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ɚȹɬʍʎɽʒȹʈʇȹ‘ɬʈɼʂɺʅȹɥɾɺʋʇʂʇʀ’ȹʂʇȹɞʅɾʆɾʇʍɺʋʒȹɬɼʁʈʈʅʌȹʂʇȹɛɾʋʅʂʇȹ
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ȹȹȹҹҔҴѝмуѽતႿ౓ࢯ‫گ‬њщјѠ͎ɬʈʓʂɺʅɾʌȹɥɾʋʇɾʇ͏Ѡ૰ಭѝࠖыѽ‫ڲ‬ৡੱȹȹȹᆵშȹ ຠȹ
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൉࿾൉޸ࢯ‫޸گ‬࿨ड़ࢂࡆᅃȹ ൊ 38 ߪൊ 1 ৺2016 ໧ 9 ॆȹ သੰ
Reprinted From
THE RESEARCH BULLETIN OF THE
FACULTY OF EDUCATIONOITA UNIVERSITY
Vol. 38, No. 1, September 2016
OITA, JAPAN኱ศ኱Ꮫᩍ⫱Ꮫ㒊◊✲⣖せ㸦Res. Bull. Fac. Educ., Oita Univ.䠅

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A Study on ‘Social Learning’ in Elementary Schools in Berlin
as German Citizenship Education
SUZUKI, Atsushi㸨

Abstract
In the context of globalisation, social rules and norms are changing, andin response, many countries have introduced education for citizens,particularly children, to develop them as members of the state and the society
and to adapt them to the changes resulting from the process of globalisation.
In this paper, I provide an overview and discuss the details of German
citizenship education.
The concept of ‘citizenship’ has a very wide range, and accordingly,
citizenship education has diverse contents.

To teach the appropriatecompetencies to students, many countries have adopted the method ofteaching the required skills in several separate school subjects and/or in one
cross-curricular subject.
education.

Lernen).

Germany uses the latter method for citizenshipThe cross-curricular subject is called ‘social learning’ (Soziales

Two elementary schools in Berlin have adopted several didactic methods
and even designed new activities for social learning. Through these methods,
the students learn not only about methods of violence prevention but also
ways to find better solutions to problems in cooperation with other students.
The approaches to social learning at both schools demonstrate the diversity
and breadth of German citizenship education.
࠙Key wordsࠚ  Citizenship Education, Moral Education, Social Learning(Soziales Lernen), German Education.

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1. Introduction

In recent decades, globalisation has affected the society and culture in many countries.

Received May 23, 2016.
㸨㕥ᮌ ⠜㸦ࡍࡎࡁ࣭࠶ࡘࡋ㸧 Department of Education, Oita University, 700 Dannoharu, Oita
870-1192, Japan.

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The effects appear in different forms in each country, and governments must attempt to deal
with the changes.

For example, in the U.K., immigrants now constitute a large part of the

population, approximately 7.9% (in England, approximately one person in eleven is a minority(9.1%) (Sakuma, 2007, p. 13); 30.9% of London’s population and 29.6% of Birmingham’s have an
immigrant background, and most of them are Muslim (Kitayama, 2013, p. 89)).

As a result of

this social change, it is inevitable that some minority groups, particularly the Islamic minority,
be permitted to run their own schools, financed partly through the public expense. Furthermore,
the majority needs to search for a way to coexist with the people with different cultures andreligions (Sakuma, 2007, p. 130).
As a result of globalisation, social rules and norms are also changing.

In France, forexample, where moral education was eliminated from the school curriculum after World War II,‘civic and moral education’ (l’éducation civique et morale) was reintroduced into the curriculumin 1998 (in 2008, it was renamed ‘civic and moral instruction’ (l’instruction civique et morale)) toteach human rights, citizenship and the responsibility and obligations of citizens (Suzuki, 2013,
pp. 111–112).

Besides France, other countries have also introduced citizenship education into

the school curriculum to educate children about how to act as members of the state and thesociety and to adapt them to the changes resulting from the process of globalisation.
However, the situation in Japan is different.

Sakuma, who has been engaged incitizenship education for foreigners, noticed, ‘In Japan, the concept of ‘citizenship’ has becomecommon neither at the community level nor within educational interests yet. Accordingly, there
are only a few textbooks that recognise foreigners as approved members of the community andtry to transmit to them the social skills and morals they should have as citizens’ (Sakuma, 2013,
p. 257).

In Japan, little attention is given to the concepts of ‘citizenship’ and ‘citizenshipeducation’, and the discussion on these matters is insufficient even today.
On the concept of ‘citizenship’, Kodama pointed out two problems to be solved:
The first problem is that … because the relation between the individual and thestate was not discussed enough under post-war democracy in Japan, many people
found the question on the relation between the individual and the state to be taboo.
Consequently, the concept of ‘citizenship’ did not become common.

The second

problem is that today, the framework of the nation state has become unstable inmany countries, so that the relation between ‘citizen’ and ‘nation’ that was previously
regarded as identical was also questioned.
(Kodama, 2003, p. 109)
Namely, there is no consensus on the concept of ‘citizenship’ to serve as the basis of
citizenship education in schools.
As we can understand from these two quotations, the concepts of ‘citizenship’ and‘citizenship education’ are not sufficiently known in Japan. Though there are special classes in

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‘Social Learning’ as German Citizenship Education

citizenship education conducted at several schools in Tokyo as exceptional cases (Karaki, 2013,
pp. 47–50), there is no model for the integration of citizenship education into the current
framework of Japanese education.
attempts made in Germany.

In this paper, I search for this model by examining theGerman education and its system are well known in Japan, andmany Japanese education researchers pay much attention to the latest changes in German
education. The current situation of German citizenship education, however, has been neglectedby Japanese researchers.

In this paper, I present an overview and analyse the details ofGerman citizenship education in three steps.

Firstly, I reflect on the latest situation of

citizenship education in European countries. Secondly, I focus on the framework of citizenshipeducation in Germany and social learning (Soziales Lernen) as its one form. Finally, I present
the content and didactic method of social learning classes in German elementary schools as an
example.

2. Citizenship Education in European Countries

Citizenship education remains neither a school subject nor a recognized part of thecurriculum in many countries.

There is a school subject called ‘citizenship’ in the U.K.

(especially in England), but we cannot find a corresponding concept in German education.

In

France, though there is the concept of ‘citizenship education’ (éducation à la citoyenneté), it is not
an independent subject; rather, it is taught segmentally in several subjects such as ‘civic andmoral instruction’ (instruction civique et morale).

Citizenship education has not existed as acommon subject within the curriculum of many countries even today.
The Education, Audiovisual and Culture Executive Agency (EACEA) pointed out the latest
situation of citizenship education in European countries as follows:
Citizenship education is part of national curricula in all countries.

It isdelivered in schools through three main approaches: as a stand-alone subject, as partof another subject or learning area, or as a cross-curricular dimension.

However, acombination of these approaches is often used. Twenty countries or regions dedicate
a separate compulsory subject to citizenship education, sometimes starting atprimary level, but more usually at secondary level. The length of time during whichcitizenship education is taught as a separate subject varies considerably between
countries, ranging from 12 years in France to one year in Bulgaria and Turkey.
European countries’ curricula reflect well the multi-dimensional nature of citizenship.
Schools are assigned objectives not only in terms of the theoretical knowledge
students should acquire, but also in terms of skills to be mastered, and attitudes andvalues to be developed; students' active participation in and outside school is also
widely encouraged.

In general, citizenship curricula cover a wide and very

comprehensive range of topics, addressing the fundamental principles of democratic

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societies, contemporary societal issues such as cultural diversity and sustainable
development, as well as the European and international dimensions.
(EACEA, 2012, p. 13)
So far, no consensus has been reached on the competencies that should be developed
through citizenship education.

For example, the European Union demands that citizenshipeducation develop competencies such as (1) knowledge of politics and its systems, (2) skills for
successful participation in politics, (3) democratic responsibility, (4) belief in democratic valuesand (5) capability of political participation.

In England, the Advisory Group on Citizenshiprequires the competencies of (1) social and ethical/moral responsibility, (2) capability ofparticipation in the community and (3) political literacy.

According to the German Society of

Political Education, the desired competencies are (1) political judgement, (2) political action and(3) intellectual skills to improve one’s competency in judgment and action (Kondou, 2013, p. 2).
These lists include a series of wide-ranging competencies. From a pedagogical viewpoint, it
may seem impossible to transmit (or teach, to put it more moderately) all these competencies tostudents through a single school subject.

In other words, it is essential to divide thecompetencies into several groups and teach them separately in different subjects.

3. Citizenship Education in Germany: Social Learning

According to EACEA’s study quoted above, curricula for citizenship education can beseparated into three parts: (1) objectives to be attained, (2) knowledge and understanding to beacquired and (3) skills to be mastered.

German education contains parts of the curriculum

separately in each of three levels of the International Standard Classification of Education(ISCED) (level 1 in primary education, level 2 in lower secondary education and level 3 in upper
secondary education) (EACEA, 2012, p. 27 and following pages).

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Table 3. Skills to be Mastered䕿䕿 㻱㼡㼞㼛㼜㼑㼍㼚㻌㼔㼕㼟㼠㼛㼞㼥㻘㻌㼏㼡㼘㼠㼡㼞㼑㻌㼍㼚㼐㻌㼘㼕㼠㼑㼞㼍㼠㼡㼞㼑㻱㼡㼞㼛㼜㼑㼍㼚㻌㼐㼕㼙㼑㼚㼟㼕㼛㼚㻦㻌㼙㼍㼕㼚㼑㼏㼛㼚㼛㼙㼕㼏㻛㼜㼛㼘㼕㼠㼕㼏㼍㼘㻛㼟㼛㼏㼕㼍㼘㻌㼕㼟㼟㼡㼑㼟㻲㼡㼚㼏㼠㼕㼛㼚㼕㼚㼓㻌㼛㼒㻌㼕㼚㼟㼠㼕㼠㼡㼠㼕㼛㼚㼟㻌㼍㼚㼐㻌㼜㼑㼞㼟㼜㼑㼏㼠㼕㼢㼑㼟㼛㼒㻌㼠㼔㼑㻌㻱㼡㼞㼛㼜㼑㼍㼚㻌㼁㼚㼕㼛㼚㻵㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼐㼕㼙㼑㼚㼟㼕㼛㼚㻦㻌㼔㼕㼟㼠㼛㼞㼥㻘㻌㼏㼡㼘㼠㼡㼞㼑㻌㼍㼚㼐㼘㼕㼠㼑㼞㼍㼠㼡㼞㼑㻵㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼐㼕㼙㼑㼚㼟㼕㼛㼚㻦㻌㼙㼍㼕㼚㻌㼑㼏㼛㼚㼛㼙㼕㼏㻛㼜㼛㼘㼕㼠㼕㼏㼍㼘㻛㼟㼛㼏㼕㼍㼘㻌㼕㼟㼟㼡㼑㼟㻵㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼞㼑㼘㼍㼠㼕㼛㼚㼟㻘㻌㼒㼡㼚㼏㼠㼕㼛㼚㼕㼚㼓㻌㼛㼒㼕㼚㼠㼑㼞㼚㼍㼠㼕㼛㼚㼍㼘㻌㼛㼞㼓㼍㼚㼕㼟㼍㼠㼕㼛㼚㼟㻘㻌㼑㼠㼏㻚䕿㻱㼡㼞㼛㼜㼑㼍㼚㻌㼕㼐㼑㼚㼠㼕㼠㼥㻌㼍㼚㼐㻌㼎㼑㼘㼛㼚㼓㼕㼚㼓䕿䕿䕿㻺㼍㼠㼕㼛㼚㼍㼘㻌㼕㼐㼑㼚㼠㼕㼠㼥㻌㼍㼚㼐㻌㼎㼑㼘㼛㼚㼓㼕㼚㼓䕿䕿㻿㼡㼟㼠㼍㼕㼚㼍㼎㼘㼑㻌㼐㼑㼢㼑㼘㼛㼜㼙㼑㼚㼠䕿䕿㼀㼛㼘㼑㼞㼍㼚㼏㼑㻌㼍㼚㼐㻌㼐㼕㼟㼏㼞㼕㼙㼕㼚㼍㼠㼕㼛㼚㻯㼡㼘㼠㼡㼞㼍㼘㻌㼐㼕㼢㼑㼞㼟㼕㼠㼥䕿䕿㻱㼝㼡㼕㼠㼥㻌㼍㼚㼐㻌㼖㼡㼟㼠㼕㼏㼑䕿䕿䕿㻰㼑㼙㼛㼏㼞㼍㼠㼕㼏㻌㼢㼍㼘㼡㼑㼟㻴㼡㼙㼍㼚㻌㼞㼕㼓㼔㼠㼟䕿䕿䕿㻵㼚㼠㼑㼞㼏㼡㼘㼠㼡㼞㼍㼘㻌㼟㼗㼕㼘㼘㼟㻯㼛㼙㼙㼡㼚㼕㼏㼍㼠㼕㼛㼚㻌㼟㼗㼕㼘㼘㼟㻵㻿㻯㻱㻰㻌㻝
㻵㻿㻯㻱㻰㻌㻞
㻵㻿㻯㻱㻰㻌㻟

㻿㼛㼏㼕㼍㼘㻌㼟㼗㼕㼘㼘㼟㻵㻿㻯㻱㻰㻌㻝
㻵㻿㻯㻱㻰㻌㻞
㻵㻿㻯㻱㻰㻌㻟
㻿㼛㼏㼕㼛㻙㼜㼛㼘㼕㼠㼕㼏㼍㼘㻌㼟㼥㼟㼠㼑㼙㻌㼛㼒㻌㼠㼔㼑㻌㼏㼛㼡㼚㼠㼞㼥㻵㻿㻯㻱㻰㻌㻝
㻵㻿㻯㻱㻰㻌㻞
㻵㻿㻯㻱㻰㻌㻟

㻯㼕㼢㼕㼏㻌㼟㼗㼕㼘㼘㼟㻰㼑㼢㼑㼘㼛㼜㼕㼚㼓㻌㼜㼛㼘㼕㼠㼕㼏㼍㼘㻌㼘㼕㼠㼑㼞㼍㼏㼥㻌㻔㼎㼍㼟㼕㼏㻌㼒㼍㼏㼠㼟㻘㼗㼑㼥㻌㼏㼛㼚㼏㼑㼜㼠㼟㻕㻭㼏㼝㼡㼕㼞㼕㼚㼓㻌㼏㼞㼕㼠㼕㼏㼍㼘㻌㼠㼔㼕㼚㼗㼕㼚㼓㻌㼍㼚㼐㻌㼍㼚㼍㼘㼥㼠㼕㼏㼍㼘㼟㼗㼕㼘㼘㼟
㻰㼑㼢㼑㼘㼛㼜㼕㼚㼓㻌㼢㼍㼘㼡㼑㼟㻘㻌㼍㼠㼠㼕㼠㼡㼐㼑㼟㻌㼍㼚㼐㻌㼎㼑㼔㼍㼢㼕㼛㼡㼞㻔㼟㼑㼚㼟㼑㻌㼛㼒㻌㼞㼑㼟㼜㼑㼏㼠㻘㻌㼠㼛㼘㼑㼞㼍㼚㼏㼑㻘㻌㼟㼛㼘㼕㼐㼍㼞㼕㼠㼥㻘㻌㼑㼠㼏㻚㻕㻱㼚㼏㼛㼡㼞㼍㼓㼕㼚㼓㻌㼍㼏㼠㼕㼢㼑㻌㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼕㼛㼚㻌㼍㼚㼐㼑㼚㼓㼍㼓㼑㼙㼑㼚㼠㻌㼍㼠㻌㼠㼔㼑㻌㼟㼏㼔㼛㼛㼘㻌㼘㼑㼢㼑㼘㻱㼚㼏㼛㼡㼞㼍㼓㼕㼚㼓㻌㼍㼏㼠㼕㼢㼑㻌㼜㼍㼞㼠㼕㼏㼕㼜㼍㼠㼕㼛㼚㻌㼍㼚㼐㼑㼚㼓㼍㼓㼑㼙㼑㼚㼠㻌㼕㼚㻌㼠㼔㼑㻌㼘㼛㼏㼍㼘㻌㼏㼛㼙㼙㼡㼚㼕㼠㼥

‘Social Learning’ as German Citizenship Education

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Table 1. Objectives to be Attained䕿䕿Table 2. Knowledge and Understanding to be Acquired

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As the EACEA shows, Germany accepts the elements of citizenship education only as
general objectives of its education, in contrast to Great Britain, France and other many countries
in the European Union, where the elements are introduced into cross-curricular themes or key
competencies / learning content areas (EACEA, 2012, p. 22).

The German educational

authorities took measures to deal with this issue by introducing an cross-curricular subject. In
this paper, I describe the content and didactic method of German social learning (Soziales
Lernen) that can be regarded as German citizenship education, particularly that of Berlin, which
has a large number of foreign residents.
The German State Institute of School and Media (Landesinstitut für Schule und Medien(LISUM)) offers a model curriculum of the cross-curricular subject ‘social learning’ (Soziales
Lernen).

The objective competencies are the development of (1) perceiving oneself and others,(2) communicating with feelings [=self-control: added by quoter], (3) adopting different
perspectives and empathising, (4) communicating, (5) cooperating, (6) seeking a constructive
solution to conflict, (7) having self-awareness of prejudice and (8) being aware of sexuality(LISUM, 2009, p. 30).
The German Institute says that the following ground idea must be considered:
The school curriculum of social learning should be cross-curricular andintegrative.

The learning contents are transmitted in each subject.

The leading

question is, what enables the student to be effective in all subjects? […] The school
curriculum of social learning should be action-oriented. […] The school curriculum ofsocial learning should be experience-oriented (The student recognises andunderstands certain psychological and biological sequences of learning and theirrelationships through his/her own action and experimentation).

[…] The school

curriculum of social learning should integrate the different forms of self-reflective
learning as the basic discipline of learning.

[…] The school curriculum of social

learning should be connected for all the teachers and students.
(LISUM, 2009, p. 31)

4. Social Learning in Elementary Schools

As an example of social learning classes, the classes at two German elementary schools that

I visited are described in this study. The schools are referred to anonymously as Schools X and
Y. Both schools are located in the Neukölln district, one of the southern parts of Berlin. This
district is famous for its large population of residents with immigrant backgrounds. School X isa half-day school (Halbtagsschule) where the curriculum is finished by noon, which is the typicalschool form in Germany.

Classes normally begin at 7:30 a.m. and end at 1:30 p.m.

School X

includes time for breakfast in its curriculum, and students have the opportunity to eat together,which is an opportunity sometimes not given at home.

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School Y is an all-day school

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‘Social Learning’ as German Citizenship Education(Ganztagsschule) that runs in the morning and afternoon.

Classes are from 7:30 a.m. to 4:00

p.m.
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Fig. 1 School X

Fig. 2 School YBoth schools have a large population of students who are not traditional German students.
In 2014, School X had students from 19 counties. Among them, 92.5% did not speak German as
their mother tongue, and 94.2% of the parents were exempted from the textbook charge (School
Programme of School X, 2014 (unpublished)). In the school year 2009/10, 95.8% of the students
at School Y did not speak German as their mother tongue, and 60.9% did not have German
citizenship.

In addition, more than 80% of the students came from families that were sociallyhandicapped and were exempted from the textbook charge (Homepage of School Y, accessed2014).

In short, many students at both schools lack the skills of speaking and/or writing ofGerman and are not able to utilise the educational resources of their families.
Both schools place great importance on social learning.

School X presents ideas forviolence prevention based on four pillars in its school programme: (1) Social learning begins in
the first year. (2) A classroom board (Klassenrat) as a self-governing body of students and theclassroom teacher is organised and starts working in the third year.
training is introduced in the fifth and sixth years.

(3) Social competency(4) Sixth-year students try to moderate

quarrels among other students as peer mediators (Streitschlichter).

They must finish thespecial training curriculum before taking on their role.
Among several themes of social learning, School X pays much more attention to theprevention of violence than to other themes. Education on violence prevention is provided acrossseveral subjects, but the core class is taught by the staff of the school’s Centre for Educational
Social Work (Schulstation), who are not teachers.

They provide several classes based on theideas given in the books for violence prevention, such as the one shown in Fig. 3.
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Fig. 3 The Teaching Guide for

Soziales Lernen used atSchool X

This book offers several concepts ((1) coping with one’s own emotions, (2) coping withprovocation, (3) stopping the threatening conflict and (4) discussion with others) and didactic
methods (e.g. listening to a story, individual work with worksheets, group discussion, roleplaying, assertion training, etc.). As an example, I present a series of classes in social learning
for first- and second-year students.
The series of sessions is given under the theme ‘coping with provocation’, where students
learn how to react to and cope with provocation by other students. The series of sessions is asfollows:(1) Listening to a story told by the teacher and making inferences about the emotions of thepeople in the story(2) Sharing common experiences that have caused negative emotions with other students
in a small group(3) Listening to the story of the ‘little elephant’ and learning the importance of staying calm(4) Group work with other students to stick the thick skin of the elephant on its picture(5) Singing a song about the elephant with other students
Each session takes about one hour. The last three sessions are dedicated to the theme ofthe elephant. The elephant has great meaning in these sessions because its thick skin makes it
resistant to attacks from others.

Students learn how to remain ‘cool’ as if they had the thickskin of an elephant, even when attacked or provoked by other students. In the first two sessions,they learn the importance of considering others’ emotions. In the third session, the series on thestory of the elephant begins. The students read a story about an elephant that learns, with thehelp of another elephant, how to resist provocation from other animals and stay calm (Figs. 4–8).

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Fig. 4 Picture 1

Fig. 5 Picture 2

Fig. 7 Picture 4

Fig. 8 Picture 5

Fig. 6 Picture 3

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After students read the story and learn how to stay ‘cool’ in the fourth class, they learn theimportance of collaboration with other group members, and in the fifth class, they sing a song
about the elephant in order to review how to resist provocation.
School X presents not only the ideas in the book, but also activities designed by school staff.
For example, for the concept ‘coping with one’s own emotions’, the class plays a game that
requires cooperation among the students.

In this game, the participants try to control a hookthat is linked to a large number of strings in order to pile wooden blocks.

For success in thegame, not only the collaboration of team members, but also the self-control of each participant isessential (Figs. 9–10).
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Fig. 9 The Piling Game

Fig. 10 The Piling GameIn addition, I visited a class session on social learning for higher year students at School Y.
The session was conducted using role play. In this class, students receive one of four cards thathave different situations about conflict within the school environment.

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Table 4. The Card for Situation 1
You feel that you are excluded because your friends seem to have a secretthat they are not sharing with you. The situation makes you really angry.
How do you react?
Table 5. The Card for Situation 2
You feel that you are excluded because your friends planned a special gettogether without you. You do not know why you were not invited, and thesituation makes you really angry. How do you react?
Each card contains the following instructions: ‘1. Act out the situation with role play.
Consider how the problem should be solved and how it should not be solved’.

2.

Following the

instructions, students talk in small groups in order to prepare themselves for the role play.
After the role play, they engage in a discussion to find a better way to solve the problem.

5. Conclusion

In recent decades, globalisation has affected the society and culture in many countries, andin response, social rules and norms are changing.

Therefore, many countries have introduced

citizenship education into the school curriculum, as a way to educate citizens, particularly
children, about how to act as members of the state and the society and to adapt them to thechanges resulting from the process of globalisation. In this paper, I presented an overview anddiscussed the details of German citizenship education.
The concept of ‘citizenship’ has an extensive range, and accordingly, citizenship education
has diverse contents. To transmit the relevant competencies to students, many countries adopt
the method of teaching the required skills in several separate school subjects and/or in one crosscurricular subject.

Germany uses the latter method of citizenship education.

curricular subject is called social learning (Soziales Lernen).

The cross-Its aim is for students to develop

competencies such as (1) perceiving oneself and others, (2) communicating with feelings [= selfcontrol: added by quoter], (3) adopting different perspectives and empathising, (4)communicating, (5) cooperating, (6) seeking a constructive solution to conflict, (7) having selfawareness of prejudice and (8) being aware of sexuality. Two elementary schools in Berlin adopt
several didactic methods and even invent new activities for social learning.

Through thesemethods, the students learn not only methods of violence prevention but ways of finding better
solutions to problems in cooperation with other students. The approaches to social learning at
both schools demonstrate the diversity and breadth of German citizenship education.
In this study, I focused on two examples at the schools I visited.

From my limited

observation, it is however not possible to make generalisations about citizenship education.

‘Social Learning’ as German Citizenship Education

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Acknowledgement
This work was supported by JSPS KAKENHI Grant Number 26780501.

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‘Social Learning’ as German Citizenship Educationࢻ࢖ࢶ࡟࠾ࡅࡿᕷẸᛶᩍ⫱࡜ࡋ࡚ࡢ
ࠕSoziales Lernenࠖࡢᐇ㊶࡟㛵ࡍࡿ୍⪃ᐹ
㕥 ᮌ

⠜

࠙せ ᪨ࠚ  ࢢ࣮ࣟࣂࣝ໬ࡢࡶ࡜㸪♫఍ࡢ࣮ࣝࣝࡸつ⠊ࡀኚ໬ࢆ⥆ࡅ࡚࠸ࡿࠋ
ࡇࡢኚ໬࡟ࡇࡓ࠼ࡿ࡭ࡃ㸪ከࡃࡢᅜࠎࡣࡑࡢᅜẸࡢᩍ⫱࡟ྲྀࡾ⤌ࢇ࡛࠾ࡾ㸪࡜ࡾࢃࡅᏊ࡝ࡶࡓࡕࢆᅜᐙ࣭♫఍ࡢᵓᡂဨ࡜ࡋ࡚⫱࡚㸪ࢢ࣮ࣟࣂࣝ໬ࡢࣉࣟࢭࢫ
࠿ࡽ⏕ࡌࡿኚ໬࡟ᑐᛂࡋࡼ࠺࡜ヨࡳ࡚࠸ࡿࠋᮏ✏࡛ࡣ㸪ࢻ࢖ࢶ࡟࠾ࡅࡿᕷẸᛶᩍ⫱ࡢ඲యീ࡜ලయⓗ஦౛ࢆᥦ♧ࡋࡓ࠸ࠋࠕᕷẸᛶࠖࡢᴫᛕࡣ㠀ᖖ࡟ᗈ⠊࡟ཬࡪࡶࡢ࡛࠶ࡾ㸪ࡑࢀࡺ࠼ᕷẸᛶᩍ⫱ࡣከᵝ࡞ෆᐜࢆྵࢇ࡛࠸ࡿࠋᏊ࡝ࡶࡓࡕ࡟㐺ษ࡞⬟ຊࢆ㌟࡟ࡘࡅࡉࡏࡿࡓࡵ㸪ከࡃࡢᅜࠎࡣồࡵࡽࢀࡿ⬟ຊࢆ≉ᐃࡢᩍ⛉࡞ࡽࡧ࡟㸦࠶ࡿ࠸ࡣ㸧㡿ᇦᶓ᩿ⓗᩍ⛉࡟࠾࠸࡚ᩍ࠼ࡿࡓࡵࡢ᪉ἲࢆ᥇⏝ࡋ࡚࠸ࡿࡀ㸪ࢻ࢖ࢶࡢ㑅ᢥࡋࡓᡓ␎ࡣᚋ⪅࡛࠶ࡿࠋࡇࡢ㡿ᇦᶓ᩿ⓗᩍ⛉ࡣࠕSoziales Lernen㸦♫఍ⓗᏛ⩦㸧ࠖ࡜࿧ࡤࢀ࡚࠸ࡿࠋ
࣋ࣝࣜࣥࡢ஧ࡘࡢᑠᏛᰯ࡛ࡣ㸪ᵝࠎ࡞ᩍᤵἲࡀ⏝࠸ࡽࢀ࡚࠾ࡾ㸪ࡉࡽ࡟ࡣ♫఍ⓗᏛ⩦ࡢࡓࡵࡢ᪂ࡓ࡞࢔ࢡࢸ࢕ࣅࢸ࢕ࡶ㛤Ⓨࡉࢀ࡚࠸ࡿࠋࡇࢀࡽࡢᡭἲࢆ㏻
ࡋ࡚㸪Ꮚ࡝ࡶࡓࡕࡣᭀຊࢆᢚṆࡍࡿࡓࡵࡢ᪉ἲࢆᏛࡪࡔࡅ࡛࡞ࡃ㸪௚ࡢᏊ࡝ࡶ
ࡓࡕ࡜༠ാࡋ࡚ၥ㢟ࢆࡼࡾⰋ࠸࠿ࡓࡕ࡛ゎỴࡍࡿࡓࡵࡢ᪉ἲࢆᏛࡪࡢ࡛࠶ࡿࠋ
ࡇࢀࡽࡢᏛᰯ࡟࠾࠸࡚♫఍ⓗᏛ⩦࡟㛵ࡋ࡚⏝࠸ࡽࢀ࡚࠸ࡿ࢔ࣉ࣮ࣟࢳࡣ㸪ࢻ࢖ࢶ࡟࠾ࡅࡿᕷẸᛶᩍ⫱ࡢከᙬࡉ࡜ᗈࡀࡾࢆ♧ࡍࡶࡢ࡛࠶ࡿ࡜࠸࠼ࡼ࠺ࠋ
࣮࣮࠙࢟࣡ࢻࠚ  ᕷẸᛶᩍ⫱ 㐨ᚨᩍ⫱ Soziales Lernen㸦♫఍ⓗᏛ⩦㸧ࢻ࢖ࢶࡢᩍ⫱

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