Compares the reeducation efforts of post-war Germany with the role played by education supporting the German reunification with East Germany. Examines parallels involving autonomy and self-determination with the earlier Bavarian controversy. Concludes that Western-style educational reforms alone will not be able to create pluralistic societies in…

Reviews the "Handbook of Research on Social Studies Teaching and Learning's" section on learner outcomes and effective teaching methods. Concludes most researchers in this section expect social studies to teach active citizenship reached through decision making within a democratic society. Examines the debate on how best to produce this…

Presents an annotated bibliography, arranged alphabetically by author, of 85 doctoral dissertations published between 1991 and 1993 on topics related to moral development and values education. Includes dissertations on the teacher's impact on moral development and on teaching about value issues in social studies. (CFR)

Maintains that social studies education arose out of a concern for an educational system that prepared citizens for a democratic society. Describes the influence of the National Education Association and the American Historical Association on the National Council for the Social Studies. (CFR)

Discusses the Close Up Foundation's sponsorship of social studies students' trips to Washington, D.C. Describes one school's experience of planning and financing the trip, as well as its public forums and club for students to gain experience in politics and citizenship. Reports a study of Close Up participants, their political attitude…

Attempts a sociopolitical portrait of Russia's young people through an examination of their motion picture viewing habits combined with other survey responses. Discovers that most Russian youth are disinterested in politics, prefer violent Western movies, and remain concerned about crime although they are personally optimistic. Recommends…

The Citizenship Education Longitudinal Study, conducted by the National Foundation for Education Research (NFER) on behalf of the Department for Education and Skills (DfES), aims to identify, measure and evaluate the extent to which effective practice in citizenship education develops in schools so that such practice can be promoted widely. The…

Argues that, through education, we can create a democratic culture and that, within a democratic culture, education may flourish. Locates the roots of this belief in the rebelliousness and critical mind set of the Enlightenment. Considers how to honor and extend this thinking in current educational practices. (MJP)

Discusses recent, Swedish, educational, restructuring trends that shift away from a view of education as a public good to view as a private good. Concludes that education should be a criterion of citizenship rights and necessary to shape the public good. (CFR)

Implemented in the Franklin (Wisconsin) Public Schools during the 1986-1987 school year, this project was aimed at improving citizenship development in high school students through an intensive study of the U.S. Constitution as it relates to the personal lives of citizens. The project's primary objective was to provide a structured program of…

Maintains that most high school social studies instruction emphasizes coverage and memorization of fragmented information. Presents a definition of in-depth study and describes its implementation in an issues-centered classroom. Provides suggestions and caveats for instituting issues-oriented instruction. (CFR)

Maintains that the debate over the social studies curriculum has been heavily influenced by a small group of conservative foundations, academics, and the federal government. These groups work toward creating an ideological consensus that promotes a national identity and strives to preserve European American dominant culture. (MJP)

Asserts that the representative form of government and the public schools in the United States are not supportive of democracy. Argues that the democratic features of representative government envisioned by the writers of the Constitution were undermined by the growth of the nation's population. Recommends some political and educational…

Analyzes Catholic education between 1920 and 1950 by reviewing the intellectual and cultural context which shaped its development; identifying its philosophical and theological assumptions; and examining differences between conservatives and progressives on educational practice. (CFR)

This book's 18 chapters provide a multi-disciplinary analysis of lifelong learning and the learning society by doing the following: (1) examining the way that these phenomena have emerged; (2) analyzing the concepts; (3) discussing ways in which the learning society functions; (4) assessing the implications of the learning society for other…