Argues the importance of teaching students about the common culture of our diverse democracy. States that this common culture is composed of the democratic, work, and Judeo-Christian ethics. Describes how these ethics function to help preserve and transmit our common culture. (JDH)

As the United States became urban, industrialized and heterogeneous a century ago, politically powerful groups decided state laws must mandate their values in public schools. This article describes three crusades: for temperance instruction, for compulsory Bible reading and the banning of Darwin, and for patriotic rituals and Americanization. (MT)

Describes ways in which schools can help immigrant children overcome refugee trauma, differences in language, culture, religion, and problems arising because of social stratification and prejudice in American society. Reviews the benefits derived by all students from successful educational practices. (JDH)

Presents selected results from an April, 1984 public opinion survey conducted by the U. S. Committee for Refugees which revealed a lack of knowledge and negative attitudes among Americans toward refugees. Suggests classroom activities to illustrate the refugee dilemma. (JDH)

Although students are told about the principles of democracy, they get few chances to experience democratic participation. Analyzes five research efforts spanning 45 years which attempted to study democratic practices in schools and how such practices affect attitudes and behavior. Results indicate that democratic education is both possible and…

The historically changing reproduction of labor is the thread which holds together all African schooling policies in South Africa, where from the beginning the early White settlers set up a labor-exploitative state. (Author)

This discussion of human-rights education suggests that educational goals should include the acceptance of the idea of equal opportunity and inalienable human rights. Course content should instill concern with experiences drawn more from students' immediate social experience than from textbooks. More advanced students need courses in global…

Moral education, focusing on Korean cultural values and anti-communism, is part of the required school curriculum in the Republic of Korea. This report discusses the background, objectives, and content of the moral education program, as well as teacher training, time allotments at each grade level, and teaching methods. (SJL)

This article examines moral education in the schools of Singapore, a highly complex society with considerable pluralism plus rapid urbanization and industrialization. Analysis of recent government reports indicates an inadequate response to moral education issues--concern for political stability and ethnic sensibilities promote generalizations…

Marxist-Leninist ethics were related to Communist morality in practice by surveying Soviet students' values and perceptions of the influence of parents, schools, and mass media. The content of moral education, history, and social studies curricula, and the structure of youth organizations (Octobrists, Pioneers, and Komsomal) were examined.…

Uses New York City schools as a case study in the translation of national policy into local action during World War I. Examines how the Board of Education initiated the intertwined tasks of stimulating patriotism and promoting Americanization. Discusses how schools were used as channels of communication to all Americans. (JS)

Multicultural education has at least two faces--an academic one and an ideological one. Encouraging the balkanization of U.S. culture threatens to undermine the academic integrity of the social studies curriculum. Offers suggestions to make sure that schools are offering an academically rigorous multicultural curriculum, not political…

U.S. children who were of school age during World War II underwent a socialization process that led them to have great pride in their country, to believe in the moral certainty of U.S. victory, and to feel united in their participation on the homefront. Excerpts from letters of individuals who were school-aged during the War are used to illustrate…

Researchers of performance assessment in social studies have contrasted authentic assessment, which is characterized by contextualized, complex intellectual challenges, with multiple choice tests of achievement, which are characterized as fragmented and static. In calling for the need for authentic assessment, this paper outlines a plan for the…

The introductory essay in this volume examines the relationship between philosophy and common sense as these pertain to educational administration, and suggests that philosophy should become a form of critical self-reflective decision-making that occurs within the domain of social action and does not stop with the achievement of clarity of…