Suggests that music instruction include teaching ethics and values. Argues that performing ensembles are a powerful tool for imparting values such as integrity, self-esteem, cooperation, and tolerance. Includes charts for evaluating student behavior without including ethics and values as part of an academic grade. (DK)

Discusses attitudes toward history instruction from a survey of historians. Contends that historians who prize history seem less interested in dispensing knowledge than in imparting a historical perspective. Concludes that many historians are comfortable with the relatively low status of teaching because it provides autonomy. (CFR)

Argues Fukayama's assertion of "end of history" must be seen as attempt to establish new civil theology to guide political deliberations. Asserts Fukayama thesis is based on Hegelian view of ideas becoming real through human imagination and will. Claims end of era is not identical to end of history and that socialism will be reborn in…

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…

The primary goal of social studies is education for political citizenship. Democratic values is the most important type of content to be included in the social studies program of the middle grades. (RM)

Explores the meaning of distributive justice and considers the importance of teaching the concept in social studies classes. Delineates characteristics of reasonable arguments for treating people differently to bring about justice. Presents situations to generate classroom discussion of the concept of justice. (NL)

The purpose of this article is to present empirical evidence suggesting the potential benefits of systematically utilizing general education as the institutional foundation for an integrated, multidisciplinary learning environment expressly dedicated to the promotion of civic engagement. Recently, the authors conducted an assessment of student…

Maintains that a course in U.S. political thought is necessary to increase students' knowledge of democracy, liberty, and human rights. Provides course goals, structure, and useful texts. Suggests a topical format rather than a chronological approach. Focuses on judicial opinions as an important indicator of traditional values. (RW)

Contends that the key questions in civic education are How should people be treated? and How should disputes between people be resolved? Argues that a moral system is necessary for a civil society and that schools have a responsibility to encourage common-sense notions of ethical behavior. Includes classroom activities to illustrate this approach.…

Examines recent developments related to the teaching of values in public schools. Maintains that the character education movement supports direct teaching of a set of core values designed to foster civic virtue. Discusses the "six pillars of character" being promoted in the United States by the Character Education Partnership. (CFR)

Social responsibility is a difficult but essential aspect of being a professional educator. The contributors to this volume hope that the social policy debate within the education profession will be encouraged. The book provides practical assistance for educators in developing curriculum and instruction programs that foster creativity and critical…

Describes the history and role of human rights education in Latin America. Links these efforts with relevant political histories, cultural phenomena, and social movements. Maintains that occurrence human rights violations are a basic initial stimulus for human rights education. (CFR)

Advances a vigorous argument for teaching the basic principles of liberal democracy that transcend countries, cultures, and historical eras. Articulates a vision of citizenship education that uses historical examples of totalitarian abuses to emphasize issues of accountability and morality. Discusses ways to make civic education real and relevant.…

Argues that political scientists should take a more active role in the current efforts to encourage the development of democratic institutions in developing countries. Maintains that political scientists could provide a needed perspective currently lacking in the efforts run by lawyers, ex-public officials, and journalists. (MJP)

Asserts that issues of equality and equity are important to teachers and school administrators. Reviews previous research and reports on interviews with students about their conceptions of fairness. Includes a table illustrating how students develop conceptions of fairness and a class survey. (CFR)