Educational institutions in a liberal society must be rooted in a conception of justice that, if it is to respect neutrality, cannot be subservient to some particular view of "the good." Features of an educational environment that promotes civic education are discussed. (IAH)

This article calls for the revitalization of civic education in schools. Obstacles which must be overcome to achieve this revitalization are discussed, as well as approaches to incorporating civic education into the curriculum. (IAH)

This article suggests several lessons, exercises, and class projects that utilize the Iran-Contra affair as a theme. Designed to aid the development of abilities necessary for civic virtue, the activities focus on fact gathering, validating claims, reflecting on the source of opinions, and learning to ask questions. (IAH)

Describes a hypothetical elementary school that is centered on social studies and social action, focusing on three practices at such a school: democratic education, education for social justice, and community service learning. Challenges to social action in U.S. schools include teachers' time limitations, curriculum standards, and emphasis on…

Schools need to identify the specific skills, knowledge, and attitudes which characterize an effective member of a democratic society and provide instruction for these qualities. Basic qualities of the effective democratic citizen include skills in clarifying personal values and knowledge of the available resources for learning. (JN)

The Constitutional Rights Foundation works to determine how service learning can best educate youth for active citizenship. This article traces the evolution of the group's thinking about service learning and citizenship education, and describes their civic participation framework, programs, and program components. (SM)

Several recent reports which call for educational reform see the primary function of the nation's schools as serving the interests of economic productivity. A prevalent theme of these reports is that school practice should be modeled after the corporate workplace. Implications of such an environment for civic education are discussed. (IAH)

The content, skills, pedagogy, and structure that should guide the design of service learning curricula for citizenship education are examined. For service learning to teach youth about their responsibilities as citizens in a democratic society, content and strategies must model and support democratic principles. (SM)

Examines human qualities that undergird citizens' commitment to the common good in diverse societies, suggesting that community service fosters such qualities. Planned interactions across social barriers are necessary to develop qualities of citizenship for pluralistic nations. (SM)