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Civic values and the subject matter of educational courses

机译:公民价值观与教育课程的主题

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摘要

It is widely agreed that formal learning can influence people's social attitudes and can encourage them to take part in civic activities. Less investigated, however, has been the question of whether these effects flow from any kind of education, or whether particular subjects of study are more relevant to civic values than others. The 1958 and 1970 British birth cohort studies are used to investigate this question. Longitudinal data are essential here in three respects. They allow the accumulation of information about many episodes of learning, and so allow attention to be given to learning in adulthood, vocational courses, and informal learning as well as to courses that are part of formal initial education. They allow numerous confounding factors to be controlled for. And, with such controls, they allow the question of whether there might be long-term influences of learning. The conclusion is that courses in the social sciences and humanities are more strongly associated with socially liberal values and with participation than other courses, but that (by comparing cohorts) this distinction might be declining over time.
机译:人们普遍认为,正式学习可以影响人们的社会态度,并可以鼓励他们参加公民活动。然而,关于这些影响是否源于任何形式的教育,或者特定的学习科目是否比其他学科更与公民价值相关,问题的研究较少。 1958年和1970年的英国出生队列研究用于调查这个问题。纵向数据在三个方面至关重要。它们可以积累有关许多学习事件的信息,因此可以使人们关注成人,职业课程和非正式学习中的学习,以及正规初始教育中的课程。它们允许控制许多混杂因素。而且,有了这样的控制,他们就可以提出是否会对学习产生长期影响的问题。结论是,与其他课程相比,社会科学和人文学科课程与社会自由主义价值观和参与度之间的联系更为紧密,但是(通过比较同类人群)这种区别可能会随着时间而减少。

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  • 来源
    《Oxford Review of Education》 |2009年第1期|81-98|共18页
  • 作者

    Lindsay Paterson;

  • 作者单位

    University of Edinburgh, UK;

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  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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  • 入库时间 2022-08-17 13:09:31

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