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Psychological Perspectives on Enhancing Civic Education Through the Education of Teachers

Soon after the Falklands War I heard a young British teacher remark how surprised he had been when, in spite of his rational conviction that all war is wrong, he reacted quite differently to the sinking of Argentinian and British ships. In the first case he bewailed the loss of life; in the second he found himself deeply angered. A story like this, which citizens of many countries could tell, illustrates the extent to which civic learning involves both cognitions and values. Any attempt to enrich civic learning in teachers or students should consider recent psychological theory and research, which brings together cognitive and attitudinal dimensions.