The field of social studies education began as a curriculum reform 75 years ago and evolved into an educational movement that responds to local, national and international citizenship requirements of people and nations around the world. Current interests in social studies include a return to integrated content and future studies, which reflect…

Out of the eight decades of thought about the meaning of social studies, some agreement as to the purpose and goals of social studies has emerged, yet argument continues on just how the goals and purposes should be applied. One approach to understanding the different points of view on the purposes and goals is the "three traditions"…

Explores a definition, rationale, and goals for developing responsible citizenship through the social studies curriculum. Goals include: gaining knowledge, processing information, considering the importance of values and beliefs, and actively participating as citizens of a democracy. Concludes that teaching social studies with a clear, consistent…

The historical development of social studies is traced to provide a perspective for the next two decades. Citizenship education is advocated but the practice of enculturation in the 19th century tradition is regarded as intolerable. The need for better and more widely accepted theoretical insights is pointed out. (JMF)

Notes that social studies is a phenomena of the twentieth century, a field created as a response by educators to the crisis and chaos they perceived at the turn of the century. States that social studies has, since its founding, reflected concern for how change will occur and how it will be controlled. (JDH)

Three teaching traditions of social studies are examined and compared: (1) social studies taught as citizenship transmission (traditional), (2) social studies taught as social science and history, and (3) social studies taught as reflective inquiry (reform). (ND)

A checklist, devised from a chart illustrating the purpose, method, and content characteristics of three social studies teaching traditions, was administered to 55 preservice teachers in Nigeria and 84 preservice teachers in Indiana to compare their teaching style preferences. (ND)

The authors present a research instrument to help teachers identify which of the three traditions they favor when teaching social studies. According to the authors, in the social studies there have developed three competing traditions which appear to be conceptually distinct. Each of the traditions prescribes different modes of selecting and…

The arguments put forth in the 1930s against indoctrination in American education from the standpoints of the social reconstructionists and of the followers of the Bode-Hullfish position are presented. The only viable alternative to indoctrination was seen to be the study of social problems. These views continue to shape classroom practice. (RM)

Aims of conceptual clarity of scope and aims of social studies by offering a definition of social studies as a way of organizing, selecting and teaching content related to citizenship, and by describing the three competing traditions within the social studies. A related article is SO 500 189. (JB)

While educators have always talked about active citizenship and critical thought, classroom practices have emphasized passive acquisition and character development. Teachers' philosophical assumptions that enable them to train future citizens to become passive spectators are discussed. (Author/RM)

Traces the history of social studies curriculum in Africa, emphasizing three curriculum traditions: citizenship transmission, social science, and reflective inquiry. Discusses the Kenyan experience of integrating social studies into the curriculum, focusing on the change from a colonial educational system to one that reflects Kenyan values and…

Compares selected United States history and civics textbooks from the 19th century with textbooks written from 1960 to 1980. Findings from this comparison indicated that despite differences in size and emphasis, stress and artistic appearance, United States history and civics texts of the present are essentially what they have always…

Describes the Botswana experience with social studies, dividing the discussion into three historical periods. Discusses the aims of education in Botswana as being the promotion of democratic principles, national development, self reliance, and social harmony. Maintains that social studies is crucial to citizenship education and nation building.…

Traces early twentieth-century educational reforms that created the social studies as a field to restructure information into knowledge and promote citizenship. Presents the National Council for the Social Studies' skill objectives. Argues the social studies, although firmly based in social criticism, must still evolve to adequately address the…