美国中小学国防教育的基本经验及其启示

… knows it all We hope our golfer knows enough To get us on the ball. … K–12 STEM education and developing and retaining the best students (National Academy of Sciences, National …

… This paper reviews the historical and current response of the United States to threats … United States in mathematics, science, and engineering education is reviewed with respect to K-12 …

… supply of US citizens with advanced S&E degrees, means that our defense laboratories are … Overall, the PEP seeks to increase the interest of K-12 students in pursuing careers in …

Это исследование фокусируется на патриотическом образовании в начальных и средних школах Китая, России, США и Сингапура. Оно использует комбинацию методов анализа литературы, сравнительного исследования и изучения случаев для систематического изучения сходств и различий в целях, содержании и методах патриотического образования в разных странах. Выбрав репрезентативные курсы или проекты из четырех стран для углубленного анализа, было обнаружено, что Китай подчеркивает политическую идентичность и историческое и культурное наследие, Россия подчеркивает исторический героизм и военное патриотическое образование, США фокусируются на гражданском участии и культивировании демократических ценностей, а Сингапур фокусируется на мультикультурной интеграции и формировании национальной идентичности. Поэтому это исследование обобщает опыт разных стран и выдвигает конкретные предложения по оптимизации патриотического образования в моей стране. This study focuses on patriotic education in primary and secondary schools in China, Russia, the United States and Singapore. It uses a combination of literature analysis, comparative research and case study methods to systematically examine the similarities and differences in the goals, content and methods of patriotic education in various countries. By selecting representative courses or projects from the four countries for in-depth analysis, it is found that China emphasizes political identity and historical and cultural heritage, Russia emphasizes historical heroism and military patriotic education, the United States focuses on citizen participation and the cultivation of democratic values, and Singapore focuses on multicultural integration and national identity shaping. Therefore, this study summarizes the experiences of various countries and puts forward specific suggestions for optimizing patriotic education in my country.

Training education students of pedagogical universities how to organize civic-patriotic education in secondary schools is a relevant problem due to the latest socio-economic changes and the following revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, we determined a terminological series of basic concepts of the studied problem, such as civic consciousness, patriotism, civic-patriotic education in secondary school, training of education students in civic and patriotic education for secondary school children. Based on the analysis of the author’s positions on the process of training education students in civic and patriotic education for secondary school children, the main characteristics of such training were highlighted. The article presents the author’s definition of the concept of ‘training education students in civic and patriotic education for secondary school children’ that is understood as a training system (theoretical, methodological, practical), the purpose of which is the formation of competence reflecting the maturity of corresponding competencies in students. Based on the theoretical conceptualization of the studied problem, a process model for training education students in civic and patriotic education for secondary school children was created. The model, reflecting the essence and dynamics of the process under study, consists of values-motivational, content-activity and reflexive-corrective stages. The values-motivational component determines the activity that ensures the adoption of pedagogical and universal values that guide the internal emotional orientation of the behavior and activities of the future teacher. The content-activity component reflects the peculiarities of the process of training education students in civic and patriotic education for secondary school children. The ability for critical self-analysis and awareness of one’s activity on the basis of reflection characterizes the reflexive-corrective component. The methodological analysis of the phenomenon under study made it possible to single out the methodological foundations, such as systemic, activity-based and axiological approaches.

… USA's music-oriented curriculum"-in which students are taught patriotism through the use of … on patriotic education in early elementary school, where the bulk of patriotic education takes …

… elementary and secondary schools.However, the indoctrination common in our secondary schools … that the exercise of these rights does not threaten the school's educational program. …

… These matters come to a head in debates over patriotic education. To give this essay some … The fact remains, however, that patriotism is only nebulously defined in school curricula; it is …

At its most fundamental level, civic education involves teaching and learning focused on the knowledge, skills, and dispositions that members of a community need in order to participate in and sustain that community (Campbell, Levinson, & Hess, 2012). Nonetheless, this simple definition belies a great deal of complexity; for instance, what is the nature of community? Is it defined through the formal boundaries of municipalities, states, and nations, or through the informal shared interests, identities, and concerns of individuals? What values and beliefs sustain that community? What should young members be taught to know and do in order to demonstrate belonging and engagement with it? Who should be doing the teaching? This litany of questions – and the lack of easy answers – helps to explain why the nature and purpose of civic education is a perennial source of disagreement and debate among researchers, policymakers, and teachers (Tyack & Cuban, 1997). Responses to these questions are also contextual based on the structure of the body politic in which civic education is taking place. Because democracy in the United States context relies upon the active participation of citizens to maintain the project of self-governance, its survival depends upon individuals achieving a substantial amount of knowledge about how political systems work and their role in those systems (Delli Carpini & Keeter, 1996).

… civic education, the state of the practice will be clearly laid out. All of the problems that civic education … is, in fact, the public policy and educational style of the United States that has led to …

… This study analyzes the theoretical and practical political frameworks behind the two main approaches to civic education in America, ‘civics’ and ‘service’. The first focuses on educating …

… attitudes of high school seniors; still, they are of intrinsic interest, and they allow us to generalize in a small way our understanding of the role of school factors and other influences on …

… civil defense education, as did the overwhelming majority of secondary schools.* … civil defense policy for US schools during the fifties? Why were teachers given the role of civil defense …

… Scholars investigating civil defense during this period generally … But civil defense in the United States was more than … The US Department of Agriculture (USDA) provided civil defense …

… of civil defence pedagogies. Through the use of policy analysis and documentation from the USA in the … of the family, race and class in civil defence pedagogies. Although whiteness is …

… This study documented K-12 teachers’ (n=17) perceived self-… -related lessons when participating in a week-long cybersecurity education workshop experience funded by the National …

The importance of incorporating cybersecurity education in K-12 to develop and strengthen the pipeline of students who pursue a cybersecurity major in college along with teaching cyber-awareness to all students cannot be overstated. Through efforts, such as the National Institute of Science and Technology (NIST) National Initiative for Cybersecurity Education (NICE) K-12 cybersecurity conferences and the NICE K-12 working groups this message is being spread to K-12 educators across the country. In Virginia, like many other states, there is a disparity among student and teacher preparation in cybersecurity between urban and rural areas. Schools lack two key resources: teachers with the required competencies and access to isolated computing networks – required for hands on exercises in security. Currently, efforts to introduce security are usually focused only at the high school level where students have already self-selected into relatively small interest groups. This paper describes the result of year-long, NSA funded project (PICSAR) designed to increase the number of teachers with competency in cybersecurity, while increasing the pipeline of students interested in cybersecurity. The project accomplished the first goal by providing graduate instruction in cybersecurity education and workshops to K-12 teachers. These same teachers then helped to accomplish the second goal through the development of age appropriate, integrated, STEAM lesson plans from Kindergarten through the 12th grade. For each topic in cybersecurity (e.g. Cryptography), a skills progression plan was developed and then lesson plans developed and piloted to appropriately introduce the topic at each grade level.

… The study identifies integrated, vertically aligned pathways spanning K–12, higher education, and … is a strategic and national security need for ensuring long-term US security resilience. …

In recent years, there have been increased efforts to recruit talented K-12 students into cybersecurity fields. These efforts led to many K-12 extracurricular programs organized by higher education institutions. In this paper, we first introduce a weeklong K-12 program focusing on critical thinking, problem-solving, and igniting interest in information security through hands-on activities performed in a state-of-the-art virtual computer laboratory. Then, we present an inquiry-based approach to design hands-on activities to achieve these goals. We claim that hands-on activities designed based on this inquiry-based framework improve K-12 students’ self-efficacy in cybersecurity as well as their problem-solving skills. The evaluation of the program showed that the participants made significant progress towards achieving the learning outcomes of the program and developed self-efficacy in cybersecurity.

… We started with 10 students in one introductory class 7 years ago. This year we have two … accepting National Security Language Initiative grants to fund programs in public K-12 schools…

This paper presents a systematic review of K-12 cybersecurity education literature from around the world. 24 academic papers dated from 2013–2023 were eligible for inclusion in the literature established within the research protocol. An additional 19 gray literature sources comprised the total. A range of recurring common topics deemed as aspects of cybersecurity behavior or practice were identified. A variety of cybersecurity competencies and skills are needed for K-12 students to apply their knowledge. As may be expected to be the case with interdisciplinary fields, studies are inherently unclear in the use of their terminology, and this is compounded in this field due to the pervasive nature of cybersecurity, relevant and important to every person using a digital device. Almost all the studies within the data focused on secondary school settings and it appears the primary school years are largely ignored. This review suggests that most aspects of cybersecurity are not being systematically taught at K-12 around the world.

… of American leadership on the international scene. The Act is also … us into rigorous self-examination of our total educational … provisions of the proposed National Defense Education Act. …

… , and Welfare has urged an amendment to Title IV which would permit us to help programs … or contract programs) except the international educational and cultural exchange programs, …

… To structure the comparative analysis, I focus on how 'needs' … There is a 'need' for improving both national defence and … augmenting components of national defence and US influence in …

… kind of national defense emerged in the United States and … cited opinions about international politics and educational im… argument went, or it will destroy us all. Between 1945 and 1949, …

… HESE days, as we prepare to administer the National Defense Education Act, we are often … will move us surely onward toward our goal: Defense of our Nation against every enemy of …

This study aimed to identify potential gaps related to crisis preparedness at 98 public secondary schools. We focused on crises that may occur following a substantiated eminent threat of school violence. Crisis preparedness data collected by trained external assessors captured knowledge of the procedure for responding in a safety-related crisis and process for notifying school staff, as well as the posting of the crisis plan in school locations. Data were analyzed in conjunction with data on student- and staff-reported school climate, school demographics, and external observations of the school. Analyses indicated that the staff were least aware of the process for notifying staff that a crisis was occurring. Middle schools, schools with higher levels of school disorder, and those with poorer reading and math scores were less likely to know the procedure, know the notification process, and have the plans posted in all locations. Schools also need to improve posting of school crisis procedures in shared and open spaces, such as the cafeteria and gymnasium; this is especially critical given that many school shootings occur in these large open spaces. Multilevel analyses indicated that staff perceptions of safety were significantly higher in schools in which the procedure was posted in all locations. Together, these findings provide evidence of a link among crisis planning, school context, and school climate, and complement the need for additional training on what to do following the substantiation of a credible and eminent threat.

… Safe Schools project to illustrate these challenges and solutions. Our findings suggest that (1) readiness assessment can be combined with feasibility meetings to inform school …

… No difference in districts from different states was found with respect to activation of a district crisis team due to a school emergency such as a fire, tornado or bombing. …

… Semi-structured interview form had sixteen questions related to the school safety issues, … (7), as well as by phone or play instruments captured within the course time (10). Interviewed …

… We have both testified several times before the US Congress on this topic, and in July 2009, … School security is more than hardware only or curriculum only. An assessment must take a …

… School safety and crisis prevention, preparedness, and response initiatives have become … in schools throughout the USA. PREPaRE, a comprehensive curriculum developed by school-…

… Its prevention and preparedness elements offer guidance on improving school safety and climate; … curriculum helps to develop expertise in school crisis prevention and intervention. …

… to alter the foundation and face of civics learning and youth citizenship throughout the United States K-12 public education system. The History of Civics Education in the United States …

… policies in the federal/ state/local government and the use of K-12 educational policies to move forward social policies… the nation’s children is a civic duty and an investment in the future …

Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels.  This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across participants: 1) intentional integration of global topics and multiple perspectives into and across the standard curriculum; 2) ongoing authentic engagement with global issues; and 3) connecting teachers’ global experiences, students’ global experiences, and the curriculum. These signature pedagogies provide visions of possibility for concrete practices teachers can adapt to infuse global citizenship education into their own contexts and for policies that school districts and teacher education programs can consider in preparing and supporting teachers in this work.

… K-12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education … our understanding of how best to educate K-12 students, the Panel …

This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.

… School shootings are nothing new in the United States. So far in 2018 there have been two mass shootings on k-12 campuses in the United States … Douglas High School in Parkland, …

There has been a fast-growing demand for cybersecurity professionals to defend cyber space and information systems. With more and more programs and course offerings in cybersecurity popping up in higher education, it is important to have a consistent and reliable quality standard to guide and evaluate the training and preparation of qualified cyber defense workforce. The national Centers of Academic Excellence in Cyber Defense Education (CAE-CDE) designation program jointly sponsored by the US National Security Agency (NSA) and Department of Homeland Security (DHS) is a rigorous national standard with specific criteria for maintaining the quality of cybersecurity education. This article explains the CAE-CDE program criteria and requirements and discusses the important role of the special designation in improving cyber defense education and workforce development. This article illustrates the educational value and quality impact of the CAE-CDE program with three case studies: (1) University of Missouri – St. Louis; (2) American Public University; and (3) Robert Morris University.

… them from executive orders targeting K-12 education, the Pentagon ordered library reviews after learning some “DEI” and … Ultimately, they will cause us to lose our nation’s future wars. …

Raising a child as a patriot and citizen has always been at the center attention of state policy in the field of education (The concept of national-patriotic education of children and youth, 2015), theory and practice of Ukrainian education and pedagogical science. This problem is especially relevant under the conditions of Russian-Ukrainian war. In the conditions of challenges that Ukraine has faced, in particular, Ukrainian school, the educational process must be built taking into account the conditions of one of the most brutal wars in modern history: the education of civil patriotism should be based on statesmanlike positions. Today, it is necessary to build a new model of a young patriot. It is worth giving up generally accepted beliefs and build active state-oriented patriotism. Examples of national heroes should be those who gave his life for the freedom of Ukraine, especially in its confrontation with Moscow during more than four hundred years of struggle. Educational process in new Ukrainian school should be based on the approval of Ukrainian statehood idea. Nowadays it is necessary to teach national history at the appropriate level, where priorities should be clearly set, national figures that led to the establishment of statehood ideals, for whom Ukraine was above all else (Ukrainian Cossacks, Legion of Ukrainian Sich Riflemen, Ukrainian Insurgent Army and etc.), actualized. Today's soldiers, who are on the front lines fighting for independence of Ukraine with the Russian aggressor, are those national heroes who are to become an educational ideal for Ukrainian children. It is necessary to remember about commemoration of those who died for the freedom of Ukraine, emphasize the meaning of national liberation struggles in the aspect of the civilizational development of Ukraine throughout its history. It is worth taking into account the pedagogical conditions for the effectiveness of patriotic education of younger students in the educational process of primary school: it is about the systematic work of teachers on the formation of patriotic feelings of education seekers on solid statesmanship positions; impact on consciousness of younger schoolchildren using various means for the formation of patriotic ideas and concepts, the organization of various educational activities; involvement of younger schoolchildren in various forms of practical patriotic activities (volunteering, charity), participation in "adult" patriotic events, the purpose of which is to help the Armed Forces, internally displaced persons, people in the de-occupied territories; the common activities of teachers and families on patriotic education of younger schoolchildren; actualization of the regional component of patriotic education; etc.

… to patriotic education do not apply to our proposal. Indeed, the concerns that motivate and fortify criticisms of patriotic education partly … in favor of teaching about nationalism in schools. …

This article deals with one extremely topical problem involved with high school students’ patriotic education throughout the teaching / learning process conducted by general secondary educational institutions. Based on psychological and pedagogical literature, the concept of patriotism was defined. It was revealed that under modern conditions, a patriotic upbringing should be based on philosophical, psychological, pedagogical, and social provisions, reflecting a conceptual basis. Other factors such as democratization, depolitization of both pedagogical science and education systems, as well as strengthening personal aspects throughout educative work with younger generations should also be considered. The main methods utilized during the experimental work were observing teachers’ and senior pupils’ creative activity at lessons, extracurricular activities, analysing pupils’ experimental results, individual conversations with senior pupils / teachers, questionnaire for senior pupils, and short written work. Experimental work results concerning patriotic education among high school students through the teaching / learning process conducted by general secondary educational institutions are presented. The structural-functional model, which allows for the creation of determined pedagogical conditions during the teaching/learning process, was substantiated. During the pedagogical experiment, the patriotic education levels amongst senior pupils from both the experimental and control group were compared at various stages. A statistical analysis of students’ t-test data has been made. The obtained data was correlated with the levels of senior pupils’ patriotic education, which allowed for final results to be formulated. It was determined that there was no statistically

The article discusses patriotic education as a factor in the formation of the value-semantic competence of younger students. The study is based on an analysis of scientific psychological and pedagogical literature, as well as modern school practice. The authors suggest ways to solve the problem of the formation of value-semantic competence in the educational system of primary school. In elementary school, patriotic education, most of all, orientate a person toward developing, as a personality and socially valuable orientations of students, humanistic ideals of peace, kindness, and justice. These qualities are connected with the “value ideas of the student, his ability to see and understand the world around him, orient himself in him, be aware of his role and purpose, be able to choose goals and meanings for his actions and actions, make decisions”. The study actualization is confirmed by the results of surveys conducted by the authors over the past years. These surveys were conducted using methods of sociological and pedagogical measurements, such as observation, questionnaires, interviewing, diagnosis, interviews, introspection

The study aims to analyse the strategic directions for the fundamentalisation of the system of patriotic education of youth in modern society. The article highlights the issues of the formation and development of civic competence among young people. Various approaches to the essence of the definition of patriotic education are identified. The specific factors influencing the transformation of these concepts in the current conditions of social progress are outlined. The goals, tasks, and organisational-legal foundations of patriotic education of youth are substantiated. It is established that during childhood and adolescence, an individual forms personal values and competencies, which, in synergy, will determine the individual's attitude towards themselves and the surrounding world, influencing their actions and behavioural reactions in the context of patriotism. The priorities of patriotic education of youth in the conditions of the Russian-Ukrainian war and the post-war period are characterised by national orientation, consolidation and integration, preservation of national identity, social harmony, personal reflection, constructive leadership, and continuity and succession. The main methodological approaches to implementing the process are highlighted particularly axiological, personality-oriented, activity-based, and competence-based approaches. The priority strategies for the fundamentalisation of the system of patriotic education of youth are substantiated, including spiritual identification and reflection, integration of youth into everyday patriotically oriented activities and projects, development of the inner value potential of patriotic action, fostering confidence in it, positioning a historical figure or contemporary as a role model, and appropriate independence. The concept of patriotic education is proven to be a scientific-applied problem that is a component of the theory of education, functioning as a harmoniously organised whole. It is clarified that in such a coordination status, the issue of patriotic education should apply the same methodological principles, methods, and approaches as the process of youth education in general.

The article examines patriotic education as a factor in the formation of value-semantic competence of junior schoolchildren. It is based on the analysis of scientific psychological and pedagogical literature, as well as modern school practice. The authors propose ways to solve the problem of the formation of value-semantic competence in the system of education in elementary school. In it patriotic education most of all orients the personality of a younger student towards the development of personal and social value orientations of students’ humanistic ideals of peace, goodness, justice. Patriotic events aimed to form value-semantic competence provide dynamic changes in the performance of primary schoolchildren. They rely on interest in the process of acquiring knowledge. Being based on the formation of a respectful attitude towards a different opinion, history and culture of other peoples it leads to the perception of awareness of their ethnic and national identity. All in all it forms the values of a multinational Russian society. Based on the analysis of the main approaches, the author determines their conjugation in the basis of characteristicsindicators, the achievement of which contributes to motivation for acquiring knowledge, in general. For the scientific substantiation of the solution of the research problem, the article shows a pedagogical experiment in primary school. It became the starting point for conducting patriotic events that contribute improvement of younger schoolchildren. Keywords—value-semantic competence, patriotic education, junior schoolchildren, formation factor

The article presents the issue of patriotic discourse in school textbooks for teaching Polish for grades 4–8 of primary schools. At the same time, this issue is placed in the aspect of recent changes in education made and announced by the minister of science and education. The analysis of the textbooks carried out using the KAD method shows that, although we constantly deal with a romantic vision of patriotism due to the canon of reading, it is sometimes broken through reflection on historical events and the past. The martyrdom tendency, formed in the period of Romanticism, is still the dominant one, the presence of which is part of the paradigm of the long duration of Romanticism. The article also addresses what patriotic education at school should be today. Not only today, but for a long time now, we have been dealing with a tendency to produce and reproduce a conservative discourse and be closed within a martyrological narrative. This way of understanding patriotism today may lead young people to consider any form of patriotism as anachronistic and inadequate to our times.

The article theoretically substantiates the theoretical and methodological aspects of national-patriotic education of youth in extracurricular education institutions of Ukraine, which allows to determine the prospects of their use in the conditions of modernization of the education system and preservation of the best traditions and creation of modern standards of extracurricular education. It is established that in modern conditions the activity of extracurricular education institutions is an actual means of forming positive motives for the educational and cognitive activity of young people and national-patriotic education of young people. The aim of article is to determine the theoretical and methodological foundations of national and patriotic education of youth in extracurricular education institutions. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison and generalization of approaches to the definition of theoretical aspects of national-patriotic education of youth in extracurricular education institutions were used. It has been proven that the national-patriotic education of children and youth is a complex systematic and purposeful activity of state authorities, public organizations, families, educational institutions, and other social institutions regarding the formation of a high patriotic consciousness, a sense of loyalty, love for the Ukraine in the young generation, concern for the well-being of their people, readiness to fulfill their civic and constitutional duty to protect the national interests, integrity, independence of Ukraine, and support its establishment as a legal, democratic, and social state. It has been proven that extracurricular work is an informal parallel education capable of quickly and mobility responding to changes in the social environment.

Reaffirming America's role as the global engine of scientific discovery and technological innovation has never been more critical. Challenges like climate change, pandemic disease, and resource scarcity demand innovation. Meanwhile, the nation that leads the world in building a clean energy economy that will enjoy a substantial economic and security advantage. That is why the administration is investing heavily in research, improving education in science and math, promoting developments in energy, and expanding international cooperation. This chapter is aimed to provide the introduction of the significant role of STEM education for national security. The chapter will provide an introduction to integrating the awareness training of national security into higher education with the demonstration of the practice of our education module of DHS CFATS in the chemical engineering course of plant safety and security.