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…

This paper describes the importance of the CIVITAS@Prague meeting in June 1995. The conference provided a much-needed look at the role of education in the future of world peace. This international conference of educators is likely to affect world history in the obvious ways that international meetings of diplomatic, military, or financial leaders…

To revitalize the civic mission of education, schools must teach the morality of citizenship. Civic morality must be the first priority in the liberal and professional education of teachers and administrators. The core of all curriculum must stress the obligations and rights of democratic citizenship. (VM)

Identifies seven historical purposes of American education (academic discipline, social efficiency, individual development, vocational competence, freedom, equality, and community) contending that the seventh, education for community, should now receive highest priority because of its importance for the future and our neglect of it in the past,…

Presents three reasons to be concerned about citizenship education: the argument from history, the need to counteract the mood of pessimism and alienation concerning government and schooling and to redirect educational priorities, and the signs which indicate that the present is the time for a revival of civic learning. (Author/KC)

To provide an understanding of the current controversial issues about civic education in U.S. schools, the historical interrelationships of schools, communities, and families and their bearings on civic education revolve around three basic themes in U.S. history. These themes are: (1) the cohesive value claims of a democratic political community;…