Discusses three urgent and existing needs in society which require educational action by the community college in concert with other community-based education and training institutions: to maintain a level of adult proficiency, to broaden understanding of critical issues, and to improve social means for the transition of youth to adulthood. (JG)

Service-learning is used least often in the fields at the core of the liberal arts and sciences, in part because of the perceived incompatibility between the purposes of a liberal education and the dynamics of service-learning. When we understand better the purposes and values of liberal learning, we will find service-learning a useful pedagogy…

Discusses the restructuring of the social studies curriculum after the attainment of political independence in Zimbabwe. Divides the discussion into three levels of curriculum development: primary, secondary, and teacher education. Stresses the Zimbabwean educational aims as the development of self-reliant individuals, the fostering of national…

A round-table discussion among four educators focuses on the importance of elementary social studies. Also included in this article are selected findings from research on learning social studies concepts, a curriculum guide for elementary social studies, and social studies contributions to students' knowledge, skills, and attitudes. (IAH)

Although one national goal proposes that all Americans will have all knowledge necessary to compete in a global economy and exercise citizenship responsibility, others fail to explain how children incarcerated in standards-driven schools will make sense of the world. The microsociety school approach radically recontextualizes in-school learning by…

Discusses theories of liberal education as based on meritocratic and aristocratic assumptions. Describes liberal education as a social equalizer that at the some time hopes to produce an educated elite for expert policymaking. Stresses conflict between these assumptions. Argues that citizens should see public good as their own good and not see…

Questions whether current social studies curriculum units and learning activities contribute to the goals of citizenship education. Contends that student attitudes about citizenship are seldom affected by typical social studies instruction. Asserts that teachers must understand and accept larger educational goals and develop classroom activities…

Discusses three classes of nonacademic outcomes to foster in students: (1) social, ethical, and civic dispositions; (2) attitudes toward school and learning motivation; and (3) metacognitive skills. Provides guidance about how to accomplish these goals. Suggests that this broader school reform agenda will promote dispositions needed to sustain a…

Argues that social studies in Saudi Arabia has gone through three periods since the 1920s. Reviews the first two periods as an introduction to contemporary developments. Notes the goals of social studies in Saudi Arabia. Reviews the results of a series of studies on the social studies curriculum and instruction. (DSK)

Discusses the central areas of dispute over character education. Outlines an agenda for character education focusing on goals and practices. Addresses appropriate goals for character education proposing that civic literacy be embraced by character education advocates. Argues that character education in practice should adopt a developmental…

Presents the basic Russian principles and approaches to the development of general-civil and professional (primary and secondary) education in Sverdlovsk Oblast (region). Highlights the most important directions in the development of educational content in general-civil and professional schools. Describes the conditions for solving the problems of…

Explores why political education was considered a taboo in Hong Kong. Explains that after China took control of Hong Kong, political education became the means to ensure a smooth change in government. Finds that the General Studies course is a good vehicle to implement political education in Hong Kong. (CMK)

Many European governments associate improving literacy with providing development assistance to regions like Africa and Asia from which the majority of the world's 774 million illiterates come. As school attendance is compulsory in the region, it is assumed that the Education for All (EFA) goals have been achieved and literacy is therefore not…

This paper analyzes ideas that concern the concepts of truth and ethics in order to clarify the issues involved in education reform. Three levels exist in the idea of truth: sincerity, honesty, and the reality of persons. The reality of persons is the central idea of truth and truth at each of these levels is an issue in several ethical criteria…

The Pennsylvania Educational Quality Assessment (EQA) is criticized for confusing the distinction between achievement and attitudes, the distinction between citizenship and conformity, and failing to incorporate moral education. For journal availability see annotation SO 504 171. (Author/DE)