The development of democratic values as preparation for citizenship is liberal education's true function. Values education should include these forms of inquiry: values analysis, awareness, assessment, alteration, and affirmation. Students can test values against the criteria of consistency, coherence, duration, adequacy, comprehensiveness,…

The study of the nuclear weapons culture and of disarmament must be made central to the curriculum in the humanities, the sciences, and other subject areas. After discussing the contradictions of the nuclear age, the author suggests using consciousness-raising techniques, readings, films, and student research projects as means of reaching…

Explores the design, purpose, and experiences of the Improving Citizenship Education Project (ICE) which is currently being used by elementary and secondary social studies classroom teachers in Fulton County, Georgia, to contribute to civic and political awareness of students and prepare them for responsibilities of democratic citizenship. (DB)

Argues that the democratic and social reasons that led to the establishment of public schools are still compelling today but that public schools will falter if concerned parents, whose support is critical, become convinced that private schools are their only option for quality education. (Author/SJL)

Recent educational policy in Canada and the United States assumes equality of access results in equal opportunity. Since sociological findings offer little support for the notion that schooling causes equality, the educational assumption of Canada and the United States is highly arguable. Unfortunately, the schools cannot ensure equality of…

Explores the relationship between lifelong learning and university education. Maintains that universities must seek a new balance for their functions, devise entrance requirements which demand hard intellectual effort as a prerequisite for university study, reinforce close links between research and education, and cooperate but not interfere with…

The development of the new technology in the U.S. adds to the notion that history is irrelevant and that futurists have nothing to learn from it. Public school pedagogy plays a strong role in perpetuating the hegemony of the social and economic elite. (JN)

The author argues that teachers and schools which seek to develop rational and thoughtful citizens are locked in a power struggle with television and its sponsors, who have a direct stake in creating a manipulable, consuming mentality in the American people. (Author/SJL)

Analyzes the extent to which characters portray positive images or sexist, ageist, and racist stereotypes in children's picture books. Caldecott Medal winners plus 20 other books comprised the sample. Concludes that books portray a bland, apathetic view of life and provide negative images of women and the elderly. (KC)

A 1978 Maine survey revealed, among other findings, that teachers and administrators want to achieve similar goals and want students to acquire more than mere knowledge or skills. (JM)

Views teacher militancy as part of an overall process of change in administrative processes and reaffirmed democratization of institutional involvement. Asserts that "democracy recognizes and uses individual excellence, but within the framework of broad-based representation and the individual participation of the citizenry." (Author/JM)

The point is made that the highest priority for improvement on all levels of education for the next quarter of a century lies in an intensified search for education's role in achieving freedom, equality, and community, and that the very highest priority should be given to the search for a viable, inclusive, and just political community. (JD)

In these divided states of America, schools should teach students how to participate in the democratic process, rather than avoid classroom conflicts. Education for citizenship in a democracy cannot happen in an artificially conflict-free environment. Citizenship's core challenge is learning to cope creatively with controversial issues (like…

Discusses that nonpublic education is a valid option for many, but they do not have the liberties that upper middle class families enjoy. Points out that poor people should enjoy the same educational benefits as others. Concludes that leaders should consider non-public schools as valid as the public schools. Contains 2 references. (MZ)