Moral/Citizenship Education: Potentials and Limitations. Occasional Paper No. 3.

Autor/in	Broudy, Harry S.
Institution	Research for Better Schools, Inc., Philadelphia, PA.
Titel	Moral/Citizenship Education: Potentials and Limitations. Occasional Paper No. 3.
Quelle	(1977), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Citizenship; Citizenship Education; Civics; Curriculum Development; Educational Assessment; Educational Needs; Educational Objectives; Educational Philosophy; Educational Problems; Elementary Secondary Education; Evaluation; Individual Development; Moral Development; Problem Solving; Program Descriptions; Public Opinion; Social Change; Values + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Evaluierung; Individuelle Entwicklung; Moralische Entwicklung; Problemlösen; Öffentliche Meinung; Sozialer Wandel; Wertbegriff
Abstract	The paper presents an overview of moral/citizenship education (MCE) in public schools and suggests alternative approaches to MCE. The paper is presented in five major sections. Section I explains that MCE comprises moral education, moral training, citizenship education, and citizenship training. The author hypothesizes that current interest in MCE is an aftermath of Watergate and counterculture activism in the 1960s. Section II outlines conditions governing MCE programs in public schools. Limitations to program development include heterogeneity of values and life styles, discrepancy between classroom teaching and informal learning, and discrepancy between educational objectives and community-accepted behavior. Section III suggests conditions which would make MCE programs acceptable in the community and in educational circles. For an MCE program to be generally acceptable, it should include a minimum of arbitrary content, practice in moral problem-solving, and instruction about values. Section IV explains how to develop and evaluate MCE curriculum. The final section briefly considers two other approaches to MCE. The first approach combines elements of values clarification, moral decision-making, and group interaction; the second approach encourages each school to select the program that best meets its educational and community needs. (DB)
Anmerkungen	Research for Better Schools, Inc., 1700 Market Street, Philadelphia, Pennsylvania 19103 ($1.00 paperbound)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01