Two Kinds of Political Awakening in the Civic Education Classroom. A Comparative Argumentation Analysis of the “Constitutional Debates” of Two “Found-a-Village” Projects with 8th Graders

dc.creator	Andreas Petrik
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:27Z
dc.date.available	2015-08-12T11:20:27Z
dc.identifier	1611-9665
dc.identifier	1618-5293
dc.identifier	https://doaj.org/article/9392b27b69b44f42824a3d243f067ae2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28291
dc.description	This article proposes an adaption of the Toulmin model of argumentation as a congenial method to investigate interactive political learning processes. The interactive learning environment is provided by the “Found-a-Village” project, where students simulate to establish their own social and political system. I will start my essay by introducing the “genetic” village-setting which works as a trigger for the formation of political judgment and conflict resolution skills. Then, I will define claims, grounds, warrants and premises as basic parts of Toulmin’s model. After presenting six types of politically relevant warrants, I will present a four-level-model for the analysis of political learning processes, distinguishing private, public, institutional and systemic perspectives on politics. Later on, I apply this model by comparing two quite different classes during the initial phase of their village-projects: While the “public” class uses the simulation to seriously negotiate their political values, the second class takes a fairly playful and “private” time-out from typical instruction. Both classes, at a different speed, undergo a continual development from unfounded claims and inadequate arguments to the reflection of their own and opposed political value-orientations. The analysis of implicit parts of individual argumentation confirms the method to be helpful for teachers’ diagnosis skills.
dc.language	English
dc.language	German
dc.publisher	Bielefeld University
dc.relation	http://www.jsse.org/2010/2010-3/pdf/Petrik-JSSE-3-2010.pdf
dc.relation	https://doaj.org/toc/1611-9665
dc.relation	https://doaj.org/toc/1618-5293
dc.source	Journal of Social Science Education, Vol 9, Iss 3, Pp 52-67 (2010)
dc.subject	Toulmin
dc.subject	argumentation analysis
dc.subject	documentary method
dc.subject	judgment skills
dc.subject	conflict resolution skills
dc.subject	“Found-a-Village”-Project
dc.subject	simulation
dc.subject	political ideology
dc.subject	political identity development
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Social sciences (General)
dc.subject	H1-99
dc.subject	Social Sciences
dc.subject	H
dc.title	Two Kinds of Political Awakening in the Civic Education Classroom. A Comparative Argumentation Analysis of the “Constitutional Debates” of Two “Found-a-Village” Projects with 8th Graders
dc.type	article