Social studies teachers must realize that they are the key guardians of our democratic system. The level of sophistication of the social studies profession must be raised. To accomplish this, we must choose people who value scholarship and who are strong models of sociopolitical participation to become social studies teachers. (RM)

The political and value structures involved in the change process for achieving peace are discussed. Suggestions for achieving the social change needed for peace which are related to education involve an emphasis on conflict resolution techniques and the capacity to analyze a culture in terms of its values. (KM)

For the public to understand academic freedom they need to understand the objectives of social studies programs, the need for free inquiry in the classroom, and the value of this inquiry to a free society. (DE)

Evaluates major issues relating to censorship of public school curriculum, including academic freedom, democratic values, the will of the majority, and teacher rights. Concludes that teachers should have the major role in determining curriculum because of their unique qualifications and professional training. (Author/DB)

Recommends parent participation in all aspects of the educational system. A better system of communication between students, teachers, parents, and administrators could increase community involvement. (Author/DB)

Maintains that positive results are yielded to students and to society when controversial issues are dealt with in the social studies curriculum. Suggests that the role of the social studies teacher is to help students explore controversial issues in an open, nonbiased, and nonthreatening atmosphere. (Author/DB)

Criticizes developmental psychologist Lawrence Kohlberg's theory of education which classifies children according to their stage in moral development and then attempts to manipulate them from stage to stage. The author feels that Kohlberg insults religious faith, intrudes upon a parent's right to direct his/her child's moral upbringing, and turns…

Although in favor of developmental psychologist Lawrence Kohlberg's theory of moral development, the author cautions about possible results of using moral reasoning discussions in the classroom. These include: (1) indoctrination, (2) moral authoritarianism, (3) relativism, (4) the "morality as medicine" syndrome, (5) and the "doing Kohlberg"…

Discusses ways in which children can be harmed by information collected and analyzed by schools and identifies ways in which the Family Educational Rights and Privacy Act has enabled parents to participate in the education of their children. (Author/DB)

Discusses data collection ability of modern technological societies and evaluates the extent to which this ability constitutes an invasion of privacy and freedom. Maintains that social studies teachers have a special responsibility to help students understand pressing social problems such as invasions of indivudual freedom. (Author/DB)

Describes problems encountered in educating students to become citizens who are capable of responding to domestic and international challenges. Discusses the responsibility of social studies educators in the realm of citizenship education. (Author/DB)

The Secretary-General of the United Nations discusses the purposes, principles, fundamental values, and organizational structure of that body. Suggests that educators and students must have a basic understanding of what the United Nations does in order to broaden the public support for this world organization. (KO)

Discusses American society's shift from cultural assimilation, or the "melting pot," to cultural pluralism, or ethnic identity. Notes dangers inherent in an overemphasis on pluralism and presents recommendations for social studies teachers to achieve a balance between the common core values of our society and those of cultural pluralism. (KC)

Discusses the serious economic disadvantagement that accompanies aging, and outlines educational strategies to enlighten and prepare citizens for this social reality. (JB)