Chapter one

Introduction

The subject matter of Civics originates from the nature of human being itself that is from
the natural behavior and levels of interaction of human beings itself.

One basic nature of human beings related with this statement is the fact that ‘man is a
social animal’ whose life is closely related to each other.

Almost all instincts, demands and progresses of human beings are fulfilled in society.
The superiority that human beings try to achieve over nature and other living things is
the result of the social bond among human beings.

If such bond is a requirement for the survival of human beings, then what should be the
patterns of social interaction that exist among human beings is closely related with the
subject matter of civics.

In this regard Civics is considered as a subject field which is mainly concerned with
teaching citizens as to how they can live harmonious and peaceful life with other
citizens and as to how they can resolve conflicts peacefully among themselves.

o The other basic nature of human beings is the political view of philosophy by
Plato that “man is a political animal”, which means no human being can escape
from the deeds of politics and his/her day to day life is either directly or
indirectly affected by it.

o For this reason, human beings have to know the workings of politics, institutions
that affect their day to day life, norms, principles and laws which are set in
motion by politicians to govern their societies and above all the duties and rights
that they have in the political community in which they are leading their life. So,
civics tries to make them familiar with such and other concepts that make them
active and responsible citizens.

The term Civics is derived from the Latin words ‘civics’ which means ‘civitas’ which
means ‘citizen’.

Civics, as a branch of the social sciences, deals with the rights and responsibilities of
citizens. Citizens are legal members of a politically organized community- called state.
Civics deals with the various aspects of social life of a citizen. Civics studies every thing
about citizens.

The great political thinker Aristotle defined man as a ‘social animal’ Aristotle further
goes to say that man as a social being interacts with other members of the society. But
in his interaction with other members of the society, there may be cooperation and/or
conflict.
What matters most is not why conflicts arise among human beings rather the question
should be how to solve differences and live in harmony with each other. Therefore civics
as a discipline is concerned with the understanding the relationship between man and
his society.

F.J. Gould defined Civics as “the study of institutions, habits and spirits by means of
which a man or women (citizens) may fulfill the duties and receive the benefits of
membership in a political community.”

Civics is also concerned with the intensive study and understanding of political
institutions such as law – making institutions or legislatives, executive and judiciary
organs as well as political institutions of various types or kinds existing in a country. The
purpose of government, the nature of law, and the way private behavior affects the
public order and the political system are also the concerns of civics.

Civics is an old subject and previously it was taught along with history and political
science. It was introduced as a separate subject only in the 19th century in Great Britain.

Civic and Ethical Education

Civics and Ethical Education is an education for the citizens of a country. The intention
behind this subject is to create active, competent and responsible citizens in the
country. Citizenship education was started by the Greeks and Romans.

During the medieval period in Europe it was given along with religious education. As the
church started to loose its former absolute dominance over the state during the
Renaissance period, the impact of religion in public education also declined in many
countries.

The impacts of the English Revolution of the 17 th century, the American War of
Independence and the French Revolution of the 18 th century were very strong and long
lasting for the growth of the subject matter of Civics and Ethical Education at the
international level.

When we come to Ethiopia, Civic Education was introduced into the school curriculum
during the reign of Emperor Haile Sellassie I. During that time, the subject gave more
emphasis to the glory and sacredness of the Emperor, his unquestioned power, his
hereditary rights and the like. In general, we may infer that there was no separation
between the subject Civics and Ethical Education and religion.

The Derg regime had also introduced its own Political Education into the school
curriculum. The Marxist Leninist ideology was highly preached in that political education
for the sole reason that Ethiopia was by then a socialist oriented country.

o Goals of Civics and Ethical Education

The goals of Civic Education can be realized by the active participation of citizens in a
society. The extent and intensity of citizen’s active participation reflects the realization
of the goals. Civic Education has the following basic goals.

I. Ideal (perfect) citizenship – The most crucial aim of teaching Civic and Ethical
Education is to create an ideal citizen that is to acquaint (making familiar)
students with all the qualities of all ideal citizens. An ideal citizen has the
following characteristics

a. Believes in equality of opportunity for all people

b. Values, respects and defends basic human rights and privileges

guaranteed by the country’s constitution

c. Respects and upholds the law and its various agencies

d. Understands and accepts the principles of democracy

e. Puts the general welfare above his own welfare

f. Exercises his right of vote freely

g. Accepts his civic responsibilities and discharges them to the best of his
capability.

h. Assumes a personal responsibility for the wise use of natural resources

i. Understands cultures and ways of life other than his own

j. Supports all efforts to prevent war, but is always ready to defend his
country against tyranny and aggression.

k. Cultivates qualities of character and personality that have a high value in

his culture

l. Realizes the necessary connection of education with democracy and so

forth.

II. National Character and Patriotism – For a country to progress effectively its
citizens must be soaked in the spirit of patriotism. Citizens should be always
willing and ready to sacrifice everything for their country. They should also be
proud of their country. They should also be proud of their identity, cultural
heritage and uphold the values of the society. These things can be implanted
into the minds of students at their impressionable age, in a psychological and
scientific manner. The teacher should try to develop national character in them
and base it on the virtues of co- operation, love sympathy etc.

III. Development of Democratic Outlook and Strengthening Democracy

Democratic outlooks should be inculcated (fixed) into the minds of the young
generation. This can be realized by teaching students democratic values, principles and
cultivate them in such a way that they could be able to shoulder the responsibility of
their country

IV. Providing citizens with the knowledge and intellectual skills – which are very
important to monitor and influence government rules, decisions and actions
that greatly affect individual rights and without which the good of the society
do not materialize

V. Strengthening National and International Integration (connecting)

In vast and multi national countries like Ethiopia there could be a number of
tendencies that may threaten the unity of the country. This is a serious problem.
A proper teaching of Civic and Ethical Education can help to create a sound base
for the continued oneness and unity of the country. Nowadays, the world is
becoming a village as a result a man can be a real citizen of his country only when
he possesses international outlook. This outlook greatly helps to have the
attitude of cooperation and peaceful co – existence.

VI. Promoting Scientific and Rational outlooks

The Interdisciplinary Nature of Civic and Ethical Education

Civics and Ethical Education is an interdisciplinary subject. Therefore, it borrows its

contents and methods from different fields of studies. Accordingly civic and Ethical
Education is based up on the principles, findings and theories of various disciplines some
of these disciplines are Philosophy including Epistemology (theory of knowledge) and
Ethics, political science, sociology, Economics, Law, History, and Geography. When one
learns Civics and Ethical Education he learns and gains knowledge from different areas.
For better understanding of Civic and Ethical Education students should apply what they
have learned in other subjects as well.

Sources of Civic and Ethical Education

It is possible to categorize sources to learn civic and ethical education into theoretical
and documentary sources.

A theory is a statement of leading ideas for explaining reality. Theory is a systematic

presentation of facts. These facts may serve as guide to make observation and discovery
in order to arrive at a general explanation and a viable prediction.

A. Documentary sources – Civic and Ethical Education has diverse documentary

sources. Constitution, international human right charters; and the characters of
global and regional organizations, decisions and enactments of legal bodies,
historical sources, films, and photographs and so on are some of the
documentary sources of the subject under discussion.
B. The international instruments as one documentary sources of civic and Ethical
Education include among other things, the Universal Declaration of Human Rights
(UDHR) of 1948; The convention on the Right of the Child (1989); The Convention on the
Elimination of All Forms of Discrimination against Women (1979) are some examples of
such sources.