Citizenship and Citizenship Education in France and Germany From the Perspectives of Borne and Kerschensteiner
Citizenship and Citizenship Education in France and Germany From the Perspectives of Borne and Kerschensteiner
Yazar: Yelkenci, Ömer Faruk
Dergi: Uluslararası Alan Eğitimi Dergisi, Vol. 8 No. 3, 2022
Anahtar kelimeler: Other Fields of Education ; Alan Eğitimleri ; Nation State,Citizenship,Citizenship Education,Citizenship and Citizenship Education in Germany,Citizenship and Citizenship Education in France

The aim of this study is to show comparatively how the processes related to civic education developed in France and Germany, the two central countries of Europe in the modern period, and how these processes affect each other relationally. In this direction, the conceptual and institutional developments of citizenship and the shaping of citizens' education in France and Germany, which were chosen considering that they could reflect the general story of Europe, were examined. Two core countries that are neighbors and rivals at the same time; France and Germany were chosen as examples because of these features. At this point, the processes experienced since the establishment of German unity by Bismarck in 1871, which was the turning point in the establishment of the nation-state for Germany, have been decisive. For France, naturally, the processes after the French Revolution of 1789, which strongly gave birth to the idea of nation and nationalism, were decisive. In this direction, the formation of the nation and state, which brought about the modern citizen, was evaluated in the conditions specific to both countries. Developments in civic education were examined developments in France from the perspectives of Dominique Borne, and developments in Germany from the perspectives of Georg Kerschensteiner. In addition, traces of the developments examined in the aims of the French and German education systems were sought. As a result, with the help of these traces, the policies of France and Germany on the construction of the citizen through education and the intellectual backgrounds of these policies were tried to be compared and their reflections on the education systems of these countries were tried to be determined.

The aim of this study is to show comparatively how the processes related to civic education developed in France and Germany, the two central countries of Europe in the modern period, and how these processes affect each other relationally. In this direction, the conceptual and institutional developments of citizenship and the shaping of citizens' education in France and Germany, which were chosen considering that they could reflect the general story of Europe, were examined. Two core countries that are neighbors and rivals at the same time; France and Germany were chosen as examples because of these features. At this point, the processes experienced since the establishment of German unity by Bismarck in 1871, which was the turning point in the establishment of the nation-state for Germany, have been decisive. For France, naturally, the processes after the French Revolution of 1789, which strongly gave birth to the idea of nation and nationalism, were decisive. In this direction, the formation of the nation and state, which brought about the modern citizen, was evaluated in the conditions specific to both countries. Developments in civic education were examined developments in France from the perspectives of Dominique Borne, and developments in Germany from the perspectives of Georg Kerschensteiner. In addition, traces of the developments examined in the aims of the French and German education systems were sought. As a result, with the help of these traces, the policies of France and Germany on the construction of the citizen through education and the intellectual backgrounds of these policies were tried to be compared and their reflections on the education systems of these countries were tried to be determined.