According to my friend André’s paper and to my own presentation, it is the third level that is effective for achieving responsible citizenship. The result of constructivist pedagogy as applied to science education would lead to truly socially and environmentally literate citizens. At that same conference, Federico Mayor, described how the first two-thirds of the 20th century were dominated by the hard physical sciences, technology and engineering whereas the latter third of the century concentrated on developing a synergetic relationship between science and the arts, science and society and science for human welfare - again, pointing the way to citizenship. Mayor further argued that a key condition for literate citizens to operate successfully and have a real impact on human welfare is democracy, a mechanism for citizens to have a voice and make choices.

In 1977, the present author showed conclusively that the acquisition of concepts had an impact on behaviour but that the mere memorizing of information had none, which finding has since then proved useful in defining programmes of studies aimed at training of youth to become responsible adults. Therefore, these findings point clearly to the value of behaviourist and constructivist pedagogies in developing citizenship.

The whole of the above must necessarily be grounded in ethics. We have witnessed in the last century a gradual loss of ethical consciousness itself. A true and major aim of education for citizenship is to re-launch such ethical responsibility. As a reminder, the rights and responsibilities of a citizen means participation in the life of the community in its many forms. In addition to voting, we, as citizens of a nation state, have the right to be informed about the affairs of the community. To be effective citizens, we must debate the major issues facing the country today. We also have the responsibility to obey laws, to respect the rights of others, to care for the well being of the community, and to protect the resource base on which the wealth of our nation depends. To take but one example, the SC/HSC Exams fees dossier has been mishandled by many parties concerned since mid-2006, when responsible action should have been taken by government to inform parents and students, plan alternative strategies and implement them well in advance of the March 2007 deadline. That irresponsible handling as well as the behaviour of some groups to turn this dossier into an occasion to gain political advantage can only be detrimental to the cause of educating these very SC/HSC students to responsible citizenship!

In practical terms, the consensus is that the goals of good citizenship education(which we parents wish for all our children)are threefold. Consider these as they apply to you and propose alternative interpretations if this list does not meet your requirements:

■ To foster clear awareness of, and concern about, economic, social, political and ecological interdependence in urban and rural areas;

■ To provide every person with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the living environment and resource base on which we all depend, to meet all their needs and to make a decent living;

■ To create new patterns of responsible behaviour and of governance as a whole towards man and the environment.

To summarize in a simple way this complex thinking process, with so many actors worldwide, I would use this guiding rule from “Caring for the Earth” which is that people must “share with each other and care for the earth”- a complete aim for good education in one sentence!

<B>Dr. Michael ATCHIA</B> (President Commission or Education of IUBS, 1991-1995)</I>