This study incorporates the perspective of deliberative democracy in proposing a framework for evaluating relationships between civic education and political development. Findings support a conception of deliberative learning as a process in which interactive curricula result in the diffusion of discursive inclinations to families and peer groups.…

Despite a growing consensus that civic education is an important aspect of political socialization, little research has prospectively examined how gains made during civics courses are maintained after high school. This study used a quasi-experimental design to examine longer-term effects of the Student Voices program, which was originally…

We explore the roots of tolerance for immigration-related diversity from a political socialization perspective. Among rural adolescent respondents, we find that attitudes toward immigrants are surprisingly variable along a number of important dimensions: anticipated socioeconomic status, family longevity in the community, and employment in…

Education is thought to provide a certain outcome--a "promise". I argue that a promise that education will counteract cultural and social disintegration involves a risk of engendering narrow social and cultural incorporation. On what reasonable basis could education contribute to civic life, when contemporary Western society is…

This conference paper asserts that there are four faces to the stories of people's lives: (1) a personal face; (2) a political face; (3) a historical face; and (4) a sacred face. The study explains how each of these faces interacts in society and is used to analyze and to teach multicultural literary works as archetypal stories from the…

This paper examines differential attitudes toward the use in war of nuclear weapons among age strata, analyzed from the perspective of three political generations: "Dissent" (those born 1943-1949), "Cold War" (those born 1927-1942), and "World War II" (those born before 1927). The generation of "Dissent" was found to be least warlike in terms of…

The function of the Komsomol or Communist Youth League is to educate young people in the spirit of communist ideology and loyalty to the Soviet state. While issue number 5 of "Soviet Education" dealt with the functions of the Youth League in the community and places of work, this issue deals with the function of the Komsomol in the…

The author develops a general equation specifying the conditions under which parents influence the party identification and certain issue attitudes of their adolescent children. Independent variables included in the equation are family interaction, political interest, issue salience to parent, and accuracy of the adolescent's perception of the…

Topics are: exposition of ten features in making concrete the unity of school and life, the nature of general education, the unity of scientific training and ideological education, as well as the connection between the struggle of the working class and the teaching of Russian. (Text is in German.) (IFS/WGA)

After seeing a keen interest stimulated by a residential course of political training, the executive of the Youth Movement (Democrazia Cristiana) in the province of Reggio Emilia (Italy) decided to abandon the traditional training methodology, which consisted of one or two residential courses evey year on current political issues on the party's…

The president of the British Columbia Teachers Federation, reporting to the annual meeting, discusses the interdependence of school and society and urges teachers to take an active part in social reform through political action. (JH)

The relationships among mass media, interpersonal communication, and voting behavior were explored in a two-stage panel study of 141 respondents during a 1974 Illinois congressional election. Analyses of perceived exposures to mass media and to interpersonal communication were interpreted as supporting Rogers and Shoemakers' (1971)…

The role of the engineering university in expanding the ranks of proletarian intellectuals is emphasized. (DE)

Examination is made of a theory that claims that though schools are ostensibly committed to the personal development of the student and to providing equality of opportunity, their real purpose is to integrate youth into society to reproduce the inequalities of everyday life in capitalist America. (JD)