|Editor||A. Ross, Learning for Democratic Europe|
An examination of education for citizenship in the context of Slovenia shows that there is no substantial tradition of the explicit teaching of democratic citizenship in schools, or of young people contributing to voluntary and community service. Consequently there is no consistent framework within which to put forward discussion. Civic education or, as it is currently termed, 'Education for Citizenship' is a broad area, fraught with difficulties. Citizenship education - concerned with young people's understanding of society and, in particular, with what pupils learn and understand about the social world they live in - attracts the attention of many groups in Slovene society. These groups have differing perspectives on which aspects of the social should be included in education for citizenship, and divergent views about methods of approach to teaching. Young people are bring incorporated into not only Slovene but also European social life. Social knowledge should be an important part of the curriculum at all stages of schooling. Knowledge of complex social processes and of the individual's position in both family and extended social groups is necessary to understanding and successfully overcome the obstacles that are met in day-to-day life. This is perhaps especially important in countries such as Slovenia, which have undergone huge social changes over the past decade, and which have also influenced the reformation of modern Europe and the wider world. Rowe (1997) categorised differing perspectives into eight models of citizenship education which have been developed in democratic societies. They are: constitutional knowledge, the patriotic, the parental, the value conflict or pluralist, the empathetic, the religious, the school ethos, and the community action models.