Social studies education in the United States and Australia has undergone a number of evolutionary phases since the mid-19th century and has been the subject of frequent debate by educators and community members. Major trends in social studies curriculum have included religious training, moral instruction, political socialization, perpetuation of the social and economic system, reflective inquiry, problem solving, integration of social science disciplines, and more recently, citizenship and values education. Although a major objective of many of these social studies traditions has been good citizenship, disagreement has arisen over the most appropriate means to that end. Also, social studies teachers have not fully realized their role as professional ideologists and transmitters of citizenship. Social studies education will improve and will contribute to positive social change if it encourages development of a critical consciousness among students. One way of fostering critical consciousness and of helping students attain moral/practical knowledge is to follow Lawrence Kohlberg's cognitive-developmental approach to moral and values education. The approach developed by Kohlberg encourages meaningful thought about social practice and de-emphasizes maintenance of social education and existing social relations. (DB)