

Generalizing the presentation of the values of national identity and citizenship analyzed in geography books, it has turned out that the total set of examined values is considerably low; those values are mostly provided in the narration without proper assessment which leads to a bigger decrease in the quality of their presentation. The value of patriotism and national identity is mostly highlighted. However, we pay little attention to the values revealing active citizenship and political participation, tolerance and respect. Analysis of 27 textbooks of geography leads to a conclusion that civic and national values are not emphasized in them. Emphasis is placed on the following values: independence and self-sufficiency, responsibility and national and social duties. The values related with the restoration of state independence at the end of the 20th century, national survival and independence are dominant. Yet the textbooks lack emphasis on such values as representation and serving common interests, tolerance and respect, justice, solidarity, and honour and dignity without which smooth functioning of democratic society is impossible. For possibly objective and representative reflection of public life and cultivation of civic and national values and practical civic competences in young people, it is recommended that the authors of the textbooks of social education do not concentrate on a few civic and national values but try to encompass a possibly wider spectrum of values taking into consideration the objectives and tasks of education and expected education results specified in educational regulating documentation. Citizenship and national identity of students and their cultivation have become a relevant theme which dominates in the programs and projects developed by different educational institutions and in press and political discussions. Conceptions of citizenship and nationalism as well as the values of citizenship and nationalism and their components, lack of patriotism and manifestations of civic apathy in the young people have become part of public discussions. Textbooks as an educational tool play an important role in forming civic and national attitudes of students of the Lithuanian schools of general education. Textbooks systematize the new public ideas and attitudes and provide the information following the fundamental methodical principles. Researchers emphasize that the educational material contained in the textbooks should not only meet the educational and objective requirements but also to objectively and representatively reflect the public life and contribute to cultivation of democracy and important social values. Today, examining of school textbooks for social education and other spheres of education is a forgotten field of research. Meanwhile strategic decisions on the improvement of the textbooks for the Lithuanian schools of general education largely depend on identification of the main problems of the content of textbooks and provision of effective solutions. The educational system constantly encounters new challenges determined by changes occurring in contemporary society. It assumes a great deal of responsibility for socialisation of the young generation. The books used at Lithuanian schools of general education play a significant role in forming the student’s moral values. Living in a democratic society, wherein the values of responsible and active citizenship are emphasized, it is very important to know what values of national identity and citizenship are introduced in the books, in what form and in what context. In the context of this problematic situation, the conception of citizenship and national identity as reflected in the textbooks of social and ethic education for the Lithuanian schools of general education, namely textbooks of geography, was investigated. The investigation was modelled on the same basis: problems pointed out, aims and tasks formulated and instruments of investigation developed. Based on the ideas of analyzed authors, modern conceptions of citizenship and national identity, data of national and international researches on values and EU strategic recommendations on cultivation of citizenship in the modern multicultural societies, the following civic and national values were distinguished and classified: freedom and rights, civic and political rights, social and economic rights, national and social responsibilities and duties, representation and serving common interests, honour and dignity, active civic and political participation, democracy, civic courage and civic resistance, personal and state justice, solidarity with a group, community or state, patriotism and national adherence, tolerance and respect, independence and self-sufficiency, and conscious identity. These values are the objects of the present research. The research “The presentation of the values of national identity and citizenship in the books on social and moral education at the Lithuanian schools of general education” was carried out in the Centre of Educational Development. The paper is written in accordance with the results obtained from the research. The issue analyzed in the present paper deals with the fact that we lack comprehensive investigations on sociology and educology, how the notion of national identity and citizenship is reflected in the books of social and moral education at the Lithuanian schools of general education, specifically in geography books. The paper aims at examining the presentation of values of national identity and citizenship in geography books for the 6th–12th forms of the Lithuanian schools of general education. The analysis of the books has been carried out according to the predetermined items of the analysis of the books’ content. The paragraphs incorporating the description of the values of national identity and/or citizenship as well as the context of their presentation have been taken from the chapters of the books. The distinguished values or their components are classified and described with reference to qualitative and quantitative parameters. The analysis of the results of the research has demonstrated that the perception of the notions of national identity and citizenship (encompassing the values of national identity and citizenship) encourages us to reconsider the very conception of education for national identity and citizenship and urges us to concentrate mainly on the cultivation of practical competences of citizenship.