Experiential Learning and Political Education in Citizenship Education
DOI:
https://doi.org/10.55707/ds-po.v38i3-4.112Keywords:
experiential learning, citizenship education, education, politicsAbstract
Citizenship education is an important part of education systems, not least because it provides knowledge about politics and the political regime. Young people need to be empowered to be knowledgeable about politics and to have the ability and ambition to make a socio-political impact. The paper looks at experiential learning as a holistic approach to citizenship education and the teaching of political topics. The initial hypothesis, based on the theories of Dewey, Kolb and Freire, is that experiential learning
starts with the learner and his/her existing knowledge and contexts, through which the learner reflects on the content through experience and concrete action. A reflection on the curricula of the lower secondary subject Patriotic and civic culture and ethics, and the upper secondary compulsory elective subject Active citizenship shows that the elements of the pedagogical-didactic orientation of experiential learning are partially present, but that they are weakly explained and operationalised. Therefore, an in-depth conceptualisation of the dimensions of an experiential learning approach in the context of citizenship education and the provision of political content aimed at the socio-political empowerment of young learners is also offered.
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