Political education makes valuable contributions to strengthening the basic democratic consensus in our society and it promotes the willingness of citizens to participate in politics. The main focus is on imparting basic political and historical knowledge with special consideration of regional, national, and global developments.
Education should describe goals, principles and ways of implementing political education in schools in order to promote and support a reflective political awareness and painful neuropathy knowledge acquisition of the students in school learning.
Education for democracy in school
School education and upbringing should enable young people to lead a self-determined and responsible way of life and to participate actively in a democratic society.
Learning about democracy in school means, among other things, strengthening self-efficacy and autonomy. In addition, learning political education means acquiring skills and abilities that are conducive to society, and promoting the development of democratic skills. Through active participation in the classroom and in school life, the pupils experience the high value of basic and human rights, which offer them perspectives and help in life.
In this way, pupils develop an understanding of the coexistence that has grown up to date, orientate themselves in the present and act in the future as responsible, responsible citizens.
When politics is referred to as “symbolic”, it is generally associated with the derogatory notion that it is “merely” symbolic, namely empty of content, insubstantial, covered by catchphrases, “staged”, etc. This is based on the idea that content and expression are mutually exclusive. Let reality and its representation be neatly separated. However, this is not a matter of course – all constructivist approaches to social reality see here an inseparable connection.
It is also about symbols, not generally about language or signs. So the additional question arises as to what “symbols” specifically contribute to the construction of reality. All this results in a confusing field, because the questions of how reality is symbolically constructed and what is actually “symbolic” about it, do not simply collapse in the branched discussion. A distinction can be made between the idea of a general symbolic construction of reality and the idea of a social construction of reality in which symbols play a special role.