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ERIC Number: ED071950
Record Type: RIE
Publication Date: 1972
Pages: 24
Abstractor: N/A
Education Beyond Socialization.
Shimahara, Nobuo
Radical educational change cannot take place in isolation from societal change. American schools see themselves as agents of the society, charged with transmitting the values and behaviors considered central to the maintenance of society. Critics of this functional view of socialization suggest schools should be instruments of radical change. However, these critics fail to examine the structural feasibility of their proposed innovations. Implementation of any radical educational change necessitates societal structural conditions responsive to such change. Presently education is dominated by the existing power structure. If one wishes the schools to move beyond socialization for this status quo to "reflective socialization" (a blend of critical reflection about and internalization of societal values and norms), one must combine social projects aimed at societal change with educational reconstruction. Social projects are short-term collective undertakings aimed at seeking critical social knowledge and reducing the alienating conditions of society. The goal of educational reconstruction is education beyond socialization, characterized by: 1) commitment to transforming inauthentic social reality; 2) a global orientation; 3) development of students' imaginative and creative capacities; 4) loosening of society's conventional norms of behavior; 5) new patterns of participative decision making; 6) education outside of schools; and 7) self-actualization. (KW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting, American Educational Research Association, 1972