Implications of Legislative Education as Democratic Citizenship Education from the Point of View of the ‘Beutelsbacher Konsens’.

Even though they are members of a country where the ideology of democracy is protected by the constitution, it is extremely rare for e ach citizen to actually feel that he or she is exercising sovereignty except for voting. Existing forms of participation, such as public hearings, had to invest a lot of time and effort. However, as ‘the Blue Hous e Shinmungo’ and ‘Public Petition’ have recently been activated, the arena where people can express their thought to urge social change is expanding. Nevertheless, the role of the people is only to suggest opinions and not to participate in the process of finding a solution, so it is extremely rare for the people to feel a sense of efficacy as a sovereign. In the educational field, various educational activities are being conducted to develop competence as a democratic citizen, but the y face various limitations, such as non-cooperative attitudes of relat ed institutions, and debates over the political neutrality of teachers. In order to overcome these limitations, legislative education is drawi ng attention as an alternative to realizing democratic citizenship edu cation. 'Beurelsbacher Konsens', which is the basis of democratic citizens hip education, is based on Prohibition against Overwhelming the Pupil, Treating Controversial Subjects as Controversial the principle of controversy, and Giving Weight to the Personal Interests of Pupils. Af ter the consensus was released, various criticisms were raised, such as the possibility of overwhelming and edification in a covert way, the passive attitude of teachers to avoid overwhelming and edification, the extent of controversy in actual classroom situations, and indiffere nce to the development of the community. In order to overcome criticism and realize consensus-based democratic citizenship education, teachers should be aware of the possibility of overwhelming and edif ication, but as a guide, they should introduce various viewpoints on the issues so that students develop their ability to analyze them based on individual perspectives and interests. Furthermore, it is necessary to provide various opportunities for social participation while gradually expanding the scope to classes, schools, local communities, and countries so that they can seek symbiosis with the community, not just making decisions for the realization of individual interests. …