الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص An introduction: The purpose of education in its general sense is to promote the spirit of citizenship and to spread the will to understand and activate the human and peoples rights as recognized in the charter of the United Nations, and to integrate the concepts of the system of teaching civic education in the curricula and the civilization of them in order to study contemporary global issues and keep pace with the rapid changes taking place in the world To the scientific and practical interrelationship between what happens inside the educational institution and what is happening in the world. Civic education is the curriculum of the educational activity carried out by the school to nurture the spirit of citizenship and readiness of the individual to assume its responsibilities, including the proper social behavior towards different positions of activity and dealing in daily life. The aim of civic education is to provide individuals with the necessary information, attitudes and skills to exercise their rights and responsibilities as active citizens at all political, economic and social levels. Civil education is based on four dimensions: knowledge, values, practices and relationships; civic education does not merely fill students’ minds with information about dignity, freedom, equality, And other rights, but also on the basis that the student exercises these rights and believes in them as the rights of others, and respects them as principles of high value. Interactive and constructive relations between the student and3 his family, graduate, and his field of work and society in which it lives, and between him and the nation’s relations dominated membership and uphold the public interest and participation. In England, the Secretary of State for Education announced on January 20, 2011, the revision of the national curriculum to give people more freedom to make their decisions. The State Department decided to lead this work with Tim Oaks, Director of Evaluation and Development Research, Senior experts and academics, and a team of experts also supported the Department in undertaking a detailed review by providing advice on building the content of the new national curriculum and drawing a panel on the reporting base. Research problem: In spite of Egypt’s efforts to support the objectives of teaching civic education in secondary education and to start a steady pace towards this education, the efforts exerted in this regard are still limited and not commensurate with the importance of this area, due to factors including: 1- Increase the rate of some negative phenomena among young people, which weaken the degree of national belonging, such as indifference and alienation and political and social uncertainty. 2- Lack of education and knowledge among secondary school students to teach civic education in the political and social sphere. 3- The emergence of negative expression behaviors and low degree of political participation, the most important weakness of political culture and weakness of the sense of belonging and lack of awareness of contemporary political issues and the weakness of the ability to choose for young people. 4- Lack of a culture of tolerance, understanding and non-violence in school curricula. 5- vibration of the value system and ethics in general.4 6- The lack of objectives achieved by teaching some of the current courses on achieving citizenship in its comprehensive sense. 7- lack of activities that instill loyalty and patriotism among students. 8- Weakness of sense of belonging or sense of belonging, at a time when different cultures have been integrated as a result of the emergence of the concept of globalization with its external variables, or negatively affect the national identity and cultural. Based on the above, the procedural steps of the research can be determined according to the comparative approach as follows: 1- Historical development statement. 2- Conduct a comprehensive description. 3- Conduct cultural analysis. 4- Comparing the explanatory comparison. 5- Introduce a set of procedures. Research Methodology: The researcher uses the comparative method, which is the most appropriate methods used, the most indicative of comparative education, and the most comprehensive of the sub-curricula used, and the dimensions and methodology of comparative educational research in the following - The historical dimension: It is specialized in studying the phenomenon of education subject of research and its relationship to other educational phenomena related, as well as its relationship with its society in the selected countries, that is interested in shedding light on the beginning of the emergence of the phenomenon and then evolution. - The descriptive dimension: It is done on two levels: The first is to study the educational phenomenon in its normative position, and to clarify the relations between the parts of the educational5 phenomenon itself and the relations between the phenomenon and its surrounding environment. - Cultural analytical dimension: It is concerned with showing the forces and cultural factors responsible for the current state of the educational phenomenon. - Comparative comparative dimension: It is intended to identify similarities and differences of the educational phenomenon in the research countries, and interpretation. - Predictive dimension: It reflects the utilitarian or reformal aspect of comparative education, but in terms of looking forward to the educational future of the phenomenon of education subject matter Search steps: The search goes through steps in: 1- The first step: Determining the general framework of the research, including the introduction of the research, the research problem, the research limits, the research objectives, the importance of the research, its sources, research terms, research methodology, steps and previous studies. 2- The second step: teaching civic education in contemporary educational thought 3- The third step: the education of civic education in secondary education in Egypt and the forces and cultural factors affecting it 4- The fourth step is to teach civic education in secondary education in England and the forces and cultural factors that influence it. 5- Step 5: Teaching Civic education in the secondary education in the United States of America and the forces and cultural factors affecting it. 6- Step 6: Comparative comparative study of Civic education education in secondary education in both Egypt and the comparison countries.6 7- Step 7: Proposed procedures for the development of Civic education in secondary education in Egypt in the light of comparative comparative study in comparison countries in line with the nature of Egyptian society |