Introduction of the book "From citizenship to citizenship education: process and challenges"
In her letter to the Lebanese State, through the ministry of culture, mediated by Lebanese ambassador to UNESCO, Mrs. Sylvie Fadlallah, the General Director of UNESCO, Mrs. Irina Bokova said:
“It’s the least to say that the International Center for Human Sciences has a key role to play, and I, in advance, applaud the efforts that seek to strengthen the bonds of cooperation between Lebanon and UNESCO, in order to make this institution a cornerstone for researches in the field of social and humanity sciences, and a top level interlocutor in relation to the culture of peace".
After discontinuity of scientific and cultural activities, which were the reason for establishing the International Center for Human Sciences -Byblos- (Lebanon), because of diverse and interrelated reasons related to the local and international conditions, the Center is back again to engage in the assigned tasks, adopting the international project, that was put forward by the United Nations Educational, Scientific and Cultural Organization (UNESCO ), through an international round table, held at its headquarters in Paris in 21- June-2011. Researchers and thinkers from around the world, have participated in the work of this international conference, they presented ideas and proposals, that can form a" road-map" for the optimum idea of democracy, considering an ambitious project and achievable aspirations according to spaciousness of types, and varied styles, not only as a single, imposed and rigid pattern.
Considering the optimum idea, democracy aims primarily to preserve and promote individual dignity and fundamental rights, to guarantee social justice, to foster the economic and social development of the community as a whole, to strengthen social cohesion and national order, and to engender a climate suitable to international peace. As a way of managing the state affairs, democracy also has the unique virtue of establishing a political system capable of self-correction. This is mentioned in the" road-map", drawn up by (UNESCO), which makes the International center for Human Sciences in Byblos, hold the responsibility to go into the midst of the details, by putting procedural and research programs, in multidisciplinary fields of human sciences.
No matter how different and varied the methods and ways are, that lead countries to change to democracy, " citizenship education" remains the pivotal procedural means, that should be strengthened, and put into practice by creative, capable ideas and by providing appropriate opportunities to achieve its goals. In this context, the International Center for Human Sciences, in its first appearance, and in this new phase of joining other Centers that work under the auspices of UNESCO, has the pleasure to publish a book entitled "from citizenship to citizenship education: process and challenges" by Prof. Nemer Frayha.
Dr. Frayha is an international expert in educational affairs, have known him in Lebanon as a professor at the Faculty of Education, in the Lebanese University, then the head of the Educational Center for Research and Development, and then became a consultant for Curriculum Education in Oman between 2004 and 2009, and then dean of the College of Sciences and Arts at the University of Zofar (Sultanate of Oman) between 2009 and 2011, to return to the Lebanese University as an instructor at the Higher Institute for PhD.
Dr. Adonis Al Akra The International Center for Human Sciences Director Byblos - Lebanon
Table of contents
Part One: Emerging and development of citizenship
Citizenship in ancient time Athenian model Romanian citizenship Byzantine citizenship
Citizenship and religion
Christian concept of citizenship The hundred year war and citizenship Church and citizenship after "Westphalia" Islam concept of citizenship The citizenship at present in the Islamic State Secularism and the identity in the modern state from an Islamic perspective
Citizenship and Democracy Citizenship and dictatorship Citizenship and revolution: The Arab spring model Dimensions of contemporary citizenship Citizenship and Gender Citizenship and development Cosmic citizenship and globalization Electronic or digital citizenship
Challenges of citizenship
The content of pluralistic society The erosion of national sovereignty Society with high illiteracy rate The driven society Weakness of faith in homeland Intolerance The religious identity Marginalization of competencies Part two: Citizenship education for a constructive citizenship
Depending on education to achieve citizenship Educational philosophy and citizenship education The educational process Curriculum and citizenship education Academic materials and citizenship education Teaching methods Rating The teacher The educational atmosphere
The fields of citizenship education and elements
Cognitive domain Skill area Moral domain The national field The area of participation Citizenship education, technology and development Citizenship education and globalization
Citizenship education challenges
Academic challenges The role of decision-makers Cloning future citizens Political, social and economical practices Different affiliations and loyalties
Citizenship education and the future
The flowering of educational philosophy Educational policy input Curriculum development Preventing citizenship education from being an academic material Teacher training Sophisticated school Effective school management Presenting the ideal manager
- Arabic references list - Foreign references list