Beschreibung
This book explores the relationship between citizenship and civism through a general survey of European history. It begins with an exploration of the dynamics of citizenship and civism in the formative Neolithic and classical societies, followed by an exploration of the middle ages, renaissance, reformation, and the enlightenment. The latter half of the book focuses on the rise of the modern nation-state following the French Revolution. The chapters spanning the eighteenth, nineteenth, and twentieth centuries focus on the development of citizenship and civism in Britain, France, Germany, and Russia.
Autorenportrait
The Author: Thomas L. Dynneson served as Professor of Anthropology and Education at the University of Texas and as Visiting Scholar at Stanford University. He received his Ph.D. from the University of Colorado, specializing in education and anthropology. In addition to numerous articles in a wide range of professional journals, he has served as a guest editor for various journals and has authored research monographs and college-level textbooks. He edited and co-authored
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Rezension
«A properly contextualized understanding of citizenship is vital for clear thinking and appropriate action in schools and universities. Professor Dynneson’s authoritative account of the historical background of citizenship and civism in Europe is essential reading. He has written a very important book that deserves a large audience. Academics, policy makers, teachers and others involved in the debates and practice of citizenship education will benefit enormously from the clear and intelligent discussion of fundamental issues.» (Dr. Ian Davies, Senior Lecturer, Department of Educational Studies, University of York, United Kingdom)
«Thomas L. Dynneson gives us a remarkably broad-scale and useful study of the meaning of citizenship and the role of civic education in the history, politics and culture of European societies from ancient times to the present. He relies upon a wide range of international sources written by academic historians and social scientists as well as by professional educators; some of their writings were published as early as the 1920’s and others are as recent as Jacques Barzun’s ‘From Dawn to Decadence’ in 2000.» (R. Freeman Butts, William F. Russell Professor Emeritus in the Foundations of Education, Teachers College, Columbia University)
