Conflict, Legitimacy and Government Reform: Equitable Allocation of ...

More documents

Recommendations

Info

Panel Discussion The Responsibility curriculum helps students (1) understand the importance of responsibility in a free society, (2) analyze the benefits and costs of responsibility, (3) evaluate, take, and defend positions on how conflicts among competing responsibilities should be resolved, and (4) evaluate, take, and defend positions on personal responsibility. The Justice curriculum helps students (1) understand and apply the basic principles of justice set forth in fundamental documents of democratic political and legal systems, (2) evaluate, take, and defend positions on the fair distribution of the benefits and burdens of society, on fair responses to remedy wrongs and injuries, and on fair procedures for gathering information and making decisions. A brief review of the adoption of the Center’s civic education programs region by region may help to explain why they have become such powerful tools for change. 4 Central and Eastern Europe. The Center’s programs and Project Citizen in particular were promoted internationally by the Clinton Administration’s foreign policy as a way to respond to the emergence of numerous countries into democratic practice after the disintegration of the Soviet Union. It fit into the existing school curriculum easily because countries such as Poland, Hungary, the Czech Republic, Slovakia, and the Baltic states had “gaps” in their curricula that previously were filled by courses on Marxism-Leninism. Clearly, that subject matter was irrelevant to newly emerging democracies. Project Citizen served as a 4 It should be noted that the Center for Civic Education does not view adoption of Project Citizen or Foundations materials as a substitute for the development of a national curriculum by a country’s educational system. Rather PC and Foundations can help to initiate a reform of civic education that could take many years and significant financing to complete. A fuller discussion of the strategy pursued by the Center domestically and internationally can be found in a publication available on the Center’s web site entitled, “Guidelines for Country Coordinators in the Development of Plans to Promote the Sustainability/Institutionalization of Comprehensive Civic Education Programs in a Nation’s Schools,” Center for Civic Education, May 2007. 83
84 KPI Congress XI rapid response to the need to establish a curriculum based on democratic values and practices. In many societies, including the United States, civic education is contaminated by its association with traditional approaches to citizenship education that emphasize rote learning of national symbols and passive acceptance of governmental authority. Clearly, this could have been a problem for courses inserted into a space in the curriculum previously occupied by a discredited ideology imposed by an occupying power. However, Project Citizen because of its focus on the involvement and creativity of students in the learning process met with enthusiastic response on the part of most teachers and students. It did not “preach” democratic values, but rather showed students, teachers, parents, and the broader school and community how these values could be practiced to solve problems of significance to the students. Latin America and the Caribbean. The Latin American and Caribbean region was another area experiencing a wave of democratic values and practices in the 1990s. In this case the region had not been subjected to an external ideology, but was emerging from years of military dictatorship, authoritarian rule, and civil war. Although democracy had long been a part of Latin America’s philosophical tradition and its constitutions and formal institutions sometimes aped Anglo Saxon models, practical politics often departed substantially from democratic ideals. Deep social and economic inequalities, lack of literacy and formal schooling, and a tradition of corruption by pubic figures all contributed to an extremely weak democratic political culture. Project Citizen did not find gaps in an existing curriculum that it could readily fill. Rather its appeal seems to have been due to the need to provide concrete examples of the practical advantages of democracy. The Project Citizen curriculum faced problems in Latin America shared with many other cultures in which the language itself cannot easily express the concept of authoritative decisions taken by public institutions that affect significant numbers of people; what we call “public policy” in the English language. Neither Spanish, Portuguese,
Page 1:
Conflict, Legitimacy and Government
Page 5 and 6:
KPI Congress XI Conflict, Legitimac
Page 7 and 8:
6 KPI Congress XI CONTENTS Pages In
Page 9 and 10:
8 KPI Congress XI Group 3: Judicial
Page 12 and 13:
KPI Congress XI Conflict, Legitimac
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
KPI Congress XI Program Conflict, L
Page 24 and 25:
Page 26 and 27:
Page 28 and 29:
Exhibition program Conflict, Legiti
Page 30 and 31:
Page 32 and 33:
His Royal Highness Crown Prince Mah
Page 34 and 35: Conflict, Legitimacy and Government
Page 36: Panel Discussion on Conflict, Legit
Page 39 and 40: 38 KPI Congress XI Professor Dr. Kr
Page 41 and 42: 40 KPI Congress XI cent. That means
Page 43 and 44: 42 KPI Congress XI country’s popu
Page 45 and 46: 44 KPI Congress XI Table 3: Average
Page 47 and 48: 46 KPI Congress XI implies, present
Page 49 and 50: 48 KPI Congress XI accelerated rate
Page 51 and 52: 50 KPI Congress XI inheritance tax
Page 53 and 54: 52 KPI Congress XI A good taxation
Page 55 and 56: 54 KPI Congress XI Even though dire
Page 57 and 58: 56 KPI Congress XI suggested that T
Page 59 and 60: 58 KPI Congress XI Nevertheless, mo
Page 61 and 62: 60 KPI Congress XI the taxation sys
Page 63 and 64: 62 KPI Congress XI One common conte
Page 65 and 66: 64 KPI Congress XI influential pers
Page 67 and 68: 66 KPI Congress XI Pranee Thinnakor
Page 69 and 70: 68 KPI Congress XI to discuss the p
Page 71 and 72: 70 KPI Congress XI A state like Tha
Page 73 and 74: 72 KPI Congress XI The second way o
Page 75 and 76: 74 KPI Congress XI No matter whethe
Page 77 and 78: 76 KPI Congress XI suggest that the
Page 79 and 80: 78 KPI Congress XI The work we at C
Page 81 and 82: 80 KPI Congress XI Those of us who
Page 83: 82 KPI Congress XI Project Citizen
Page 87 and 88: 86 KPI Congress XI their national l
Page 89 and 90: 88 KPI Congress XI participants in
Page 91 and 92: 90 KPI Congress XI Canadian Interna
Page 93 and 94: 92 KPI Congress XI In summary ‘eq
Page 95 and 96: 94 KPI Congress XI and operated, e.
Page 97 and 98: 96 KPI Congress XI Fundamental Link
Page 99 and 100: 98 KPI Congress XI Creating a merit
Page 101 and 102: 100 KPI Congress XI government inve
Page 103 and 104: 102 KPI Congress XI on the drafting
Page 105 and 106: 104 KPI Congress XI tool through wh
Page 107 and 108: 106 KPI Congress XI a web-site link
Page 109 and 110: 108 KPI Congress XI Examples of loc
Page 111 and 112: 110 KPI Congress XI fairness which
Page 113 and 114: 112 KPI Congress XI implementing ru
Page 115 and 116: 114 KPI Congress XI The World Movem
Page 118 and 119: Government and Political Legitimacy
Page 120 and 121: Government and Political Legitimacy
Page 122: Government and Political Legitimacy
Page 125 and 126: 124 KPI Congress XI (3) Prohibition
Page 127 and 128: 126 KPI Congress XI government stab
Page 129 and 130: 128 KPI Congress XI local resources
Page 131 and 132: 130 KPI Congress XI rights to the l
Page 133 and 134: 132 KPI Congress XI governments as
Page 135 and 136:
134 KPI Congress XI administrative
Page 138 and 139:
Reform of Economic Policy for Reduc
Page 140:
Group 3 Judicial Review and Judicia
Page 143 and 144:
142 KPI Congress XI enhanced by a c
Page 146 and 147:
Judicial Activism Judicial Review a
Page 148 and 149:
Judicial Review and Judicial Activi
Page 150 and 151:
Judicial Review and Judicial Activi
Page 152:
Group 4 Innovation for Political Co
Page 155 and 156:
154 KPI Congress XI Pride is consid
Page 157 and 158:
156 KPI Congress XI 1) Perception o
Page 159 and 160:
158 KPI Congress XI sustainable sol
Page 161 and 162:
160 KPI Congress XI Recommendation
Page 164 and 165:
Citizen Politics in Checking of the
Page 166 and 167:
Page 168 and 169:
Page 170:
Page 174 and 175:
The Strategy of Public Administrati
Page 176 and 177:
Bureaucratic Reform Dr. Pheeraphon
Page 178:
Group 7 Reforming Local Government
Page 181 and 182:
180 KPI Congress XI media. In the p
Page 183 and 184:
182 KPI Congress XI informal worker
Page 185 and 186:
184 KPI Congress XI opened up for a
Page 187 and 188:
186 KPI Congress XI community organ
Page 189 and 190:
188 KPI Congress XI 6. Amend the lo
Page 192:
Biographical Information
Page 195 and 196:
194 KPI Congress XI Others Certifie
Page 197 and 198:
196 KPI Congress XI Bovornsak Uwann
Page 199 and 200:
198 KPI Congress XI Corruption in t
Page 201 and 202:
200 KPI Congress XI Positions: Educ
Page 203 and 204:
202 KPI Congress XI Other Positions
Page 205 and 206:
204 KPI Congress XI Current positio
show all

Conflict, Legitimacy and Government Reform: Equitable Allocation of ...

Create successful ePaper yourself

Delete template?

Save as template?