Reclaiming Emotion and Reflection in Education for Democracy: A Transformative Learning Perspective on the RFCDC
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| Title: | Reclaiming Emotion and Reflection in Education for Democracy: A Transformative Learning Perspective on the RFCDC |
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| Language: | English |
| Authors: | Maija Hytti, Niclas Sandström |
| Source: | Journal of Social Science Education. 2025 24(4). |
| Availability: | Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Democracy, Competency Based Education, Democratic Values, Transformative Learning, Models, Psychological Patterns, Foreign Countries |
| Geographic Terms: | Europe |
| ISSN: | 1611-9665 1618-5293 |
| Abstract: | Purpose: Education for Democracy (EfD) is framed through competence-based approaches like the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). We examine how emotion and reflection -- central to transformative learning (TL) and democratic competences -- are represented within the framework. Design/methodology/approach: We conducted a semantic and qualitative collocation analysis of RFCDC Volumes 1-3, focusing on emotion- and reflection-related terms, triangulated across the competence model, descriptors, and implementation guidance. Findings: While Volume 1 promotes holistic learning, operative elements narrow emotions to regulation and behaviour control, and reduce reflection to rational self-assessment. This creates a mismatch, revealing that cognitive and measurable outcomes dominate at the expense of transformative, embodied learning. Research limitations/implications: As an interpretative corpus study, implicit references may remain underrepresented. Findings highlight the need to revise competence frameworks to embed affective-reflective dimensions more systematically. Practical implications: Revising frameworks to embed emotion and reflection is essential to support democratic education that prepares adaptable, ethically grounded citizens able to thrive in uncertain contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493275 |
| Database: | ERIC |
| Abstract: | Purpose: Education for Democracy (EfD) is framed through competence-based approaches like the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). We examine how emotion and reflection -- central to transformative learning (TL) and democratic competences -- are represented within the framework. Design/methodology/approach: We conducted a semantic and qualitative collocation analysis of RFCDC Volumes 1-3, focusing on emotion- and reflection-related terms, triangulated across the competence model, descriptors, and implementation guidance. Findings: While Volume 1 promotes holistic learning, operative elements narrow emotions to regulation and behaviour control, and reduce reflection to rational self-assessment. This creates a mismatch, revealing that cognitive and measurable outcomes dominate at the expense of transformative, embodied learning. Research limitations/implications: As an interpretative corpus study, implicit references may remain underrepresented. Findings highlight the need to revise competence frameworks to embed affective-reflective dimensions more systematically. Practical implications: Revising frameworks to embed emotion and reflection is essential to support democratic education that prepares adaptable, ethically grounded citizens able to thrive in uncertain contexts. |
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| ISSN: | 1611-9665 1618-5293 |
