Alte Ziele, neue Methoden: Aktives Lernen als Mittel zur Demokratieerziehung in der politikwissenschaftlichen Hochschullehre

Lambach, Daniel

doi:10.5771/0044-3360-2017-4-437

Cited by 10 publications

(3 citation statements)

References 6 publications

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“…175–177). Analogously, educational work is required that focuses less on passive forms of learning (such as lectures or “paper seminars”) and instead more on active learning (Lambach, 2017, p. 445). Activating methods/formats with the intention of developing cognitive and procedural competencies and ultimately strengthening attitudes and values are characterized by the fact that they encourage learners to “do” and “reflect” (Lambach, 2017, p. 447).…”

Section: Civic Education and The Policementioning

confidence: 99%

Policing divided societies. Requirements for the civic education of police officers

Frevel

Kuschewski

2023

JCRPP

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Purpose The demands on the police to ensure security and order have increased in times of growing right-wing extremism, corona protests and widespread criticism of and dissatisfaction with democratic structures and processes. Protection, escort or even confrontation in the course of public demonstrations and protests as well as the protection, e.g. of politicians, synagogues or mosques requires additional deployment of the police and poses extended challenges. However, the police force itself also faces various problems with antidemocratic, violent or extremist police officers. The purpose of this paper is to elaborate why and how civic education of police officers can be a cornerstone to respond to the described challenges and improve democratic policing. Design/methodology/approach This paper describes how civic education can be organized in police training and further education and how it can be designed in cooperation with civil society actors. It is based on a research and development project conducted between 2016 and 2021 under the title “Civic Education and Police.” Findings Civic education can or could be an approach in sensitizing police officers to social conflicts and in better understanding the background and reasons for their deployment. Moreover, civic education can be helpful in preventing abuse of power and police violence, reducing negative aspects of esprit de corps and strengthening police legitimacy. Practical implications Civic education of police officers can help to understand conflicts and social tensions, strengthen the understanding of the society, improve police investigation, reduce misbehavior and support legitimacy in the democratic state. Originality/value The article uses findings from the project Civic Education and Police, which was funded by the Federal Agency for Civic Education between 2016 and 2021. Project partners were the German Police University and the University of Applied Sciences for Police and Public Administration in North Rhine-Westphalia. The project conducted empirical studies on the supply and demand structure of civic education for and in the police. In addition, a database of educational concepts, a series of conferences and a new journal for conference documentation, research and special issues were launched.

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Section: Civic Education and The Policementioning

confidence: 99%

Policing divided societies. Requirements for the civic education of police officers

Frevel

Kuschewski

2023

JCRPP

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“…Manche dieser Studierenden mag es in verantwortungsvolle Positionen in der Politik und anderswo verschlagen, wo ihnen unsere Anleitungen zum kritischen Denken, zur wissenschaftlich geleiteten Problemanalyse sowie zu Theorien und Methoden nützlich sein können (Hagmann und Biersteker 2014). Aber auch für diejenigen, die einen anderen Weg gehen, ist die durch uns vermittelte Bildung wichtig, denn sie befähigt sie zur Teilhabe als demokratische BürgerInnen und qualifiziert sie auch für andere anspruchsvolle berufliche Tätigkeiten (Lambach 2017;Juchler 2017).…”

Section: Introductionunclassified

“…sowie die für das jeweilige Bundesland gültigen Lehrpläne.Frage für die Politikwissenschaft erfolgen(Weißeno et al 2010;Lambach 2017;Gloe 2018), insofern sind viele der folgenden Kompetenzen nicht oder nur in ihrer konkreten inhaltlichen Ausformulierung IB-spezifisch.Als Ausgangspunkt greife ich auf drei Punkte aus den obigen Darstellungen des…”

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Die Lehre der Internationalen Beziehungen

Lambach¹

2020

Handbuch Internationale Beziehungen

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Wie können wir Studierenden die Internationalen Beziehungen (IB) in der Lehre vermitteln? Eine einfache Antwort auf diese Frage gibt es angesichts der unklaren Identität unseres zunehmend pluralistischen Fachs nicht. Dieser Artikel zeichnet die Konturen einer vielfältigen Disziplin nach und diskutiert, welche Fragen die aufgezeigten Veränderungen für unsere Lehre aufwerfen. Nach dem Modell des Constructive Alignment werden zunächst mögliche Kompetenzziele der IB-Lehre diskutiert. Anschließend werden Umsetzungsmöglichkeiten einer aktiven, kompetenzorientierten Lehre vorgestellt.

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Die Lehre der Internationalen Beziehungen

Lambach¹

2023

Handbuch Internationale Beziehungen

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Alte Ziele, neue Methoden: Aktives Lernen als Mittel zur Demokratieerziehung in der politikwissenschaftlichen Hochschullehre

Cited by 10 publications

References 6 publications

Policing divided societies. Requirements for the civic education of police officers

Policing divided societies. Requirements for the civic education of police officers

Die Lehre der Internationalen Beziehungen

Die Lehre der Internationalen Beziehungen

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