Citizenship and Education in Modern Society. Proceedings of the Symposium on Citizenship and ...

404 Pages·2007·6.17 MB·English

DOCUMENT RESUME
a-
ED 228 141
SO 014 616
AUTHOR
Alger, Chadwick F.; And Others
TITLE
Citizenship and Education in
Modern Society.
Proceedings of the Symposium
on Citizenship and
Education in Modern Society (Columbus,
Ohio,.April
1980).
INSTITUTION
Ohio State Univ., Columbus.
Mershon Center.
SPONS AGENCY
Danforth Foundation, St. Louis,
Mo.
PUB DATE
Apr 80
NOTE
407p.
PUB TYPE
Viewpoints (120)
-- Collected Works - Conference
Proceedings (021)
EDRS PRICE
MF01/PC17 Plus Postage.
DESCRIPTORS
Citizen Participation; *Citizenship;
*Citizenship
Education; Democracy; Ecology; Educational
Objectives; Elementary Secondary
Education; Ethnic
Groups; Higher. Education; Organizational
Change;
Political Socialization; Public
Schools; World
Affairs
ABSTRACT
Eight papers focus
on a rariety of themeS concerning
the character of citizenship and
the nature of education in modern
society. For example,
one paper explores the thesis that the
traditional basic categories in which
the.requirements of.citizenship
have been oonceived--ruling and authority,
obedience and
loyalty--havealready broken .down and
that fresh categories are
emerging under the growth of democracy
and its equalitarian demands:
The argument of another
paper is that citizenship.edUtation has been
dominated by models oC rationality
which have placed it in opposition
to its traditionally proclaimed function
of educating students to
develop and maintain a viable democratic
society. Qther papers focus
on teaching citizenship for in-ecological
age; encouraging citizen
participation in world'affairs; reforming
the school environment to
help students attain positive and
reflective ethnic, national, and
global.identifications; socializing the
young to prosocial conduct in
the negative environment existing in
the post-industrial society;
urging institutions to alter the
reward structure so that citizen
participation will be increased;
and changing the structures of the
public schools so that students
become better citizens. (RM)
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CITIZENSHIP AND
EDUCATION
MODERti soclEnt
CHADWICK F. ALGER
JAMES A. BANKS
.
ABRAHAM EDEL
HENRY A. GIROUX
WILLIS D. HAWLEY
WILLIAM OPHULS
ROBERTA S. SIGEL
EDWARD A. WYNNE
P.
vl
Proceedings of the
Symposium on
Citizenship and Education
in Modern Society
Sponsored by the
Mershon Center, The Ohio
State University, April
1980
Supported by:
The Danforth Fouhdation
The Mershon Center, The
Ohio State University
11.0
t )
%CONTENTS,.i
PREFACE
yii
CHAPTERS
I. ,THE GOOD CITIZEN,
THE GOOD.PERSON, AND
THE
GOOD SOCIETY
by Abraham Edel,
University of.Pennsylvania
1
II.
CRITICAL THEORY AND
RATIONALITY IN CITHENSRIP
EDUCATION
by Henry A. Giroux,
Boston University
57
III.
CITIZENSHIP FOR AN ECOLOGICAL
AGE
by William Ophuls,
Visiting Pebfessor,
Northwestern University
119
IV.
ETHNICITY, MODERNI1Y,
AND CITIZENSHIP EDUCATION
byjames A. Banks,
University of Washington
'159
V.
ENHANCING THE EFFICACY
OF CITIZEN PARTICIPATION
IN WORLD AFFAIRS
by Chadwick Alger,
Mershon, The Ohio State
University
195
'Vl.
MODERN SYSTEMS THAT
AFFECT SOCIALIZATION TO
CITIZENSHIP
by Edward A. Wynne,
Chicago Circle Campus,
University of Illinois
239
VII.
THE COST OF ACTIVE
CITIZENSHIPIS IT TOO HIGH?
by Roberta S. Sigel,
Douglass College,
Rutgers University
I
279
THE RELATIONSHIP BETWEEN
DEMOCRATIC CITIZENSHIP
AND
'ORGANIZATIONAL CHANGE
IN PUBLIC SCHOOLS
by Willis D: Hawley,
Vanderbilt University
325
4
%
v
<,
,
PREFACE
The papers in this volume were
prepared for a symposium
on the
character of citizenship
and the nature of
education in modern society,
held at the Mershon
Center, Ohio State
University in April 1980.
The symposium
was dedicated to Richard C.
Snyder, until recently
Director of the Mershon
Center.
During the 1970's Professor
Snyder
promided distinguished
and powerful leadership,for
the community of
scholars associated with
the Mershon Center.
The character of citizenship
and the challenge of
promoting citizen
competence remain primary
concerns
of both Professor
Snyder and the Mershon
Center.
The symposium
was conducted as part of the
on-going activities of the
Mershon Center's Citizenship
Development Program.
As the Program has
con-
ducted research and
development activities
over the last several
years,
two observations have
emerged.
First, citizenship has
been neglected
by many intellectuals,
social scientists and
educator
s a phenomenon
not worthy of rigorous conceptual
analysis and empirical
research.
Such
neglect has come at
a time when the growth of
governmental functions, global
interdependence and incre,sing
social complexity have
made the citizen
role more problematic
than ever.
Second, many Of
our prevailing efforts
at promoting citizen
competence have been premised
on poorly examined
assumptions about the
process of education in AmeriCan'society.
In response to these
needs, our goal in organizing
and co-chairing
the symposium
was to brii.
together social scientists,
philosophe5s and
educators to discuss eight
specially commissioned
papers dealing with two
basic questions:
(1) What is the
character of citizenship,in
modern society?
and 42) What is the character
of the educational
svstem in modern society?
The papers and their authors
are listed in the table of
contents.
of the very
an official record
'We will make no attempt here to present
the discussions
We can testify, however, that
rich symposium discussions.
phenomena and problems
that "citizenship" refers to
once again demonstrated
that were.
Among key dimensions of citizenship
that are multi-dimensional.
and discussions were the following:
considered through the symposium papers
development of an association
.
--Citizenship clearly involves the
A person's
multiple, simultaneous communities.
or identity with
human entities is central
relationship with a set of collective
to citizenship.
the governance of such
--Citizenship involves participation in
and sharing
Perhaps participation in the shaping
communities.
of a community's vaiue outcomes.
community governance must entail
--The citizen's particiPation in
interests and sensitiviby
both effective advocacy of one's own
to community welfare.
develop a critical facility
--Beyond participation the citizen must
appraisal'requires
ppraisal of comMunity values--such
for the
standards against which to assess
the devel pment of independent
politicJJprocesses and performances.
indi.cated-that these, and other,
the discussions clearly
Further
and,conflicts among themselves
dimensions of citizenship create tensions
of citizenship and the tasks of
which complicate both the practice
Examples of such conflicts
education for competent citizenship.
cons.idered by the symposium were:
of different communities in
--conflicts between competing val,ues
which people participate,
community welfare, and
--conflicts between self-interest-and
and affiliation vfith a
--conflicts between participation in
distance often required for
community and the psychological
appraisal.
or'
Mi.;;.
Enough has been said
to I'Adicakehe'ii7ichness
of the papers and
;
discussio'ns.
Reading of the
papers will reveal not only
an elaboration
/
;
of' the above
themes but'also
a host of related
conceTns.
.Funding for the
/-
symposium was provided
by the Mershon
Center Efnd the
Danforth Foundation.
Both organizations
:have a tradition
of interest in
and support for
citizenship education,
and we gratefully
acknowledge their
assistance.
Finally, we wish
to thank Lee Anderson
and Charles Hermann
for
their good adviceand
assistance in planning
the symposium.
Howard Mehlinger.
Richard C. Remy
Co-Chairs, Symposim
on
Citizenship and Education
in
Modern Society
Ii
X i
'o
CHAPTER
1
THf GOOD CITIZEN, THE
GOOD .PERSON, AND THE
GOOD SOC;ETY
Abraham Edel
Un ivers i ty of Pennsyl
van i a
9
ABSTRACT
the traditional basic categories
This paper explores the thesis that
have been conceived--ruling and
in which the requirements of citizenship
and loyalty on the other--have
authority on the one hand and obedience
emerging under the growth of
already cracked and that fresh categories are
These fresh categories are taken
democracy.and its equalitarian demands.
responsibility.
to be participation and
that the excellence of a good
Starting with Aristotle's formulation
only in the.good state, we
citizen coincides with that of a good person
categories from an interdisciplinary
ahe led to examine the transformation in
relation
the character of the state in
This is seen to involve:
standpoint.
should
and roles and whether citizenship
to society, the theory of virtues
more,fundamental structure,
be conceived as a role or brought under some
With respect to
equalitarianism.
and the impact of the rise.of democratic
the present state
examine:
the condition of the emehging categories we
importance of the rational as against
and prospects.of participation,'the
institution-building
in participation, the need to center oh
the ideological
preferential (voluntaristic) decision,
and reconstruction rather than 'simply
of individual and community.
and the basi'c place of our understanding
it becomes possible to focus on
In the light of such explorations
both Moral attitudes
for coritemporary citizenship, spanning
pivotal virtues
bearing upon both national and inter-
and jntellectual qualities and their
reSpect for persons and
This part--with topics from
national concerns.
of patriotism--is set in the matrix
their liberties to the interpretation
considered,
Some educational implications are then
of contemporary problems.
of educational opportunities,
dealing particularly with the broadening
rethinking of moral
in intellectual education, and a
a basic reorientation
education.
2.