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The Mass Education Movement and the Modern National Education in the 1920s: Centering on the Textbook of One Thousand Chinese Characters for Civilian Année de publication: 2020 Auteur: Guo Shuanglin Auteur institutionnel: Historiographic Studies The Mass Education Movement was essentially a kind of national education movement in modern China. After the rise of the Civic Education Movement in the 1920s, James Yen and others had been devoted to the development of this movement. But no matter from the perspective of their ideological understanding or from the angle of their social practices, their civic education movement was undoubtedly within the scope of national education. The main contribution of the Mass Education Movement on shaping the modern nationals was to disseminate the concept of modern state and national consciousness to the lower level of the society, which could be seen from the compilation of the textbook of One Thousand Chinese Characters for Civilians at that time. Even today, the Mass Education Movement’s act of disseminating the concept of modern state and national consciousness to the lower level of the society through the textbook is One Thousand Chinese Character of Civilians still has important reference value for us to achieve the great rejuvenation of the Chinese nation. 20世纪20年代平教运动与现代国民教育—以平民千字课本为中心 Année de publication: 2020 Auteur: Guo Shuanglin Auteur institutionnel: Historiographic Studies 从本质上讲，中国现代平民教育运动是一场国民教育运动。２０世纪２０年代公民教育运动兴 起后，晏阳初等人虽然也曾致力于此，但无论从其思想认识还是从社会实践上看，均不出国民教育的范围。 平民教育运动在塑造现代国民方面的主要贡献，是向底层社会播散现代国家观念和国民意识，这从当时编 写的平民千字课本中可以看出来。平教运动期间通过平民千字课向底层社会播散现代国家观念与国民意 识的做法，对我们今天完成民族复兴大业，仍有着重要的借鉴意义。 
Action Civics: A New Mode of Civic Education in American Schools Année de publication: 2020 Auteur: Li Xiaojun Auteur institutionnel: International and Comparative Education In recent years, a new experimental civic education, action civics, was advocated by both researchers and practitioners. It derives educational philosophies from positive youth development, social and emotional Learning, and service learning. Based on the Theory of Change, it focuses on youth voice, youth expertise, collective action and reflection, so as to promote a new mode of civic education featuring student-centered, project-based and high-quality. In practice, it is gradually becoming the mainstream mode of civic education in current schools in the US by being introduced into state standards of curriculum and action civics projects. 公民行动: 美国学校公民教育的新模式 Année de publication: 2020 Auteur: Li Xiaojun Auteur institutionnel: International and Comparative Education 近年来，美国公民教育学界和教育实践者倡导一种新的体验式公民教育策略——“公民行动”，它集合了公民教育中的积极青年发展、社会- 情感学习、服务学习等思想，基于以“变革”为核心的理论，聚焦观点表达、专业技能、集体行动、反思意识四个核心要素，旨在推动一种“以学生为中心的、基于项目的、高质量的”公民教育。在实践层面，这种教育模式被纳入美国国家和各州的课程标准，并依托相关“公民行动”项目，逐渐成为美国学校公民教育的主流模式。 
Developing the global dimension in primary schools Année de publication: 2009 Auteur: Sian Higgins Auteur institutionnel: Centre for Global Education (CGE) ‘Developing the Global Dimensions in Peterborough Schools’ was a two year project co-funded by the Department for International Development (DfID) and The Leprosy Mission to engage six primary schools in development issues and support children to become effective global citizens. Using the writer's perspective of the project as Head of Programmes Coordination at The Leprosy Mission, it will be reflected on the importance of the Global Dimension in primary education and explore how these primary schools developed their curriculum, policies and ethos to ensure children are better prepared for the global world in which we live. Développer la dimension mondiale dans les écoles primaires Année de publication: 2009 Auteur: Sian Higgins Auteur institutionnel: Centre for Global Education (CGE) «Développer la dimension mondiale dans les écoles de Peterborough» était un projet de deux ans co-financé par le Département pour le Développement International (DpDI) et la Mission Lèpre d'engager six écoles primaires dans les questions de développement et de soutenir les enfants à devenir des citoyens du monde efficaces. Utilisation de la perspective de l'auteur du projet en tant que responsable des programmes de la coordination à la Mission Lèpre, il sera réfléchi sur l'importance de la dimension mondiale dans l'enseignement primaire et d'explorer la façon dont ces écoles primaires ont développé leurs programmes, les politiques et l'éthique afin que les enfants sont mieux préparés pour le monde global dans lequel nous vivons. 
Measuring Global Citizenship Education: A Collection of Practice and Tools Année de publication: 2017 Auteur institutionnel: Center for Universal Education at Brookings | UNESCO | UN Global Education First Initiative - Youth Advocacy Group (YAG) The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world,1 while the Mahaupanishads of ancient India spoke of the world as one family.2 Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.This toolkit is intended to shed light on one aspect of operationalizing global citizenship education (GCED): how it can be measured. This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General’s Global Education First Initiative’s Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15–24).3 For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).This toolkit begins with a brief review of opinions on why GCED is important and the variety of definitions of GCED. We follow the report with a catalog of 50 profiles of assessment efforts, each describing practices and tools to measure GCED at the classroom, local, and national levels. Note that the survey does not represent an exhaustive list but may be regarded as a living document that will grow as the field of GCED itself grows around the world.Broadly speaking, the assessment efforts in this survey may be categorized across achieving three goals: (1) fostering the values/attitudes of being an agent of positive change; (2) building knowledge of where, why, and how to take action toward positive change; and (3) developing self-efficacy for taking effective actions toward positive change.Today, global challenges such as climate change, migration, and conflict will require people to do more than just think about solutions. They will require effective action, by both individuals and communities. Education for global citizenship is one means to help young people develop the knowledge, skills, behaviors, attitudes, and values to engage in effective individual and collective action at their local levels, with an eye toward a long-term, better future at the global level. We offer this toolkit to provide guidance for educators, policymakers, non-governmental organizations, civil society, and researchers, and to inform this conversation. 
Social Media to P/CVE: Toolkit for Practitioners Année de publication: 2017 Auteur institutionnel: Search for Common Ground This Toolkit has been created on the basis of the key findings obtained in the framework of the Search for Common Ground (Search) “Social Media for De-Radicalization in Kyrgyzstan: A Model for Central Asia’s” pilot project funded by the Bureau of Counterterrorism, US Department of State. The project is based on two parts: a participatory approach, focused on UN Resolution 2250, and a professional approach aimed at creating and conducting social media campaigns in Kyrgyzstan.Extremist and terrorist groups use the Internet to radicalize and recruit young people through social media and instant messaging applications. Therefore, it is important to create new methods to combat online extremist propaganda, focusing not only on measures such as blocking and filtering content, or counter-narratives which are very popular and come naturally in response to radicalization and violent extremism, but also offering a positive alternative to extremist propaganda, while challenging their ideology and messages. Социальные медиа для профилактики/предотвращения насильственного экстремизма: практическое руководство Année de publication: 2017 Auteur institutionnel: Search for Common Ground Данный инструментарий был создан на основе ключевых результатов, полученных в рамках пилотного проекта «Поиск социальных сетей (Кыргызстан: модель для Центральной Азии)« Поиск в социальных сетях для Кыргызстана: модель для Центральной Азии », финансируемого Бюро по борьбе с терроризмом, Госдеп США. Проект основан на двух частях: совместный подход, ориентированный на Резолюцию ООН 2250, и профессиональный подход, направленный на создание и проведение кампаний в социальных сетях в Кыргызстане.Экстремистские и террористические группы используют Интернет для радикализации и вербовки молодых людей через социальные сети и приложения для обмена мгновенными сообщениями. Поэтому важно создать новые методы для борьбы с экстремистской пропагандой в Интернете, сосредоточив внимание не только на таких мерах, как блокировка и фильтрация контента, либо контррассказах, которые очень популярны и появляются естественным образом в ответ на радикализацию и насильственный экстремизм, но также предлагая Позитивная альтернатива экстремистской пропаганде, бросая вызов их идеологии и сообщениям. 
A Contemporary Exploration of the Thought of Ye Shengtao upon the Foundation of Developing Virtues for Planting Humans Année de publication: 2020 Auteur: Ren Sumin Auteur institutionnel: Chinese Educational Science Against the background of the new times of “developing virtues for planting humans”as the fundamental mission of educational development for establishing Socialism with Chinese characteristics, this article attempts to analyze the thoughts of Ye Sheng from the perspective of their implications for this new times. Ye’s thoughts on moral education are grounded upon the notion of “Learning to be”, thus with lots of insights for practice, and this demonstrates the meaning and aims of moral education in modern China, and constructs the contents and core of moral education in modern China. Grounded upon “Learning to be” as the principle, this thoughts concludes the principle and method of moral education for modern China. This thought on moral education is also founded on educational practice in modern China, which carries the wonderful tradition of Chinese educational thoughts, and there wisdom for moral education practice for modern China. They also demonstrate the nature and principle for today’s moral education with Chinese characteristics, and consolidate the thought of “developing virtues for planting humans” as a fundamental mission in preparing the next generation as leaders for the socialist society.