THE CIVIC SELF-CONSCIOUSNESS OF CONTEMPORARY SECONDARY SCHOOL STUDENTS IN THE ASPECT OF THE HUMANISTIC PARADIGM OF EDUCATION
DOI:
https://doi.org/10.17770/sie2020vol3.4855Keywords:
civic self-consciousness, humanistic paradigm of education, identity, responsibility, the cultural component of education, toleranceAbstract
Civic self-consciousness is a topical issue in present-day Latvia. After regaining of independence and joining the European Union, there appeared an opportunity to ensure real freedom and genuine democracy for all inhabitants in Latvia. Thus, new conditions were created for the development of civic self-consciousness in senior secondary school students. New guidelines are developed in the European system of education according to the new understanding of humanism. The key reference-point is the understanding that the main goal of education is to support the development of personality that will become an EU citizen and a professional. The study established that it is necessary to develop civic self-consciousness so that Latvian secondary school students could become European-type citizens and professionals.
The research deals with the analysis of a new model of education, the basis for developing civic self-consciousness in senior secondary school students. The research has determined the structure of civic self-consciousness and demonstrated the interconnectedness of its structural components (tolerance, responsibility and intercultural identity).
The aim of the research: to analyse the possibilities of a new model of education in developing the civic self-consciousness of senior secondary school students, to determine its essence, structure and characteristics. The research methods include analysis, survey, testing, conversation, an ascertaining experiment, mathematical statistics.
The research results: there was determined the structure of civic self-consciousness as a precondition for the development of civic self-consciousness in senior secondary school students and conducted the analysis of ideas concerning new humanism in education and a new model of education (education – culture – individual).
References
Alijevs, R. (2005). Izglītības filosofija 21. gadsimts [Philosophy of education in the 21stcentury]. Rīga: Retorika A.
Čehlova, Z. (1995). Skolēnu personības attīstība mācību procesā [The development of students’ personality in the process of learning]. Rīga: Latvijas Universitāte.
Čehlovs, M. (2011). Vidusskolēnu pašnoteikšanās attīstības humanitārie aspekti [The humanitarian aspects of the self-determination of secondary school students]. Rīga: RAKA.
Chehlov, M. & Chehlova, Z. (2015). The development of the professional self-determination of senior secondary school students in the process of specialized education. Society, Integration, Education. Rēzekne: Rēzeknes Augstskola.
Chehlova, Z. (2006). The Development of Citizenship for Senior Form Students in the Schools of National Minorities. Citizenship Education: Europe and the World. London: CiCe.
Chehlova, Z., Chehlov, M., & Gode, I. (2019). Pedagogical Conflict - the Contemporary Technology of the Competency-Based Approach. Society, Integration, Education. DOI: http://dx.doi.org/10.17770/sie2019vol2.3722
Chehlova, Z., Kevisha, I., & Chehlov, M. (2013). Pedagogical conditions for the development of citizenship for senior secondary school students in Latvia. Identities and citizenship education: Controversy, crisis and challenges. Lisbon: CiCea.
Gilbuh, J. (1995). Test-oprosnik lichnostnoi zrelosti [Personal maturity questionnaire]. Kiiv.
Ginzburg, М. (1994). Psihologicheskoe soderzhanie lichnostnogo samoopredelenija [The psychological content of personal self-determination]. Voprosy psihologii [Issues in psychology], 3. Moskva: Prosveschenie.
Golovaha, Е. (1988). Zhiznennie perspektivy i professionalnoe samoopredelenie molodezhi [The life prospects and professional self-determination of young people]. Kiiv: Pedagogika.
Krxywosz-Rynkiewicz, B. (2012). Responsibility as a personal, local and global phenomenon. Creating Communities: Local, National and Global. York: CiCea.
Matsumoto, D. (2007). Culture and Psychology. Wadsworth Publishing Company.
Neimatov, Y. (2002). Obrazovanie v XXI veke: tendencii i prognozy [Education in the 21st century: the trends and predictions]. Moskva: Algorytm.
Ross, А. (2006). Introduction: Constructing Citizenship through Teaching. Citizenship Education: Europe and the World. London: CiCe.
Ross, A. (2013). Intersecting identities: young people’s constructions of identity in south-east Europe. Identities and citizenship education: Controversy, crisis and challenges. Lisbon: CiCea.
Spinthourakis, J., Acar, E. A., & Korhonen, R. (2010). Primary and early childhood teacher education and multicultural efficacy. Lifelong Learning and Active Citizenship. Bratislava: CiCea.
UNESCO. (1995). Declaration of principles on tolerance. Retrieved from: http://portal.unesco.org/en/ev.php-URL_ID=13175&URL_DO=DO_TOPIC&URL_SECTION=201.html
Downloads
Published
Issue
Section
How to Cite
