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An examination of the role of the co...

Mills, Randy Keith.

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An examination of the role of the concept of paradox in social studies education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of the role of the concept of paradox in social studies education./
作者:	Mills, Randy Keith.
面頁冊數:	240 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3731.
Contained By:	Dissertation Abstracts International55-12A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9514262

An examination of the role of the concept of paradox in social studies education.
Mills, Randy Keith.

An examination of the role of the concept of paradox in social studies education. - 240 p.

Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3731.

Thesis (Ed.D.)--Indiana University, 1994.

This research began with an analysis of several well-known studies examining what social studies education is and what social studies education should be doing. This analysis clearly revealed that the present state of social studies education is one of disunity and fragmentation. In response to a lack of unity, this work then proceeded to see if the fragmentation in the field might be clearly conceptualized in some overall manner. Such a dynamic understanding of the field's discord was proposed as a first step in fixing the problem of fragmentation. Specifically, the ideas of leading social studies theorists regarding the nature of the field were explored to better discern where the lines of division in the field occur.Subjects--Topical Terms:

684418
Curriculum development.

An examination of the role of the concept of paradox in social studies education.
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245 1 3 $a An examination of the role of the concept of paradox in social studies education.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-12, Section: A, page: 3731.
500 $a Director: Anna Ochoa.
502 $a Thesis (Ed.D.)--Indiana University, 1994.
520 $a This research began with an analysis of several well-known studies examining what social studies education is and what social studies education should be doing. This analysis clearly revealed that the present state of social studies education is one of disunity and fragmentation. In response to a lack of unity, this work then proceeded to see if the fragmentation in the field might be clearly conceptualized in some overall manner. Such a dynamic understanding of the field's discord was proposed as a first step in fixing the problem of fragmentation. Specifically, the ideas of leading social studies theorists regarding the nature of the field were explored to better discern where the lines of division in the field occur.
520 $a The research found that the field's discord revolved around two general and conflicting notions regarding what social studies education is and should be doing. One idea is that social studies education should indoctrinate students to certain political, social, economic, and moral norms. The other notion commonly found in the field calls for teaching critical thinking which will lead to the emancipation and liberation of students. The field was then visually conceptualized along these philosophical/political lines. In order to break the stalemate created by the unresolved tensions between these two emphases, this research then began to look for some unifying concepts which might bring together these two conflicting ideas regarding civic education. Specifically the research found a few social education theorists who were calling for civic education which paradoxically indoctrinated and liberated students. Engle and Ochoa (1988) in particular have called for just such a process. However, there still existed a lack of detail, a knowledge void, regarding the nature, dynamics, and application of this idea in civic education. Consequently, this research then centered on an examination of the nature and dynamics of paradox in general and then of the nature and dynamics of paradox in civic education in a democracy. New concepts or metaphors for social studies education which could better contain and express the paradoxical nature of the tasks of civic education in a democracy were then constructed. Finally a discussion developing strategies for helping social studies leaders understand, accept, and teach about the paradoxical nature of civic education in a democracy was carried out.
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792 $a 1994
793 $a English
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