Restricted Access

Lifelong Citizenship

Lifelong Learning as a Lever for Moral and Democratic Values

Series:

Edited by Dorit Alt

As citizenship is lifelong and life-wide, the function of adult education is crucial to enable individual members of society to continue learning and improving their skills in the face of changing democratic societies. In recognition of the need to adjust higher education to democratic societies’ needs, this book focuses on examples of educational practices concerned with developing the necessary lifelong learning skills for democratic citizenship in the information era, with an emphasis on teacher education. The practices presented in this book primarily address the integration of lifelong learning skills with democratic citizenship skills, encapsulated in the concept of ‘lifelong citizenship’. This concept denotes the up-to-date skills required from a citizen in modern-day democracies along four key dimensions: (1) personal wellbeing, (2) digital literacy, (3) learning to learn by experience and practice, and (4) social cohesion and justice. This volume provides a valuable updated reference book for pedagogical and research purposes for a wide audience of students, teachers, policy-makers, curriculum designers, and teacher educators who deal with promoting lifelong learning, as well as for those who are interested in fostering capacity building initiatives in higher education to adapt teaching-learning-assessment processes to meet the lifelong citizenship dimensions.
Restricted Access

Changes in Teachers' Moral Role

From Passive Observers to Moral and Democratic Leaders

Edited by Dorit Alt and Roni Reingold

Education for democratic citizenship encompasses cognitive as well as moral characteristics. The responsibility for cultivating these democratic virtues is placed upon the shoulders of educators who are required to create and encourage democratic social life. These characteristics are constantly challenged in present society, in which subject-matter goals and instrumental skills are gaining more importance than socially-valued goals, thus tipping the scales in favour of cognitive skills. Promoting cognitive skills by itself cannot sufficiently influence the formation of a social disposition and could ultimately create, in Dewey`s words, ‘egoistic specialists’ who lack the moral and democratic virtues needed for the creation of genuine social life. This book emphasizes the pedagogical task of education in this regard, and strives to pay greater attention to the obligations of education as a moral socializing agent. This book offers four perspectives on which the education system needs to focus its attention in order to enhance democratic and moral values: Teachers’ and students’ concepts of moral and democratic education; curriculum design; democratic teaching instructional methods; and teacher education. This volume provides a valuable text for a wide audience of students, teachers, policy-makers, curriculum designers and teacher educators to use as an updated reference book for pedagogical and research purposes.
Restricted Access

The Dark Side of Teachers’ Behavior and Its Impact on Students’ Reactions

A Comprehensive Framework to Assess College Students’ Reactions to Faculty Incivility

Series:

Yariv Itzkovich and Dorit Alt

Abstract

In the framework of the EVLN model, we mapped features of responses to faculty incivility (FI), and validate the EVLN structure by analyzing qualitative data. Semi-structured interviews were conducted with 12 undergraduate third-year social-science students. The results foregrounded four categories: (1) exit (2) voice (3) loyalty and (4) neglect, which together assembled the EVLN theoretical model. This study enhances the understanding of FI implications for colleges, suggesting promoting a proactive policy of zero tolerance for FI. In this respect, colleges should also establish 'voice' mechanisms to enable targets of FI to speak up. By doing so, students might refrain from exit and would prefer voice channels as well as loyalty based on attachment, and not as a silent reaction based on weakness and absence of opportunities. Altogether these policies should promote teachers’ sensitivity for a concrete behavior that meets ethical standards of their profession namely teachers’ ethos.

Restricted Access

Lifelong Citizenship

Lifelong Learning as a Lever for Moral and Democratic Values

Series:

Dorit Alt and Nirit Raichel

Restricted Access

Learning to Learn by Experience and Practice

Promoting Skills for Lifelong Citizenship

Series:

Dorit Alt and Nirit Raichel

Restricted Access

Series:

Dorit Alt and Nirit Raichel