Teacher education curriculum should honor, balance, and promote democratic pluralism and further appreciation of minority rights. Teachers must foster the values that will be dominant in American society and affect attitudes, beliefs, and commitments of students, as well as cognitive outcomes. (PP)

The momentum which pushed law-related education during the past two decades needs revitalization. Curriculum development ventures that involve university professors of the social sciences and secondary school teachers are in order. Recent reports on the subject and course content are discussed. (PP)

This article discusses issues involving education for scientific literacy. Citizens need to understand how science and technology impinge upon public policy; education must equip them to make decisions in areas where science and society interact. (PP)

Technology has profoundly changed political and social life, since power depends on knowledge. This change need not be a threat to democratic principles. Technology can, in fact, promote democracy, but technological literacy becomes a prerequisite for active citizenship. (PP)

Teachers and teacher educators must become more aware of the civics lessons instilled by the media and must learn to teach students how to use, rather than be used by, the media "curriculum." Four strategies for integrating media civic education into the teacher education curriculum are outlined. (PP)

Attempts to enrich civic learning should consider recent psychological studies. Changes must begin with teacher education and should be focused on: (1) changing classroom climate, where teachers' attitudes toward use of democratic or authoritarian processes can exert great influences; and (2) understanding students and teachers as developing…

Implications for citizenship education in "The Paideia Proposal" and "Paideia Problems and Possibilities" are discussed. Teacher education should develop skills necessary for the Socratic method of seminar discussion and require readings of historical documents such as the "Declaration of Independence." (PP)

Both the classical humanist and modern social science approaches have much to contribute to civic education. Compartmentalized approaches should be renounced in favor of broader, integral, aggressive, and scholarly examinations of how education already embodies and broadcasts multiple models of the social world and conceptions of values. (PP)

Formal education in civics should not stop with high school but should continue in collegiate general education. As liberal individualism among faculty at research-oriented universities has flourished, education for citizenship has nearly vanished. (PP)

Excerpts from a monograph entitled "Civic Learning in Teacher Education" are given. They include a brief reprise of a 1982 DeGarmo lecture in which R. Freeman Butts argued that teacher education institutions and public schools should place much more emphasis on citizenship education, along with responses by nine other authors. (PP)

Immediate actions in any number of areas are required if those involved in teacher education are to restore their credibility and to prepare effective teachers for the future. Eight "imperatives" are identified and explained in detail. (JMK)

Futures researchers agree on the need to examine educational institutions and programs and to plan and implement change. However, a fundamental contradiction exists between the broad goals for education relected in teacher education programs and those held by futures researchers. (JMK)

A U.S. Senator discusses education's accomplishments and pending educational legislation in Congress. Emphasis is placed on the role of the teacher in the education of young people in the future. (CJB)

The author finds the National Commission on Excellence in Education's report, "A Nation at Risk (1983)," deficient in three major aspects. It underestimates schools' contributions; it identifies the wrong problem; and it prescribes simple solutions for complex problems. (JMK)

This article presents results of a nationwide survey of colleges of teacher education, offers insights into the nature of the schools' responses to the computer education challenge, and makes future predictions. (JMK)