The Reconsideration of Citizenship Education in Taiwan: Focus on the Capacities of Identity Construction
Date Issued
2007
Date
2007
Author(s)
Liu, Ming-Lung
DOI
zh-TW
Abstract
The characteristic of this research is from the point of view of citizen identity to reconsider citizen problems and citizenship education. Taken as the analytic approach, citizen identity will clearly show the axis of citizen problems and citizenship education.
As is known to all, the problems of citizen identity in Taiwan is getting worse and worse, including not only the social aspect, such as continuing conflicts between parties, but the self aspect, like citizen’s confusion of values. Pitifully, in our traditional citizenship education, those problems of citizen identity in Taiwan have not been dealt with well. To this end, this thesis intends to focus on those problems and draws up one kind of ideal course of citizenship education, which may cultivate student’s corresponding abilities of identifying.
According to the researches of citizenship education, those abilities can be approximately divided into two aspects: reflectivity aspect and conscience aspect. The abilities of reflectivity aspect refer to disengaging from one’s original thinking context and thinking from others’ viewpoints, or even agreeing on others’ discourses. The abilities of conscience aspect mean the logical thinking and value-judging from personal point of view, or the practical action to influence others’ identities. Through the operations and dialogs of these two aspects of abilities, the problems of citizen identity can be dealt with properly, that is to say the different citizen identities can proceed rational and pragmatic negotiations. Moreover, individuals’ self-identities can be balanced in consequence.
To cultivate such students’ abilities of identifying, this thesis draws up one kind of ideal course of citizenship education, which includes three parts: hidden, formal, and informal curriculum. Firstly, the hidden curriculum refers to the attitudes of teachers and the atmosphere of school culture that would have deep and long-lasting effects on learners. Secondly, the formal curriculum embraces two kinds of pedagogies: case method and issue-centered method, proved to be capable of cultivating the students’ abilities of identifying. Lastly, the informal curriculum would provide learners with the opportunities of practicing the abilities of identifying in real life. Through the three parts of curriculum, the learners’ abilities of identifying can be cultivated properly, including the decent citizen attitudes and beliefs, as well as the practicing and participating abilities to develop the civil society in Taiwan.
Subjects
公民教育
公民認同
認同衝突
反思
良心
案例教學
議題中心
Citizenship Education
Citizen Identity
Identity Conflicts
Reflectivity
Conscience
Case Method
Issue-centered Method
Type
thesis