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[name] => Violence against women and domestic violence
[desc] =>
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(
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[3] => Array
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(
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[4] => Array
(
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(
)
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[5] => Array
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(
)
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[6] => Array
(
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(
)
)
)
)
[2] => Array
(
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[0] => Array
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[link] => https://book.coe.int/en/180-democracy-through-law
[name] => Democracy Through Law
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
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[name] => Forum for the Future of Democracy
[desc] =>
[children] => Array
(
)
)
[2] => Array
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(
)
)
)
)
[3] => Array
(
[id] => 186
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[name] => Human dignity
[desc] =>
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(
)
)
[4] => Array
(
[id] => 193
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[0] => Array
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[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 195
[link] => https://book.coe.int/en/195-european-social-charter
[name] => European Social Charter
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 205
[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 196
[link] => https://book.coe.int/en/196-migration
[name] => Migration
[desc] =>
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(
)
)
[4] => Array
(
[id] => 190
[link] => https://book.coe.int/en/190-gender-equality
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[desc] =>
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(
)
)
[5] => Array
(
[id] => 197
[link] => https://book.coe.int/en/197-council-of-europe-development-bank
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[desc] =>
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(
)
)
[6] => Array
(
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[name] => LGBT
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(
)
)
[7] => Array
(
[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
[desc] =>
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)
)
)
)
[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
[children] => Array
(
)
)
)
)
[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
[name] => Health
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 212
[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
[desc] =>
[children] => Array
(
)
)
)
)
[8] => Array
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[id] => 215
[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
[desc] =>
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 217
[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
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[9] => Array
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[link] => https://book.coe.int/en/218-minorities-rights
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[0] => Array
(
[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
[name] => National minorities
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(
)
)
[1] => Array
(
[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
[name] => Minority languages
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)
)
[2] => Array
(
[id] => 221
[link] => https://book.coe.int/en/221-roma-and-travellers
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)
)
)
)
[10] => Array
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(
[0] => Array
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[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
[name] => Teaching History
[desc] =>
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(
)
)
)
)
[11] => Array
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[id] => 233
[link] => https://book.coe.int/en/233-law
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[link] => https://book.coe.int/en/234-organised-crime
[name] => Organised crime
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)
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[1] => Array
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)
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[id] => 237
[link] => https://book.coe.int/en/237-personal-data
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[link] => https://book.coe.int/en/175-european-prison-reform
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(
)
)
[4] => Array
(
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)
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1
Catalog
PDF - Kompetenzen für eine demokratische Kultur - Gleichberechtigtes Zusammenleben in kulturell unterschiedlichen demokratischen Gesellschaften (Competences for democratic culture German version) (2018)
Die heutigen Gesellschaften in Europa sehen sich mit vielen Herausforderungen konfrontiert, u.a. sinkender Wahlbeteiligung, einem steigenden Misstrauen gegenüber Politikern, einer hohen Zahl von Hassverbrechen, Intoleranz und Vorurteilen gegenüber ethnischen und religiösen Minderheiten und einer steigenden Unterstützung eines gewaltbereiten Extremismus. Diese Herausforderungen bedrohen die Legitimität demokratischer Institutionen und die friedliche Koexistenz in Europa.
Die Schulbildung ist ein wichtiges Instrument, mit dem man diesen Herausforderungen begegnen kann. Geeignete Bildungsinhalte und Praktiken können das demokratische Engagement beflügeln, Intoleranz und Vorurteile reduzieren und die Unterstützung von gewaltbereitem Extremismus senken. Zur Erreichung dieser Ziele müssen Pädagogen jedoch ein klares Verständnis der demokratischen Kompetenzen haben, die über den Lehrplan vermittelt werden sollen.
Dieses Buch präsentiert ein neues konzeptuelles Modell der Kompetenzen, die Bürger benötigen, um an einer demokratischen Kultur teilnehmen und friedlich zusammen mit anderen in kulturell unterschiedlichen Gesellschaften leben zu können. Das Modell ist das Ergebnis einer intensiven zweijährigen Arbeit und wurde im Rahmen einer internationalen Konsultation von führenden Bildungsexperten einhellig befürwortet. Das Buch beschreibt im Detail das Kompetenzmodell und die für seine Entwicklung eingesetzten Methoden. Das Modell liefert ein robustes konzeptuelles Fundament für die zukünftige Ausarbeitung von Lehrplänen, Lehransätzen und Bewertungen für die Demokratie- und Menschenrechtserziehung. Seine Anwendung wird Bildungssysteme auf wirksame Weise ermöglichen, Schüler auf ein Leben als engagierte und tolerante demokratische Bürger vorzubereiten. Das Buch ist die erste Komponente eines neuen Referenzrahmens des Europarats für Kompetenzen für eine demokratische Kultur. Es ist unverzichtbarer Lesestoff für alle bildungspolitischen Entscheidungsträger und Pädagogen, die in den Bereichen Demokratieerziehung, Menschenrechtserziehung und interkulturelles Training arbeiten.
INFORMATIONEN ZU DIESEM DOKUMENT
VORWORT
ZUSAMMENFASSUNG
1. EINLEITUNG
2. EINE GRUNDANNAHME: KOMPETENZEN SIND NOTWENDIG, ABER NICHT AUSREICHEND
3. EINE WEITERE GRUNDANNHAME: ALLE JULTUREN SIND IN SICH HETEROGEN, STRITTIG, DYNAMISCH UND ENTWICKELN SICH STETIG
4. DAS DEM VORLIEGENDEN KOMPETENZMODELL ZUGRUNDE LIEGENDE
KONZEPT 23
5. DIE ZUR ERMITTLUNG DER IN DAS MODELL AUFZUNEHMENDEN KOMPETENZEN VERWENDETE ARBEITSMETHODE
5.1. Auswertung bestehender Kompetenzsysteme
5.2. Aufschlüsselung bestehender Kompetenzsysteme
5.3. Identifizieren der in das Modell aufzunehmenden Kompetenzen
6. DAS MODELL
6.1. Werte
6.2. Einstellungen
6.3. Selbständige Lernkompetenzen
6.4. Wissen und kritisches Denken
7. SCHLUSSBEMERKUNGEN
ANHANG A
DIE QUELLEN DER KOMPETENZSYSTEME, DIE FÜR DAS PROJEKT AUSGEWERTET WURDEN
ANHANG B
DIE 55 MÖGLICHEN KOMPETENZEN, DIE IN DEN 101 KOMPETENZSYSTEMEN IDENTIFIZIERT WURDEN
ANHANG C
WEITERE LESEEMPFEHLUNGEN, DIE NICHT IN ANHANG A ENTHALTEN SIND
ANHANG D
AUTOREN UND BEITRAGENDE
Die heutigen Gesellschaften in Europa sehen sich mit vielen Herausforderungen konfrontiert, u.a. sinkender Wahlbeteiligung, einem steigenden Misstrauen gegenüber Politikern, einer hohen Zahl von Hassverbrechen, Intoleranz und Vorurteilen gegenüber ethnischen und religiösen Minderheiten und einer steigenden Unterstützung eines gewaltbereiten Extremismus. Diese Herausforderungen bedrohen die Legitimität demokratischer Institutionen und die friedliche Koexistenz in Europa.
Die Schulbildung ist ein wichtiges Instrument, mit dem man diesen Herausforderungen begegnen kann. Geeignete Bildungsinhalte und Praktiken können das demokratische Engagement beflügeln, Intoleranz und Vorurteile reduzieren und die Unterstützung von gewaltbereitem Extremismus senken. Zur Erreichung dieser Ziele müssen Pädagogen jedoch ein klares Verständnis der demokratischen Kompetenzen haben, die über den Lehrplan vermittelt werden sollen.
Dieses Buch präsentiert ein neues konzeptuelles Modell der Kompetenzen, die Bürger benötigen, um an einer demokratischen Kultur teilnehmen und friedlich zusammen mit anderen in kulturell unterschiedlichen Gesellschaften leben zu können. Das Modell ist das Ergebnis einer intensiven zweijährigen Arbeit und wurde im Rahmen einer internationalen Konsultation von führenden Bildungsexperten einhellig befürwortet. Das Buch beschreibt im Detail das Kompetenzmodell und die für seine Entwicklung eingesetzten Methoden. Das Modell liefert ein robustes konzeptuelles Fundament für die zukünftige Ausarbeitung von Lehrplänen, Lehransätzen und Bewertungen für die Demokratie- und Menschenrechtserziehung. Seine Anwendung wird Bildungssysteme auf wirksame Weise ermöglichen, Schüler auf ein Leben als engagierte und tolerante demokratische Bürger vorzubereiten. Das Buch ist die erste Komponente eines neuen Referenzrahmens des Europarats für Kompetenzen für eine demokratische Kultur. Es ist unverzichtbarer Lesestoff für alle bildungspolitischen Entscheidungsträger und Pädagogen, die in den Bereichen Demokratieerziehung, Menschenrechtserziehung und interkulturelles Training arbeiten.
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