How do people face the persistent movement in the present historical moment toward Empire and the curriculum of Empire? Hardt & Negri define Empire as the political subject that effectively regulates global exchanges, the sovereign power that governs the world. As Empire develops out goes national sovereignty, in comes supranational governance,…

Discusses the Hessian General Guidelines for Social Education and the Guidelines for Political Education of North Rhine-Westphalia which have led to curricular innovations since the mid-1970s. Also discusses advantages and limitations of integration of history, politics, and geography or history, politics, and social sciences. (KC)

This article seeks to examine: (1) the relevance of and necessity for inclusion of an undergraduate course on the intergenerational shift in political power; and (2) the methodology best suited to involve students in the problem and potential solutions, both through traditional research methods and through "hands on" community interaction. (BSR)

Examines Canada as a neglected area of political study. Suggests the inclusion of Canada in the comparative politics curriculum because it offers rich comparative opportunities with its cultural pluralism, parliamentary system, and authentic federalism. Lists associations and funding sources for Canadian studies and recommends several textbooks.…

This paper demonstrates that the problem of a theory of politics based on self-interest is that it squelches diversity behind a mask of "the common good" that results in a theoretical justification of inequality. Through philosophical critique, this paper presents the case for a move from a politics of self-interest toward a…

Contends that students should have a basic acquaintance with and appreciation for their religious heritage. Teachers must not teach religion, but can teach about religion through studies of religion in society, comparative world religions, or religious philosophy. Suggestions for topics in sociology, anthropology, political science, and history…

Presents the case for adding more political science, economics, and history coursework to existing social science requirements for teacher preparation. Provides examples of how each of the three disciplines can contribute to teaching and concludes with five recommendations for implementing reform. JDH)

A more realistic understanding of political processes is suggested as a way of improving government instruction in the schools. (JD)

Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and the lack of direction felt by undergraduate students to create intellectually valuable and…

It is in the intellectual context of current attacks on liberalism that multiculturalism gains its currency as a progressive movement. Liberal theorists argue that multiculturalism can be justified as a quintessential liberal principle that entitles ethnic minorities to certain cultural rights that may otherwise be denied to individuals…

Advocates a conceptual approach, rather than a country-by-country format, for teaching about industrial democracies because this approach is conducive to generalizations. Notes the neglect of studying small democracies such as Belgium and the Netherlands, which may serve as exceptions to the conventional wisdom about effective democracies. (LS)

Discusses instruction on communist systems and questions whether they should be taught as isolated groupings, given the resulting tendency to distortion. Suggests alternative integrative categories for these systems. Explores the difficulty of teaching these systems in a hostile and polemical environment and offers suggestions to compensate for…

Sets forth principles for reforming American education to place greater stress on democratic values. Explains why such reform could reinstate belief in democracy as the worthiest form of government, and one whose survival is far from assured. Argues for the return of history, geography, and the humanities to the center of the curriculum. (KH)

Since the end of the Vietnam War there has been a flood of new historical information vastly revising much of what anyone--left, right, or center--knew. Teachers must take this into account when teaching about Vietnam. All major competing perceptions of the Vietnam war should be analyzed objectively. (RM)

Political science education is currently experiencing a variety of pressures in the form of increasing demands for expanded and more effective educational opportunities in applied professional studies, basic civics instruction, flexible learning programs, and programs for an increasingly adult undergraduate population. An effective response to…