细丝
发表于 2025-3-25 05:45:37
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saphenous-vein
发表于 2025-3-25 07:46:32
Introduction,is not simply a pervading, disciplining force, but the object of constant public discussion. Crisis narratives are central to civic pedagogical drives, signalling shifts in state-citizen relations, in a dynamic of rising expectations.
可能性
发表于 2025-3-25 15:21:20
,Moralizing Citizens. Democracy and Civic Education During Reconstruction (1945–1950), a proportional electoral, broadcasting and education system. These visions differ from the disciplined democracy, which public officials, both in the Netherlands and other West-European countries promulgate, curtailing striking and demonstration rights, excluding Communists, and viewing democracy as mainly a tool to select leaders.
取回
发表于 2025-3-25 18:26:22
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缺乏
发表于 2025-3-25 23:47:04
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合乎习俗
发表于 2025-3-26 00:12:43
Participation and Indoctrination. Education and Democracy in the Long 1970s,erant citizens. This polarization produces a culture war, involving the left-wing Den Uyl government’s education policies, ‘state pedagogy’ and supposedly indoctrinatory radical youth work. Around 1980, both conservatives and progressives criticize radical democracy for being paternalist itself.
Exclaim
发表于 2025-3-26 06:53:58
Moralism and Hedonism. Towards a Pedagogic State Since the 1980s, individualism is combined with a communitarian moralism towards citizens. Reminiscent of the 1950s’ ‘national’ ecumenic ethos, this underpins the twenty-first century drive for civic education. A debate about ‘integration’ of ethnic minorities ensues, pitting libertarian values against ‘backward’ cultures of Muslims.
思想流动
发表于 2025-3-26 09:16:55
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idiopathic
发表于 2025-3-26 14:16:34
Book 2020 viewed more and more as objects of a pedagogical project, itself a controversial notion. Focusing on what democracy means practically in society, this book will be of interest to scholars of citizenship education and post-war Dutch political history..
以烟熏消毒
发表于 2025-3-26 18:55:56
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