Historical interpretation is a primary responsibility of the historian in addition to discovery of the factual past. Using historiographical study as one aspect of historical study, a teacher provides a vehicle for understanding and gaining experience in the use of the reflective process. (JB)

Supplies a list of important dates and events in the development of social studies as an educational discipline. Focuses on the social studies prototype and the foundations of the field before the 1916 report by the Committee on the Social Studies. Includes details about significant organizations, individuals, publications, and reports. (DK)

Discusses the nature of social studies as a discipline. Defines it as citizenship education for teaching students how to deal with change and conflict in society. Suggests that social studies teachers believe that content should be interdisciplinary, emphasize themes and concepts dealing with social and personal issues, and teach the process of…

Discusses the content of social studies as a discipline. Suggests that the real curriculum of the social studies in actual teaching is history. Argues that the original emphasis on citizenship training needs to be restored or developed as a separate discipline to establish a source of knowledge independent of the social studies. (DK)

Suggests that citizenship education has been defined too literally and narrowly, resulting in loss of meaning for social studies. Argues that schools in the United States rest on solid civic motivations and were never intended to legitimate any particular school subject. Insists that every school subject must be understood to be based on civic…

Discusses the educational reform efforts to reorganize the social studies curriculum in the United States. Criticizes a return to conservative, traditional approaches to social studies than emphasize history and geography while ignoring more contemporary ideas. Suggests that, to develop a discipline of social studies, more scholarly pursuit and…

Discusses the development of social studies from the social upheaval of the industrial revolution to the present. Defines social studies as an integrated, interdisciplinary curriculum for instruction in citizenship education. Lists objectives as gaining necessary knowledge, developing skill in processing information, examining one's own beliefs,…

Attempts to define a discipline of social studies by identifying a philosophy of social studies. Suggests that such a philosophical structure should attempt to develop a systematic, coherent, definable body of thought organized on the basis of structure and process. Uses epistemology, ontology, and axiology as a framework. (DK)

Traces the history of the debate over the status of social studies as a discipline. Discusses the events in the battle between a federated curriculum based on history and a fusionist curriculum. Urges that the debate be ended on the grounds that social studies is not, and never has been, a discipline. (DK)

Compares results of the Barth Shermis Social Studies Preference Scale given to groups of preservice teachers in five countries over several years. Reports that social studies has evolved through three patterns of teaching citizenship education: citizenship transmission, social science, and reflective inquiry. Concludes that teachers are confused…

Provides a partial listing of works found in the ERIC database on the debate between those who support social studies as a discipline and those who would replace it with history and geography courses. Includes articles, reports, and reviews covering various aspects of the debate. (DK)

Discusses fu, a flowery form of rhetorical writing developed in China during the Han Dynasty. Provides historical background and criticisms of the genre. Emphasizes the feminine principle of fu rhetoric with its resort to pleasure, ornamentation, and flattery. Argues that what is considered love poetry was actually political allegory. (DK)

Tells the story of Tanyangzi, a young visionary and religious teacher in Ming China. Discusses writings relating to her life and teachings. Emphasizes the concern with chastity, publicity, and fictionality as they relate to the male view of female virtue among men of the late Ming period. (DK)

Discusses the relationship between the prominence of themes of the literate gentry woman in Chinese fiction and the rise of women poets. Examines later Japanese fiction to find influences of the woman reader and of earlier Chinese works. Explores the scholar-beauty novels, women as warriors, female martyrdom, and the equating of virtue with…