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Democracy and civic education.

Williams, Dilafruz R.

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Democracy and civic education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Democracy and civic education./
作者:	Williams, Dilafruz R.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	201 p.
附註:	Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 4540.
Contained By:	Dissertation Abstracts International49-03A.
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8806959

Democracy and civic education.
Williams, Dilafruz R.

Democracy and civic education. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 201 p.

Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 4540.

Thesis (Ph.D.)--Syracuse University, 1987.

This essay is concerned with the question: what is a viable approach to the initiation of the young into public life in a democracy? This is directly related to the following problem confronting us: how can we overcome citizen apathy in a democracy? These questions are based on the premise that democracy is not a legacy whose fruits can be enjoyed endlessly without making efforts to strengthen our inheritance.Subjects--Topical Terms:

3173367
Educational philosophy.

Democracy and civic education.
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300 $a 201 p.
500 $a Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 4540.
502 $a Thesis (Ph.D.)--Syracuse University, 1987.
520 $a This essay is concerned with the question: what is a viable approach to the initiation of the young into public life in a democracy? This is directly related to the following problem confronting us: how can we overcome citizen apathy in a democracy? These questions are based on the premise that democracy is not a legacy whose fruits can be enjoyed endlessly without making efforts to strengthen our inheritance.
520 $a In recent years, a surge of interest has emerged in reemphasizing what has traditionally been considered the civic role of schools. Chapters II and III undertake a review and analysis of contemporary proposals for civic education. On assessment, opposing positions emerge about what constitutes good civic education programs.
520 $a The conservatives are primarily concerned about character formation and obligations as citizens; hence they require public education to inculcate democratic values of patriotism and loyalty to the nation-state. In contrast, the liberals, recognizing the value of pluralism and freedom, provide caution about indoctrination. Hence they primarily emphasize critical thinking and the development of rationality. Additionally, from the radical approach of revolutionary social change, a new "language" emerges, contributing to the discourse of civic education.
520 $a These perspectives bring to the forefront the following issues: (i) indoctrination poses a challenge to the conservatives; (ii) lack of substantive content is a challenge to the liberals; and (iii) all the proposals that are reviewed fail in that they lack reflective articulation of what "civic" education means. Hence, in trying to overcome these shortcomings, Chapter IV formulates the meaning of civic education in a democratic order. Reductionism of "civic" education to "citizenship" education is opposed.
520 $a The proposal advanced here is based on the argument that it is through association, membership, and participation in community that civic education as initiation of the young into public life can best be accomplished. Such initiation would nurture civic virtues and encourage the development of good judgment. Hence, guidelines for a curriculum of community participation are also provided in Chapter IV. Furthermore, it is argued that an important aspect of any dialogue on democracy and civic education, is the preparation of teachers, an issue which is briefly addressed in the epilogue.
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