Only in Dutch ; Het Wilhelmus voorbij. Over het ontwikkelen van burgerschap in het onderwijs, Amsterdam: Van Gennep. The Wilhelmus is the Dutch national anthem.
Eidhof does mention, in footnote 44, that more can be gained from the curriculum. “E.g., in my dissertation I show how language and citizenship education go hand in hand.” But this remark, let alone a wider connection, doesn’t get any more attention or didn’t make it to the list of conditions for citizenship education.
E.g. in Flanders P. Loobuyck already for years makes a plea to make competences in knowledge about religions and for democratic citizenship mandatory and realize these preferably in a new course “Religion, Ethics – Citizenship, Philosophy” (see especially his Meer LEF in het onderwijs, Brussel: VUBPRESS, 2014). However, nowhere does he point to the need for trans-course, trans-curricular or school-wide approaches that need to involve as many teachers/courses as possible. As a course LEF should even replace the religious and ethics courses in the public education systems, or push them outside the mandatory curriculum. But those competences are already for years and decades part and parcel of (amongst others) History and/or are also covered in the set of trans-curricular competences that indeed got but an effort-obligation, but are now being scaled-into several courses of the curriculum. In the public system GO! I helped create a new course Active Citizenship that will be introduced next year. But this is different from the LEF proposal and especially didactically more sound: without touching the value of the religious and ethics courses it is also meant to be the axis for trans-course and school-wide approaches, like the WELT program I describe further in this article.
A stepping plan for moral reasoning mostly has the following phases: problem-description, (scientific) analysis with (in this case) attention to the global scene, discussing possible solutions and weighing these against constitution and human rights, consulting others outside the project and finally taking a position – which can take the form of a text, installation or artistic performance.
World Education Learning for Tomorrow, see www.civiclab.befor more info and examples.