Chapter one

Understanding of Civics and Ethics

INTRODUTION

Civics and Ethics or civic and ethical education is an emerging field of the study in the field of
science. After 1990s, the official launching of democracy and democratization process among
countries which were, hitherto ruled under dictatorial regimes across nearly half part of the world
revived the significance of civics or civic Education. In some country it is included in the official
curriculum as citizenship Education. In some countries it has been named under-citizenship for
Democracy. And in most cases it has retained the name of Civics or civic Education. In our
country Civics and Ethics or Civic and Ethical Education is the title given to it. Despite
variations in nomenclature, there have been foundational principles and values that are treated
under the discipline. The issue of constitutional democracy and Human Rights has been the core
values and issues are the common denominator (title) across countries. The emphasis on the
rights and duties of citizens however varies. In some countries the focus has been on the civil and
political rights of citizens and the reciprocal relationship among citizens, between citizens and
states. In country such as Ethiopia the scope and dimensions of citizenship is comprehensive
covering wide range of issues and domains of society.
This unit thus, focuses on the meaning, scope and dimension of citizenship, the rational and
objectives of civics and ethics, and the competences of good citizens.

1.1 Defining Civics, Ethics, Morality and amorality

Civics
The word civics is derived from the Latin word civias` which means citizen` and another Latin
word civitas which mean city state. Both these words gave the birth for the word civics. Civics
is a branch of social sciences which deals about rights and duties of citizens and state.

Civics deals with the reciprocal (mutual) relationships of rights and duties established among
citizens, and between citizens and the state. It deals with the reciprocal roles and privileges that
state and citizen have with respect to the economic domain, cultural domain, social domain,
developmental domain and environmental domains of the society.

Ethics
Historically, the word ethics it comes from a Greek word which is called ‘ethos’ it means that
‘character.’

1|Page
Ethos is the characteristic spirit of culture, era or when community as manifested in its attitudes
and aspiration.

Character is a guiding beliefs, ideology or system of idea.

The branch of philosophy—deals with the origin, meaning and the like of morality or morals.
Therefore, morality is the object (purpose/goal) of ethics and ethics is the subject
(matter/importance) of morality to be dealt herewith.

Morality
It is derived from Latin words of ‘moralist’ which means customs or manners. Morality is a
social practice of judgments and criticism commonly we speak of people being ethical or moral
to mean good or right and unethical and immoral to mean wrong or bad.

We can separate mortality in to two forms:

1. Customary or Traditional Morality: refers to the moral system handed down through
custom from generation to generation.

2. Reflective Morality: it requires that moral ideas are carefully examined and tested.

Traditional morality can become reflective and dynamic when those moral ideas that are simply
handed down and accepted are subjected to analysis and criticism.

Amorality
It refers to someone who does not care if his or her actions are right or wrong, or actions that
show a lack of care about what is morally bad. Amorality not to be judged by criteria of morality;
neither moral nor immoral. Without moral sense or principles incapable of distinguishing
between right and wrong. Generally, it is having or showing no concern about whether behavior
is morally right or wrong. It implies acknowledgment of what is right and what is wrong but an
unconcern for morality when carrying out an act.

1.2 The Origin and Development of Civics and Ethical

The origin and development of civic and ethical education dated back to the ancient Greek city-
state - Athens, with the aim to create active and participant citizen for the then Athenian direct
democracy (Meron, 2006; Birhanu, 2012). Civic education has a parallel development with
2|Page
democracy. Hence, it is fair to say that Athens served as a foundation for the modern Civic and
Ethical Education. Subsequently, the outbreak of revolutions in Britain (1688), America (1776)
and France (1789) contributed a lot for the development of civic education (ibid). This is
explained by the reason that those revolutions brought new democratic concepts and principles
which, in turn, paved the way for advancement of civic education in Europe and the world.

However, Civic education became very popular in the 1990s, as an instrument for promoting
democracy (Browne, 2013). A number of factors necessitated the delivery of civic education;
such as the emergence of democratic states and multi-cultural societies, global injustice and
inequality, concern about civic and political engagement and the anti-democratic and racist
movements (Birhanu, 2012). Similarly, major factors that initiate interest in the teaching of
ethical education include: rapid changes in scientific output, increased cross cultural contacts,
and weakening of national boundaries due to expansion of internet, satellite TV and other media
(ibid).

Modern Civic Education was first practiced in the educational system of the United States of
America in the beginning of the 20th century (Vasiljevi, 2009). Later, it expanded throughout the
world, including Ethiopia.

1.3 The Purpose of Civics and Ethical Education

To begin with, Civic and Ethical Education is a multi-purpose package of school curriculum
(Meron, 2006). It has several and interrelated purposes. Despite significant similarity, a number
of authorities have expressed the purpose of delivering the subject in different ways. Some of the
prominent ideas are illustrated herein under. It is obvious that Civic and Ethical Education is
aimed at creating active and participant citizen. In line with this idea, it is asserted that:

“Civic Education aims at creating individuals with the capacity to go beyond citizens, who
are passive subjects of the state, to those who are well informed and responsible. It should equip
citizens with skills to participate and contribute to the development of and maintenance of
democratic governance and citizenship which eventually leads to the establishment of a stable
democratic political system” (EU, 2011).

This shows that Civic Education has a paramount role in the development of democratic
governance through promoting popular participation, which is one basic pillar of democracy.
Similarly, it is stated that “Civic Education is a critical and effective empowerment tool for
promoting citizen participation in democratic and development processes” (UNDP, 2004).
Likewise, it is asserted that Civic Education helps to create a citizen who is determined to the
values and principles of democracy (Tovmasyan and Thoma, 2008). It enables to work toward
the establishment and maintenance of a democratic political system by equipping citizens with
political knowledge (ibid).

3|Page
Branson (cited in Birhanu, 2012) also noted that a good civic education enables students to enjoy
their rights and freedom, makes them to respect the freedom of others, enables them consciously
discharge their duty and responsibility, respect the rule of law, and try to solve the problem of the
society. Hence, Civic and Ethical Education helps students to find out what rights they are
endowed with and responsibilities they are entrusted with as members of a country. As a result,
they can properly exercise their rights and discharge their responsibilities so that contribute for
democratic governance as well as development of a country.

The ultimate purpose of Civic Education is creating a good citizen who has an intellectual
capacity to critically analyze ideas, actively participates in civic life, including political life, has
an admirable character, and genuinely cares about the wellbeing of other citizens (Shon, 2015).
According to Vasiljevi (2009) the good citizen is the one who is equipped with appropriate
knowledge, skills and traits of character which are instrumental for the good of the public. The
whole idea is that Civic and Ethical Education makes citizens active and participant thereby
being vital assets for the peace, development and democratic governance in a country.

1.4 Competences of Good Citizen

How do we acquire the knowledge and skill that enable to identify our rights and duties as
individual citizens? Where is the source of power that helps to ensure/determine our rights?
Knowledge and skills can be gained through learning and experience while the power to master
our rights might be generated when we are organized and make institutions that safeguard our
interests.

Active or effective participation of citizens in the multifaceted problems of the society is an

imperative/obligatory. Any kind of participation may not be successful and bring change in the
society. What is required is informed decision and action. For that citizens need to have
competences which include civic knowledge, civic skills and civic attitudes. This lesson
describes the competences required from good citizens, including civic knowledge, civic skills
and civic dispositions.

As the roles of good citizens are multifaceted and many, there are minimum competences that are
required from them. These are civic Knowledge, civic skills and civic attitudes.

Civic Knowledge
Civic knowledge implies general information and awareness about the social, cultural, political,
environmental, historical and economical conditions and realities of the past and the present and

4|Page
also the challenges and prospects ahead of the country. Citizens need to know their country, its
people, history, culture, resources and the like. To that end, knowledge of history, politics
(democracy, constitutions, state and government), sociology, globalization, environment,
philosophy, and economics is very valuable.

Civic Skills

Civic skills are the second elements which are required from good citizens. These involve skills
of decision making, communication, conflict resolution, compromise, persuasion, creativity and
the like. Civic skills are very important to put the civic knowledge into a good effect . Such skills
are vital for describing, analyzing or systematizing a certain phenomenon and also very
important for problem solving. The following can be listed in this regard:

♣ To take part in political discussions, consciousness of current political issues, to be able

to evaluate a position or decision, to take a position or defend it
♣ To resolve conflicts in a peaceful way
♣ To interpret the media messages (interests and value systems that are involved etc.)
♣ To have media skills to look, choose, and ‘use the buttons’
♣ To have language competence, reading and writing
♣ To be capable in critical handling of information and information technology
♣ To possess communication skills
♣ To know how to vote, to monitor and influence policies and decisions
♣ To use the media in an active way (not as consumer, but as producer of media content)
♣ To participate in voluntary organizations
♣ To build coalitions, co-operate and interact
♣ To be capable to handle multiculturalism etc.

Civic Attitudes/ Disposition

Another component, which is required from citizens, is what we call civic attitudes. Civic
attitudes involve those character traits, or dispositions which are engrained in the mind of
citizens. Civic attitudes or orientations will develop once citizens acquired civic knowledge. In
order to discharge ones responsibility, for example, community service, citizens need to develop
positive outlook and concern for the community. Altruistic qualities are required to help the poor
and vulnerable ones in the community.

5|Page
i. Tolerance
The first and primary disposition that is required from good citizen is tolerance. Political
tolerance and cultural tolerance is critical to build up a democratic system in our country. In
democracy, peoples are allowed to hold and express their own political view. As result of such
freedom, different view are circulated and reflected in the society. That is the beauty of
democracy. Citizens will have options to choose in such political markets. In order to ensure the
freedom of expression and an assembly, the culture of tolerance is a pillar. So, tolerance could be
understood as citizens’ readiness and desire to accommodate differences of religion, political
views, ethnicity, etc. At societal level, tolerance would mean, for instance, a peaceful co-
existence of different cultural, linguistic and religious communities. In Ethiopia where we have
more than 80 linguistic communities, tolerance is a critical virtue expected from each and every
citizen. It would include, then, accepting or recognizing, valuing or appreciating and respecting
diversity. Diversity is natural and normal; exists independently of the preferences of individual
citizen and citizens of a democratic nation are expected to recognize, appreciate and respect it.

♣ Accepting diversity: it refers to recognizing the fact that Ethiopia is a diverse and
plural society having different cultural, linguistic, religious and social structures.
♣ Valuing diversity: implies that citizens need to appreciate diversity. It is natural and
hence need to be valued positively. It provides options for citizens, too.
♣ Respect: diversity need to be respected. Respect is the key principle to live with
difference.

ii. Open-mindedness and Civic-mindedness

Open- mindedness means that to develop open-mindedness to consider the views, arguments
and beliefs of other people. It is a sign of civility if we accept other’s view or opinion without
being over ridden by our own dogmatic beliefs or ideas. Open-mindedness people would always
let other people hold their own beliefs, opinions and religions, etc.

They do not consider theirs as the only acceptable view, opinion, or belief. This kind of open-
mindedness promotes unity and helps people work and live together.

Civic- mindedness means that citizens are very much concerned about the common good of the
people and not about their own individual welfare and interest.

6|Page
iii. Loyalty
Loyalty is another element of civic dispositions. Loyalty involves things like keeping promises or
keeping ones words, keeping relationship, being faithful or trustworthy. Loyalty is required at
different capacity of citizen. For example, an office holder or official is expected to be loyal to
the people that voted for him/her. Similarly, the civil servant is expected to serve the public
loyally. In doing so, a public servant or employee is expected to respect the rules and regulations
of the employer.

In addition, good citizens are expected to govern their own behaviors without fear of external
actors. As the saying goes virtuous citizens’ act virtuously! Aristotelian notion of virtue implies
the ability to do the right thing at the right time in the right way for the right purpose. Citizens
are expected to act virtuously at any circumstance of life. We know that a robber would act
rightly in the presence of police. But we know that s/he might do his/her business -robbery after
the police leave the place.

7|Page