ERIC Number: ED046797
Record Type: RIE
Publication Date: 1970-Jun
Reference Count: 0
Conceptual Framework for Civic Education in Developing Societies.
Anderson, C. Arnold
There is increasing evidence that what we call civic education embraces only a part of the influences operating on a people, and may well be among the less important. There are a number of practical obstacles to the success of civic education in political socialization. The multifunctionality that allows schools to have so many favorable effects, for example, also assures that many instructional effects will inevitably be seen by some as a drag on progress. The loose and highly complex interconnections among the educational, political, and other components of a developing society suggest that caution must be exercised in proposals for new programs of instruction. One can expect that civics lessons will focus more upon symbols of nationhood than with behavior that would strengthen an individual citizen's responsibility for their share of the tasks of development. There are difficulties in rooting an effective system of political instruction, as well as ambiguities and dilemmas arising in its implementation: the tension between tradition and modernity; multilingualism; gulfs between leaders and masses; pedagogic effects of a one-party government; needs for and effects of practical schooling; lack of well-prepared teachers; and the relationship of education and opportunities for mobility. (JLB)
Publication Type: N/A
Education Level: N/A
Sponsor: Agency for International Development (Dept. of State), Washington, DC.
Authoring Institution: Tufts Univ., Medford, MA.
Note: Paper prepared for a Seminar on Civic Education and Development, Tufts University, Medford, Massachusetts, May, 1970