CIVIC EDUCATION OF STUDENTS THROUGH LITERATURE: THE EUROPEAN EXPERIENCE

Abstract

The article reveals the theoretical and methodical aspects of civic education of students by means of literature. Emphasis is placed on the fact that in the conditions of unstable development of society, escalation of conflicts both between states and between fellow citizens, the issue of civic education of students is actualized. The authors understand this concept as a form of social education, the formation of a citizen of a specific state, capable of successfully acting for the saving the democracy and peace.
Currently, informal education, in addition to the content of "social and civic competences" that is understandable for Ukrainian educators, uses such a concept as "competencies for the culture of democracy", which, according to the authors, is a structured concept implemented in the European dimension of civic education.
The authors emphasize that fiction affects human feelings and consciousness; it is a powerful means of moral, aesthetic and civic education. Through artistic images, writers provide an opportunity to form their attitude to the events described, to draw certain conclusions, to reflect on universal human values, on the actions of this or that character, to see models of civic active/passive behaviour.
The article analyses the European experience of civic education, in particular Great Britain, Germany, and Finland. The authors take into account the literature of these countries and identify aspects that can serve as a basis for civic education of students, compare them with the Ukrainian realities of civic education.
The authors present the main vectors of civic education in Germany, which are determined by the content of literary works and encourage pluralism of opinions, tolerance of the views and judgments of others, motivate students to actively participate in civic life, awareness of the value of freedom, respect for human dignity, the right to self-expression and responsibility for the moral choice of an individual. The works are also the basis for establishing in teenagers such democratic values as the right to life, to fair treatment, dignity, freedom from discrimination, the right to equality, understanding the need to protect one’s rights and the rights of other people.
The analysis of content concepts of literature for students in Great Britain shows that the priorities of civic education are national patriotism and the education of a law-abiding citizen. In Finland, the basic democratic values of the national core curriculum are open democracy, equality and responsibility for one’s own choice.