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Home » Research » List of Journals & Articles » Citizenship & National Education articles - Page 4

Citizenship & National Education articles - Page 4

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Tan, T. W., & Chew, L. C. (2004). Moral and citizenship education as statecraft in Singapore: A curriculum critique. Journal of Moral Education, 33(4), 597-606.

ABSTRACT. This is a brief review of the Civics and Moral Education programme currently in use in Singapore schools. The paper offers an appraisal of the rationale provided in policy statements and of selected official and students' workbook descriptions of curricular content, activities and pedagogic theories. It shows that the Civics and Moral Education programme is more a matter of training students to absorb pragmatic values deemed to be important for Singapore to achieve social cohesion and economic success, rather than moral education as the development of intrinsic commitment to and habituation in the practice of values, defended on autonomous moral considerations and not mere national expediency. Whilst educationists would be inclined to take issue with the programme's ultimate stand on values, they might warm to the pedagogy it prescribes in terms of the need for character-building by practice and experience, and also the importance of reasoning in the resolving of disputes and dilemmas.

Wang, C. K. J., Khoo, A., Goh, C. B., Tan, S., & Gopinathan, S. (2006). Patriotism and national education: Perceptions of trainee teachers in Singapore. Asia Pacific Journal of Education, 26(1), 51-64.

ABSTRACT. The effective teaching of national education requires from the teacher a sense of commitment and personal conviction. The teacher has to demonstrate confidence in what is said and taught in class and, more importantly, through his or her personal values and convictions. In other words, the teacher is required to be patriotic. This paper examines the different types of patriotism among trainee teachers in Singapore, and how these types of patriotism influence their perceptions of citizenship values, the importance of national education, and the extent to which national education is viewed as government propaganda. The results revealed four homogenous clusters that differed significantly in terms of their perceptions.