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Examines the historical development of citizenship education in Irish schools, from Civics to CSPE, and argues that the limited weekly time and lack of independent senior-cycle provision hinder effective adult and community education incorporation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/democratic-citizenship-education-in-ireland-paper/589349/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/democratic-citizenship-education-in-ireland-paper/589349.png","ImageObject",300,407,{"name":42,"@type":43},"Đào","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the Democracy Commission mentioned in the document?","Question",{"text":63,"@type":64},"It is designed to consider the capacity of Irish democracy to be inclusive, participatory and egalitarian, and to act as a channel for dialogue using written submissions and public consultations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the document define democratic citizenship education?",{"text":68,"@type":64},"It emphasizes rights, responsibilities and roles of citizens locally, nationally and globally, alongside human interdependence. It also includes dispositions, virtues and loyalties tied to practicing democratic citizenship.",{"name":70,"@type":61,"acceptedAnswer":71},"How has citizenship education developed in Ireland according to the document?",{"text":72,"@type":64},"It traces changes from Civics introduced in 1966, to its decline in the late 1970s, and the eventual introduction of CSPE as a mandatory junior-cycle subject in 1997, replacing Civics.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589349,1792075501,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":107,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Democratic Citizenship Education in Ireland  \nClodagh Harris  \nIntroduction  \nThe independent Democracy Commission was established in June 2003 as a result of two think-tanks, Action for Social Change (TASC) in Dublin and Democratic Dialogue in Belfast. It was set up to consider the capacity of Irish Democracy to be inclusive, participatory and egalitarian in the twenty first century. Seeking to engage with a broad cross section of audiences, particularly the under 25s and the marginalised, the Commission acts as a channel for dialogue. It has engaged in extensive information gathering processes, namely written public submissions and public consultations.  \nIn its inquiries the Commission has been informed by a variety of groups and individuals on a number of occasions of the need for democratic citizenship education. This paper will address this need by defining what is meant by democratic citizenship education, assessing its current status in the Irish education system and arguing for its effective incorporation into adult and community education.  \nDemocratic Citizenship Education: ADefinition  \nDemocratic citizenship education focuses on the rights, responsibilities and roles of the citizen, locally, nationally and globally and on the concept of human interdependence. In its examination of education for citizenship and the teaching of democracy in schools, the British Advisory Group on Citizenship defined one of their aims as:  \nfor people to think of themselves as active citizens, willing, able and equipped to have an influence in public life and with the critical capacities to weigh evidence before speaking and acting; to build on and to extend  \nradically to young people the best in existing traditions of community involvement and public service, and to make them individually confident in finding new forms of involvement and action among themselves (1998, p.7) .  \nThe Democracy Commission, when it speaks of citizenship education, takes its definition from Kymlicka who states that:  \nCitizenship education is not just a matter of learning the basic facts about the institutions and procedures of political life; it also involves acquiring a range of dispositions, virtues and loyalties that are immediately bound up with the practice of democratic citizenship (1999, p.79 ) .  \nPolitical literacy and a critical understanding of democracy and democratic political institutions and systems are key components of citizenship education. However, in addition to strengthening knowledge of political systems, citizenship education should “foster respect for law, justice, democracy and nurture common good at the same time as encouraging independence of thought. It should develop skills of reflection, enquiry and debate” (British Advisory Group on Citizenship, 1998, p.11) . It should favour “mutual understanding, intercultural dialogue, solidarity, gender equality and harmonious relations within and among peoples”(Council of Europe, 2004, p.3) .  \nDemocratic Citizenship Education in Ireland  \nSince the foundation of the Irish state citizenship education has been a contentious issue. The Catholic Church did not favour the creation of a separate school subject on citizenship as it believed that moral education and personal development were best taught through religious education (Gleeson & Munnelly, 2004, p.3) . In 1966 the establishment of free second level education coincided with the fiftieth anniversary of the Easter Rising of 1916 and introduced a new mandatory but non-examined secondary school subject, Civics. Its primary aims were “to inculcate values such as civic responsibility, moral virtue, patriotism, and law abidingness”(Gleeson & Munnelly, 2004, p.3) . In a document entitled The Rules and Programme for Teachers, the Department of Education in 1967 described Civics as “teaching the young citizen to recognise and obey lawful authority, to help preserve law, order and discipline, to respect private and public right to property and tobe rea","cbCairXwP7UNp1Un","https://ap.wps.com/l/cbCairXwP7UNp1Un","pdf",62398,"English","# Introduction\n## Democratic Citizenship Education: A Definition\n## Democratic Citizenship Education in Ireland","[{\"question\":\"What is the purpose of the Democracy Commission mentioned in the document?\",\"answer\":\"It is designed to consider the capacity of Irish democracy to be inclusive, participatory and egalitarian, and to act as a channel for dialogue using written submissions and public consultations.\"},{\"question\":\"How does the document define democratic citizenship education?\",\"answer\":\"It emphasizes rights, responsibilities and roles of citizens locally, nationally and globally, alongside human interdependence. It also includes dispositions, virtues and loyalties tied to practicing democratic citizenship.\"},{\"question\":\"How has citizenship education developed in Ireland according to the document?\",\"answer\":\"It traces changes from Civics introduced in 1966, to its decline in the late 1970s, and the eventual introduction of CSPE as a mandatory junior-cycle subject in 1997, replacing Civics.\"}]","Democratic Citizenship Education in Ireland - Paper | PDF",1792067021,18]