Abstract:
The introduction of the subject of civic education in the teaching curriculum of the Algerian fundamental school has provoked a series of controversial debates within the educational community; both in the formal and informal circles. These debates which dealt with the opportunity or the inopportunity of teaching such subject centered on whether the latter should be banned utterly or reduced in terms of allotted time. The divergences revealed the ideological point of view of those participants in the debate over the subject-matter. At least two opposite poles have emerged out of the discussion. The opponents attempted to persuade their colleagues behind the fence that adding such a subject would certainly be a curse than a blessing insofar as it was seen as a burden on the child’s mind. The exponents, on the contrary, thought that the child be better off when taught civic education as it would enable him to grow as a well-balanced citizen who can understand better the mechanisms of his social milieu. The present study attempts to shed some light on these debates. A sample consisting of 136 teachers was randomly drawn and surveyed on teaching public opinion on the issue. A questionnaire consisting of 40 items was used. Data analysis showed the importance of including civic education as a subject-matter in the official curriculum.
