Social Knowledge and Citizenship Education: Two Views of Truth and Criticism
Social Knowledge and Citizenship Education: Two Views of Truth and Criticism
复制标题
社会知识与公民教育：真理与批判的两种观点
DOI：
10.1080/03626784.1980.11075208
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发表时间：
1980
影响因子：
1.7
通讯作者：
Cleo H. Cherryholmes
中科院分区：
文献类型：
--
作者：
Cleo H. Cherryholmes
公民教育在历史上一直是社会研究教育的一个重要主题，最近它得到了越来越多的关注（巴尔，巴斯和Shermis 1978;沙弗1977;福沙伊和伯顿1976）。但是，公民教育对不同的人意味着不同的东西，这种缺乏一致意见的情况减少了系统累积发展或批评的机会。如果当代关于公民教育的想法是正确的，就必须明确阐述这些想法，以促进沟通和发展。如果我们当代的思想是软弱的，它们也必须被阐明，以便我们能够将它们剔除。在这两种情况下，都需要有明确的表述，以便为智力发展奠定基础。如果没有仔细阐述的理论立场，社会研究领域就会受到时尚的影响。本文的目的是为公民教育的理论陈述的发展做出贡献。解决这个问题的一个方法是将社会研究文献中的关键主题联合收割机结合成一个关于公民教育的统一声明。第二种方法是提出一个规范性的立场，并发展由此产生的影响;第三种方法是将这些方法联合收割机结合起来，整合关键主题并发展一种批判。后一个计划将在这里执行。公民教育作为决策的定义将通过借鉴在过去二十年中主导社会研究的思想来发展。本书所概述的理论借鉴了几位学者的观点，但并不属于任何一个人。然后，将提出一个批判的公民教育的这种观点。这一模式并不只是一个为了推动另一种立场而受到攻击的稻草人论点。关于公民教育的初步声明旨在将社会研究的核心思想联系起来，并提供一个连贯的论点，然后可以系统地加以解决。重要的是要明白，只有制定一个明确的声明，
Citizenship education has historically been a major theme in social studies education and recently it has received increased attention (Barr, Barth, and Shermis 1978; Shaver 1977; Foshay and Burton 1976). But citizenship education has meant different things to different people, and this lack of agreement has diminished the opportunity for systematic cumulative development or criticism. If contemporary ideas about citizenship education are sound, they must be articulated clearly to promote communication and development. If our contemporary ideas are weak, they too must be articulated so that we can weed them out. In either case, clearly stated formulations are necessary to provide a basis for intellectual development. Without a carefully stated theoretical position, the field of social studies is subject to the pull and tug of fads. The purpose of this essay is to contribute to the development of a theoretical statement about citizenship education. One way to approach the problem is to combine key themes in the social studies literature into a unified statement on citizenship education. A second approach is to set out a normative position and develop implications that derive from it. A third is to combine these approaches, integrating key themes and developing a critique. The latter plan will be followed here. A definition of citizenship education as decision making will be developed by drawing upon ideas that have dominated social studies during the last two decades. The theory to be outlined draws on ideas of several scholars, although it is not attributable to any single individual. A critique will then be presented of this view of citizenship education. The model is not simply a straw-man argument to be attacked in order to promote an alternative position. The initial statement about citizenship education is intended to relate ideas central to social studies and to provide a coherent argument that can then be addressed systematically. It is important to understand that only by developing a clear statement about