Teaching Civic Education in a Democratic Society - A Comparison of Civic Education in Hungary and the United States

Oct 15, 2026

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Teaching Civic Education in a Democratic Society examines obstacles to teaching civic education in the United States and in Hungary during each country’s efforts to sustain or transition toward democratic governance. The study argues that declining civic engagement requires effective education for democratic citizenship and highlights the need for intensive teacher training. Comparative analysis across three levels of democracy evaluates similarities and differences, including teacher education and instructional methods, supported by program materials and scholarly sources.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Methods

Comparative analysis of obstacles

Sources and program background

Civitas exchange program and collaboration

Kaye Pepper is an assistant professor with theDepartment of Curriculumand Instruction ofthe School of Education atthe UniversityofMississippi, Oxford, Mississippi; Susie Burroughs and Eric Groceare assistant professors with the Department ofCurriculum and Instruction at Mississippi State University, Starkville, Mississippi. Teaching Civic Education in a Democratic Society: A Comparison of Civic Education in Hungary and the United States By Kaye Pepper, Susie Burroughs, & Eric Groce In recent decades increasing numbers of Americans have disengaged from civic and political institutions and it appears that young people are following this trend. According to a current report published by the Center for Information and Research on Civic Learning and Engagement (CIRCLE) and the Carnegie Corporation (2003), young people in the United States are “less likely to vote and are less interested in political and electoral activities such as voting and being informed about public issues than either their older counterparts or young people of past decades” (4). Young people who follow this trend may not be prepared to participate fully as a citizen in our democracy now or when they become adults. This is asobering thought in light of the recent terrorist activities in the United States and abroad. The need to understand and effectively practice the rights and responsibilities of citizenship is equally important for citizens of countries that have recently overthrown the repressive governments ofthe Soviet Union and its Central and Eastern European satellites as they build new governments based on democratic principles. Education is one of few means at our disposal to inspire voluntary participation of our citizens. The ability to maintain democracy rests upon the success of education for democratic citizenship in schools and in our education of teachers (Patrick & Leming 2001) . This study investigated obstacles to teaching civic education in the United States, a country whose government was established on democratic principles over 250 years ago, and Hungary, a European country presently making the transition to a government based on democratic principles. The purpose is to compare the obstacles within these two countries as they seek ways to provide their young citizens with the training and experiences necessary to be responsible, effective citizens in a democratic society. In addition, the need for intensive teacher training in civic education is emphasized to assist young citizens in developing the critical thinking and problem solving skills necessary to make informed decisions as a responsible citizen in the future. Methods Comparative analysis was used to investigate the obstacles to teaching civic education in the United States and Hungary. This approach qualitatively compares similarities and differences in educational events. McMillan and Schumacher (2001) explained analytical research as the act of describing and interpreting the past or recent past from selected sources. A deductive approach was taken in examining the obstacles encountered in teaching youth about democratic principles. In “Teaching Democracy in an Unpopular Democracy”(1995), János Setényi, director of Civitas Association-Hungary, outlined three levels of democracy as he described the challenges Hungary faces in teaching civic education. These were (1) social and political concepts,(2) institutions, and (3) the knowledge, attitude, and skills that operate a democracy. A comparative analysis of the obstacles faced by the United States and Hungary was conducted on these three levels to determine similarities between the two countries. In addition, analysis of teacher education and instructional methods used to teach civic education in these two countries was conducted to determine needs for training teachers. These two areas of investigation should assist teacher preparation institutions, as well as educational policy makers, as they prepare for the

FAQs

What is the study’s main purpose?

To compare obstacles to teaching civic education in the United States and Hungary, and to emphasize needs for intensive teacher training to prepare young citizens.

What method is used to investigate the obstacles?

Comparative analysis that qualitatively contrasts similarities and differences in educational events, examined across three levels of democracy.

What is the Civitas program discussed in the document?

An international civic education exchange program administered by the Center for Civic Education that supports collaboration between the United States and emerging democracies to make democratic ideals practical.

Oct 15, 2026

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