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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
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
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Democracy%22">Democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Democratic+Values%22">Democratic Values</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 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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      – SubjectFull: Democratic Values
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