If students are to fulfill their obligations and rights as U.S. citizens they must develop the ability to make careful judgements, based on a reasoned historical perspective and a meaningful conception of the basic democratic values underlying citizenship in our constitutional order. To this end, an agenda of 12 core civic values that are…

The basic paradox of citizenship education in the United States is that the first steps toward the rational, autonomous, critical-minded citizen required by a democracy are necessarily non-rational and based on an unquestioned deference to authority. The movement from the morality of authority to the morality of principle constitutes the challenge…

Democratic ideals are not known instinctively, but must be purposely taught, for an educated, informed citizenry is vital to the well-being of every democracy. The essential assumptions and values of democracy include the principle of inalienable rights, respect for certain institutions such as a representative government, an independent…

Two clashing positions about the social responsibility of educators and the main purpose of public schools are presented. According to the traditional position, the main purpose of public schools is transmission of a society's essential knowledge, skills, and values, which enables students to develop their capabilities to the fullest and to…

This presentation suggests some examples of what is being done to further international education in community colleges around the United States. Reasons why community colleges should be involved in international education are presented. A central goal of the nation, and educational institutions in particular, is the development of global…

The paper gives reasons why the type of social studies genuinely committed to the education of citizens in a democracy has never flourished in the United States, though such education is crucial to the nation's survival. Social studies, as a discipline, should be utilized to solve social problems and not be a vehicle for imposing a particular…

This document presents a case study of the reinstatement of Advanced Placement European History at Brookline High School (Massachusetts). The paper explores the parents' role in reviving the course and indicates that proponents of the course were rebuffed despite a petition campaign in support of the course. Course backers formed the…

The inclusion of more sociology related materials in the 8th and 9th grade civics curriculum can push the margins of civics education to a more broadly conceived notion of citizenry and make civics and sociology more relevant to students' lives. The goal should be to help students understand society, not the discipline of sociology. Sociology…

This paper focuses on the current trends and issues in social studies education based on the literature that passes through the ERIC Clearinghouse for Social Studies/Social Science Education (Indiana). Four trends pertaining to teaching content in history, geography, civics, and science in society have emerged from a review of the literature.…

Contends that the application of virtue to the social studies community has become a necessary condition for survival. Argues that educational institutions should not become glorified vocational schools, that they have a higher purpose. Maintains that citizens must understand the inherent power of learning and service. (CFR)

Reports on the importance of cultural diversity and global interdependence as a foundation for a new civic culture. Argues that social studies educators must resist efforts to fragment the field and instead support the concept of an integrated social studies curriculum. (CFR)

The future of civic education in the United States must be examined within the changing social context of the structure of U.S. society and the directions toward which that society is moving. The underlying, shared dimensions of the theoretical analysis of society must be examined to understand that context and discover those directions of change.…