ERIC Number: ED390156
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Democracy, Education, and the Schools.
Soder, Roger, Ed.
This book argues that the most basic purpose of America's schools is to teach children the moral and intellectual responsibilities of living and working in a democracy. It contains essays that explore the meaning of democracy and its implications for preparing teachers and teaching students. The book contains a discussion of critical questions about the relationship between the American democracy and a free public school system, arguing that privatization of the schools risks destroying the fundamental underpinnings of American democracy. Following the preface, the chapters include the following: (1) "The Meanings of Democracy" (Nathan Tarcov); (2) "Democracy, Nurturance, and Community" (Donna H. Kerr); (3) "Democracy, Ecology, and Participation" (Mary Catherine Bateson); (4)"Democracy, Education, and Community" (John I. Goodlad); (5) "Public Schooling and American Democracy" (Robert B. Westbrook); (6) "Democracy and Access to Education" (Linda Darling-Hammond and Jacqueline Ancess); (7) "Curriculum for Democracy" (Walter C. Parker); (8) "Oratory, Democracy, and the Classroom" (John Angus Campbell); and (9) "Teaching the Teachers of the People" (Roger Soder). References accompany each chapter. Subject and author indexes are included. The afterword concludes that if one values democracy and believes that schools are important for enculturating the young into the habits of mind necessary to maintain democracy, then one has to question the arguments for privatizing schools based solely on efficiency in producing workers. (LMI)
Descriptors: Access to Education, Citizenship, Citizenship Responsibility, Democracy, Democratic Values, Elementary Secondary Education, Government School Relationship, Public Schools, Role of Education, Socialization, Teacher Education
Jossey-Bass, Inc. Publishers, 350 Sansome Street, San Francisco, CA 94104.
Publication Type: Books; Opinion Papers
Education Level: N/A
Authoring Institution: N/A