Civic Education, Good Governance & Active Citizenship (7cr)

Evaluation scale

H-5

Objective

Upon completing the course, the student• has obtained a general understanding of the potential role of education, as a manageable change agent.• has become acquainted with the principles related to working with a multicultural class, and he/she has the capability to promote, in the school or the class, the practice of multicultural and responsible citizenship.• knows about the mutual interdependencies of the various components and structures of society.• understands principles of good governance and is able to apply them to various levels of human society, including the school environment and the classroom.• is capable of applying practices of good governance on the grassroots level, especially on the small local (village or neighbourhood) community level.• is acquainted with the trends and emerging requirements of international law and order, i.e. global governance.

Execution methods

Lectures: 24 h; group discussions: 6 h; exercises: 9 h; independent work: 146 h.

Accomplishment methods

Active participation in the lectures, group discussions and exercises; performing the exercise and simulation assignments (in small groups); getting acquainted with the literature; writing a learning journal (individually).

Content

Reactive vs. proactive education and its future-building role; the significance of universal participation to social existence and justice; exercise task: planning an experimental curriculum for ‘global education’; participants of society: individuals, institutions and the community; cohesive forces of society: ethos and legislation; general principles of good governance; the problematic nature of power and pursuit of power; democracy as an attempt to harness the wielding of power for common good instead of the privilege of those in power; education as a tool for conflict prevention and post-conflict stabilization; the possibilities of global governance; simulation task: exercise in democratic and participatory problem-solving.

Materials

See

Teaching methods

See <http://ktk.ulapland.fi/globaleducation/GKAS3413>

International connections

See <http://ktk.ulapland.fi/globaleducation/GKAS3413>

Assessment criteria, satisfactory (1)

Fail (0): The assigment is highly incomplete or erroneous, or it includes significant misunderstandings.

Adequate (1): The assignment is very limited and shallow; it discusses topics incoherently and one-sidedly; it includes numerous errors and ambiguities.

Satisfactory (2): The assignment is limited and corresponds poorly to the given task; it discusses topics one-sidedly; it includes some errors and ambiguities.

Assessment criteria, good (3)

Good (3): The assignment corresponds mostly with the given task, and it shows understanding and a skill to analyse and give arguments; it seeks an overall picture, but it includes some flaws.

Commendable (4): The assignment corresponds with the given task, and it shows understanding and a skill to analyse and give arguments and it forms an overall picture; it include very few flaws.

Assessment criteria, excellent (5)

Excellent (5): The assignment is a coherent and comprehensive whole, which applies matters in a versatile manner or sets them in various contexts; it shows critical thinking and independent insights; the text is well written.

Qualifications

courses GKAS3411-GKAS3412 (exceptions negotiable).

Further information

See <http://ktk.ulapland.fi/globaleducation/GKAS3413>