• Promoting Active Citizenship

    Cultivating active, informed, critical,  reflexive and engaged citizenship is a condition for a living and viable democracy. 

    Viability means, among others, an inclusive, sustainable society by bringing diverse groups (ethnicity, religion, gender, sexual orientation, etc.) together in developmental, dialogical and participatory ways. 

    Educational institutions of all kinds have a responsibility for ensuring and fostering these ideas and practices - this at a time of many new examples of people learning to live together creatively. as well as coping with new challenges of living together (xenophobia, racism, violence, political alienation and the rise of fundamentalism and are struggling with questions about multiculturalism, etc.). 

    These competencies are vital with students in teachers preperation if they are to create a good enough learning environment for their own pupils, teach active citizenship, and become active citizens themselves.

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    UNIT 1: Introduction to ideas about democracy , in Theory and practice and its link to active democratic citizenship

    Rationale and Objectives

    The aim of this unit is to provide an introduction to the structure and topic content of the entire course. After the initial introductory lectures, the course will  be organised around four broad fields:

    1. Active citizenship and civic engagement.
    2. Diverse Perspectives of Democracy.
    3. Diversity Education.
    4. Promoting Active Citizenship.

    In addition, this unit aims to begin the process of consciousness-raising as to the role of educators in active citizenship education. Specifically, course participants will be introduced to the theory and practice of active citizenship as a universal practice in democracies as well as to framework for understanding, learning and teaching the topic.

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    UNIT 2: Introduction to Democracy and Active Democratic Citizenship: Active Citizenship and Civic Engagement

    Rationale and Objectives

    Since educators have a role in promoting and reinforcing democracy, it is fundamental that they acquire a basic knowledge and understanding of these provisions- historical and cultural perspectives.  The aim of this unit is to provide educators with information and principles of lived democracies and representative Democracy through presenting and discussing the Universal and pure model of democracy and its link to active citizenship and civic engagement

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    UNIT 3: Vision of a democratic society

    Rationale and Objectives

    One of the cornerstones of promoting active citizenship is the to show how social and individual responsibility is important in democracy, especially in build democratic society.

    1. What is a democratic society? - The characteristic of democratic society
    2. Circle of responsibility (responsibility for ourselves, for community, for country)- mandatory
    3. The connection between responsibility, civic society and democracy- mandatory.
    4. Developing of responsibility – How to do this? -optional
    5. Levels of Responsibility - in democracy: what does it mean?

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    UNIT 4: Levels of Responsibility - in democracy: what does it mean?

    Rationale and Objectives:

    One of the cornerstones of promoting active citizenship is the to show how social and individual responsibility is important in democracy especially in build democratic society. If you are not feel responsible for your community and your country it is possible that you will not be engaged in civic action.

    1.  What is democratic society?. The characteristic of democratic society

    2. Circle of responsibility (responsibility for ourselves , for community, for country)- mandatory

    3. Connection between responsibility, civic society and democracy- mandatory.

    4. Developing of responsibility – How to do this ?-optional



    Learning Outcomes

    ·        Understanding the meaning of democratic society

    ·       Understanding the meaning  of responsibility in private, social and political life

    ·        Understanding the connection between the responsibility for ourselves and responsibility for community

    Assessment  : Interviews with people in different ages about their imaginations of responsibility for themselves, community and country and discuss about that in the class.

    Activity : role  playing method


    Compulsory Literature:


    1.     Bull B.L (2008), A Politically Liberal Conception of Civic Education, Stud Philos Educ , 27, 449–460

    2.     Cohen J.L (1998), American civil society talk, Philosophy and Public Policy Quarterly, 18 (3), 55-79.

    3.     Sabia D. (2012), Democratic/Utopian education, Utopian Studies, vol. 23, no.2 , 374-405.

    4.      Westheimer J. , Kahne J.(2004), Educating the “Good” Citizen: Political Choices and Pedagogical Goal, Political Science & Politics, 37 (2), 241-237



    דאל, ר' (2002) על הדמוקרטיה. ירושלים: המכון הישראלי לדמוקרטיה.

    נויברגר, ב'. (2004) דמוקרטיות ודיקטטורות. רעננה: האוניברסיטה הפתוחה.


    1.     Liebel, Manfred (2007): Wozu Kinderrechte. Grundlagen und Perspektiven (Juventa). [Why children’s rights. Basics and perspectives.]

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    UNIT 5: Motivating People to be Active Citizens

    Rationale and Objectives: One of the keys to maintaining a proper civic education is a vision of a better society and a belief in social engagement. This is not possible without knowing what motivates people and what discourages to be active in the public sphere. Therefore, one of the objectives of the course is to equip future teachers in the belief that active and engaged society is possible and the second goal is to teach them to recognize motivators and social restraint so to be able to appropriate them to use.

    1.      1. Factors that  motivate people  to be active (eg. sense of agency, a sense that their action and opinion are important, sense of influence, identity)-mandatory

    2.     2.  Factors that restrain people form active (eg. sense of   not being  a part of society)- mandatory

    3.     3. Pedagogy tools which will be helpful in motivation eg. Critical thinking


    ·       Learning outcomes:

    ·     Understanding the connection between motivation and refraining from active citizenship  in context of people activism

    Activity : Case study: a case of a situation when people don’t participate in society activism eg. low election frequency or environmental protection .

    Assessment : discussion about reasons of the situation and possibilities of making it better.

    Making a list of reasons avoiding social engagement and a list of possible conditions to improve social engagement.


    Compulsory Literature:


     1.            Goodwin J., Jasper J.M., (2004), Rethinking Social Movements: Structure, Meaning, and Emotion, Rowman & Littlefield

    2.     Ravitch D., Vietritty J., 2003, Making Good Citizens: Education and Civil Society, Yale University

    3. Tilly Ch. (2004), Social movements 1768-2004, Paradigm Publishers.   



    צ'רצ'מן א' וסדן א' (2003) השתתפות: הדרך שלך להשפיע. בני ברק: הוצאת הקיבוץ המאוחד.


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    UNIT 6: The Right to Belong and the Right to be Different: Diversity education

    Diversity Education: A right to be different:  Multiculturalism and learning social cooperation: the personal is political and the political is personal personal experience - religion, language ,   Families, empathy, and learning democracy –


    Rationale and Objectives:

    Multicultural education, intercultural education, nonracial education, antiracist education, culturally responsive pedagogy, ethnic studies, peace studies, global education, social justice education, bilingual education, mother tongue education, integration – these and more are the terms used to describe different aspects of diversity education around the world. Although it may go by different names and speak to stunningly different conditions in a variety of sociopolitical contexts, diversity education attempts to address such issues as racial and social class segregation, the disproportionate achievement of students of various backgrounds, and the structural inequality in both schools and society.


    Learning outcomes:

    Outline the major aspects of  multicultural education

    Outline the results of cooperation and  relationship of other groups and  minorities

    Examine the history and narratives and the  different perspectives of the students

    Recognize the structural differences between human rights and democracy in different countries

    Recognize the challenges of diverse groups in other countries


    Compulsory Literature:
    ●     Religious diversity and intercultural education: a reference ...

    Creative Education ISSN Online: 2151-4771



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    UNIT 7.1: Democracy and The Media in a Democratic Society: Rational and Objectives

    The Media in a Democratic society 

    Rationale and Objectives:


    The media in a democratic society is a meaningful authority and a functional sector. the media  can be treated as

    positive and negative especially in relating the  influence of the media

    the importance of media  in raising civic awareness and enhance civic issues  and values through different means of communication:

    traditional media and new media: different social media  as means of civic engagement

    awareness of the reality of building of the media and the bias representation  of broadcasting

    also raising awareness of the different means of media organizations and developing critical approaches towards the different activities of the media


    Learning outcome:

    exploring case studies  and practicle examples:  watergate, chernobille, crimes of war, private and public TV, etc

    Activity and Assessment.

    Reports on visiual textslearning outcomeding reports

    Compulsory Literature:

     English: Fog, Agner. "The supposed and the real role of mass media in modern democracy" (PDF). Retrieved 4 April 2012.


     Exoo, Calvin F. (2010). The Pen and the Sword: Press, War, and Terror in the 21st Century. California: Sage Publications. pp. 195–196. ISBN 978-1-4129-5360-3.

    Jump up^ Meyer, Thomas; Hinchman, Lew (2002). Media Democracy: How the Media Colonize Politics. Cambridge: Polity Press. p. 1. ISBN 0-7456-2844-3.

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    UNIT 7.2: Media literacy and civic engagement

    Media literacy and civic engagement –using the media as a tool in promoting active citizenship and a mean of shaping ideas and ideology in a digital world fake news and post truth and tycoon oriented





    Learning outcomes:

    Posters and infografics telling the story of media



    Rationale and Objectives:

    Do you think of “Saturday Night Live” as propaganda? What about those commercials of sad-looking puppies in cages that can’t be helped “without your support”? media literacy and contemporary propaganda. [ 1,122 more word ]


    Compulsory Literature:








    Supporting Literature:

    1.     Kirman, J. M. (2004). Using the theme of bullying to teach about human rights in the social studies curriculum. McGill Journal of Education, 39 (3), 327-341.




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    UNIT 8: Civil obedience :The Role of Educators in Prevention of and Intervention in indoctrination of obedience

    Civil disobedience  - The Role of Educators in Prevention and Intervention of moral reasoning and civic action

    1.     Rational and objectives

    Civic engagement can consist in civil disobedience. Questioning existing laws and regulations is a crucial task in a functioning democracy, and a functioning democracy must be able to deal with this questioning. How­ever, according to Mahatma Gandhi, Martin Luther King (the main thinkers about civil disobe­dience) and others, civil disobedience can be ethically justified only under the following con­ditions:

    a)     A thorough moral-ethical justification: To what degree is this law or rule unjust? It is important that it is not only unjust to me personally (i.e., I feel treated unjust), but that the lack of justice is in some way general, that is that several people are concerned. It is advisable, therefore, to consult other competent people and to justify the decision for them before acting – however, in some cases there is no time for this.

    b)    Violence must be avoided if ever possible. There are situations in which the protagonist has to decide on actions that may involve violence (e.g., destroying an airplane that threatens to fall on a football stadium full of people).

    c)     In most cases it is also required not to flee from the legal consequences of the disobedi­ence, e.g., to admit to have done so, to stand trial and, in case of conviction, to accept the sentence. However, if the laws governing the court are unjust in themselves (e.g., death penalty for opposition), one cannot require the protagonist to stand trial. It must be underlined, though, that deliberate acceptance of the sentence does not mean accept­ing the law. Gandhi and Martin Luther King went to jail although they did not support the underlying laws.

    2.     Learning outcomes

    ·   Knowledge about the possibility and of practical examples of civil disobedience;

    ·   Sensitizing about issues of civil disobedience, including sensitivity when civil disobedience is a possibility (see the statement of Hannah Arendt above) or even a duty (see the statement of Martin Luther King above);

    ·   Acquiring competence to argue about civil disobedience situations (informed moral decision-making) with reference to appropriate values at stake for and against either option (civil dis­obedience yes or no) at least for concrete (personalized) situations, if not in general;

    ·   Knowledge and competence to apply appropriately the three principles a to c above, includ­ing recognizing when civil disobedience is inappropriate (rule a), what issues need to be taken into account when deciding to practice civil disobedience (rule b) and what the consequences have to be faced in the case of civil disobedience (rule c);

    ·   Understanding the position of someone of different opinion with respect to agreeing or disa­greeing with civil disobedience in the specific situation (empathy while possibly still disa­greeing);

    ·   Understanding the role of civil disobedience in a democratic society (see the statement of Rawls above) and that civil disobedience might be necessary;


    1.     Compulsory literature

    ·   In English

    Needs to be determined; among others, original texts from Thoreau, Gandhi and King; original literature dealing with the specific situation.

    For the teacher: literature on VaKE, such as

    Patry, J.-L., Reichman, R. G., & Linortner, L. (2017). Values and Knowledge Education (VaKE) for Lifelong Learning in Applied Fields: Principles and General Issues. In H. E. Vider­gor & O. Sela (Eds.), Innovative Teaching Strategies and Methods Promoting Lifelong Learn­ing in Higher Education: From Theory to Practice (pp. 187-213). New York, NY: Nova Sci­ence Publishers.

    Patry, J.-L., Weinberger, A., Weyringer, S., & Nussbaumer, M. (2013). Combining values and knowledge education. In B. J. Irby, G. Brown, R. Lara-Alecio & S. Jackson (Eds.) and R. A. Robles-Piña (Sect. Ed.), The handbook of educational theories (565-579). Charlotte, NC: In­formation Age Publishing.

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    UNIT 9: Promoting Active Citizenship through Education

    promoting active citizenship: Education and activism

    1.Local mapping

    2.World café

    3.Project card




    Rationale and Objectives:  

    ●      Define the local story by pbl – place based  learning and  the significance of education as a participatory practice

    ●      Examine the ways to share  different ideas for collaboration and engaging the community and the students

    ●      Reflect on community process and inquiry expressing the local story creationary and engagement


    Learning Outcomes:  



    Compulsory Literature:


    1. Garrett Hardin, (13 December 1968), The Tragedy of the Commons, Science, Vol. 162, No. 3859. pp. 1243-1248  Key: citeulike:114199

    1.              Otto Schramer, (2003) The bind spot of leadership -

    2.              Movie watch - Crossroads: Labor Pains of a New Worldview




    1.      על נחלת הכלל The commons . מאמרו של ד"ר דניאל מישורי.


    2.      חנין, ד' (2011). קידמה אחרת: לחזור לחיים של טעם, מקראת קיימות של מרכז השל

    3.     ג׳יין ג׳ייקובס, מותן וחייהן של ערים אמריקאיות גדולות, 1961 -2008, הוצאת בבל.

    4.     צפייה בסרט "צמתים" -


     Arabic: The movie "crossraods"

     Georgian: The movie "crossraods"

     German: The movie "crossraods"

  • View only 'Topic 11'

    UNIT 10: The Role of Public Sphere

    Rationale and Objectives:  

    Public Sphere is a sort of environment in which a person can effectively fulfill the role of a citizen in a democratic society. In different societies it can be more or less developed. There are even societies that do not know it at all.

    Citizenship Education in the context of Public Sphere appeals to an understandable and accessible environment in which person can use what they have learned in a practical way. In this way Civic Knowledge will be useful for them and they also will consider it as such.

    But in the context without Public Sphere educated man is suspended in a structural vacuum. Civic knowledge is not useful for them, and what they learned they can consider only as a beautiful utopian ideals. So education can even discourage them any civic action.

    This unit aims to understand what Public Sphere is, why it is so important in building democratic society and how to build it.

    Learning Outcomes: Students will be able to:


    ●        understand what Public Sphere is and why it is so important in making people socially active

    ●        use specific tools to create social activity and build Public Sphere


    ●        apply these specific tools at working with local community

     Teaching Didactics:

    • Lecture and discussion
    • Gamification
    • Theater tools
    • Student Council method

    Compulsory Literature:

    Supporting Literature:
    •  Calhoun, C. (1993) Civil Society and the Public Sphere, in: Public Culture 1993, 5: p. 267-280, University of Chicago
    •  Gordon Finlayson,  J. (2005). Habermas: A Very Short Introduction, Oxford University Press, Chapter 8: Politics, democracy, and law, p. 106-122.
    •  Sennet, R. (1974). The Fall of Public Man, Cambridge University Press


    Activity 1:

    Lecture and discussion:

    • ●        what is Public Sphere
    • ●        why it is so important
    • ●        example of existing Public Sphere
    • ●        example of non-existing Public Sphere
    • ●        how to build Public Sphere

    Activity 2:

    Verbatim theater method:

    Divide group of students in pairs; Give them a topic of the story from their life (e.g. “the best moment in my life”, “the most difficult thing I have ever had to deal with” etc.); in each pair each person is a storyteller and then a listener; when everybody tells their story, each person has to tell the story of their partner, trying to act them.

     Activity 3:


    Use specially prepared educational games to teach students how to cooperate with others and solve problems together


    Activity 4:

    Student Council method

    Use SCM to discuss and solve problems between students

    • View only 'Topic 12'

      Project implementation

      After common mapping of the place involved by main actors in the field, main groups of community, advantages and disadvantages of the place.

      Inspire for projects by the method of Place making :


       The students will held a world café by 3 questions based on the mapping they preformed for choosing projects -


      After world cafe the students will choose and present (groups of 5) issue for local activism and presenting it in project card in a PowerPoint presentation.

      The project card structure:

      1.     purpose- the core value

      1.     the community involved

      2.     the target

      3.     the impact

      budget, time table for doing, place and outcomes of the initiatives