This important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.

The distinguishing characteristics, content and processes, and the variations of essential elements that are exemplified by projects in the United States and abroad in education for democratic citizenship are presented in this book. The volume addresses how international partnerships involving the United States and several post-communist countries advanced the cause of education for democracy. Chapter titles include: (1) "Concepts at the Core of Education for Democratic Citizenship" (John J. Patrick); (2) "Education for Constructive Engagement of Citizens in Democratic Civil Society and Government" (John J. Patrick); (3) "A Cooperative International Project to Develop and Disseminate a Framework on Education for Democratic Citizenship: Introduction and Rationale" (Charles F. Bahmueller); (4) "A Framework on Education for Democratic Citizenship: Summary and Commentary" (Charles F. Bahmueller); (5) "Civil Society and Democracy Reconsidered" (Charles F. Bahmueller); (6) "Civitas: An International Civic Education Exchange Program" (Charles N. Quigley; Jack N. Hoar); (7) "Reconsidering Issue-Centered Civic Education Among Early Adolescents: Project Citizen in the United States and Abroad" (Thomas S. Vontz; William A. Nixon); (8) "Guiding Principles for Cross-Cultural Curriculum Projects in Citizenship Education Reform" (Gregory E. Hamot); (9) "Building Democracy for the Twenty-First Century: Rediscovering Civics and Citizenship Education in Australia" (Murray Print); (10) "The Uses of Literature in Education for Democratic Citizenship: Lessons and Suggestions from the American Experience" (Sandra Stotsky); and (11) "Resources in ERIC on Education for Democratic Citizenship: International Perspectives." (Elizabeth R. Osborn). (LB)

The objective of this manual is to support teachers and practitioners in Education for Democratic Citizenship and Human Rights Education (EDC/HRE). It addresses key questions about EDC and HRE, including competences for democratic citizenship, the objectives and basic principles of EDC/HRE, and a whole school approach to education for democracy and human rights. The manual consists of three parts. Part I outlines the basic principles of EDC/HRE as far as they are helpful and meaningful for the practitioner. Part II gives guidelines and tools to design, support and assess the students' processes of constructivist and interactive learning. Part III provides toolboxes for teachers and students in EDC/HRE. The other volumes in this series offer concrete teaching models and materials in EDC/HRE for pupils from elementary to upper secondary level.

This collection of essays was derived from a meeting sponsored by the Center for Civic Education (California) and conducted by the Social Studies Development Center (Indiana). The meeting's central theme was education for democratic citizenship of prospective social studies teachers. Following an introduction, essays in the collection are: (1) "Why Should Civic Learning Be at the Core of Social Studies Teacher Education in the United States?" (R. F. Butts); (2) "Content at the Core of Education for Citizenship in a Democracy" (M. S. Branson); (3) "Components of Education for Democratic Citizenship in the Preparation of Social Studies Teachers" (J. J. Patrick and T. S. Vontz); (4) "Beyond the Methods Course: Civics as the Program Core in Elementary Teacher Education" (T. C. Mason and D. Y. Silva); (5) "Teaching to Public Controversy in a Democracy" (D. Hess); (6) "Teaching Teachers To Lead Discussions: Democratic Education in Content and Method" (W. C. Parker); (7) "Civic Intelligence and Liberal Intelligence in the History Education of Social Studies Teachers and Students" (L. R. Nelson and F. D. Drake); (8) "Using 'We the People...' Programs in Social Studies Teacher Education" (N. Haas); (9) "Democratic Teacher Education through Multicultural Service Learning" (M. Boyle-Baise); (10) "Education for Citizenship in a Democracy through Teacher Education: Examples from Australia" (M. Print); (11) "Education for Citizenship in a Democracy through Teacher Education: The Case of an American-Russian Partnership" (S. L. Schechter and C. S. White); and "Conclusion: Recommendations and Reactions." Appended are: "Civic Education: A Time of Challenge and Hope" (B. E. McClellan) and "Civic Education in Untroubled Times" (D. Warren). (BT)

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

The contributors to this volume have collaborated to present their work on introducing competences in intercultural communication and citizenship into foreign language education. The book examines how learners and teachers think about citizenship and interculturality, and shows how teachers and researchers from primary to university education can work together across continents to develop new curricula and pedagogy. This involves the creation of a new theory of intercultural citizenship and a procedure for implementation. The book is written by teacher researchers who aim to help other teachers, and concludes with reflections on the lessons they have learnt which will help others to implement these ideas in their own practice. The book is essential reading for foreign language educators and researchers, students in pre-service teacher training and teachers in in-service training.

In this short and powerful book, celebrated philosopher Martha Nussbaum makes a passionate case for the importance of the liberal arts at all levels of education. Historically, the humanities have been central to education because they have been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry in the United States and abroad. We increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable, productive, and empathetic individuals. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. In a new preface, Nussbaum explores the current state of humanistic education globally and shows why the crisis of the humanities has far from abated. Translated into over twenty languages, Not for Profit draws on the stories of troubling—and hopeful—global educational developments. Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.