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ERIC Number: ED102037
Record Type: RIE
Publication Date: 1974
Pages: 37
Abstractor: N/A
Reference Count: 0
Coping with Community Controversy: Guidelines for Introducing New Social Studies Programs. SSEC Publication No. 173.
Foshay, Arthur W.
In the last analysis, the school curriculum is under the control of the local education authority and of the people who elect that authority. Looking ahead in the social studies field, it seems evident that social studies teachers will have to accept a task of community education in addition to their task of classroom education. Teachers will have to appear on public platforms, take part in public groups, and in general carry on a program of education of the public with respect to the nature of the social studies and the nature of the issues they wish the students of the schools to be become competent in analyzing. Three principles that arise from the nature of the public school as a social institution are discussed in the first part of this paper: (1) the people have a right to know the rationale and content of what is offered in school; (2) the role of the public schools concerning conflicting beliefs is referee, not antagonist; (3) the one doctrine the school shall insist on is the rule of reason. The second and major portion of the publication contains guidelines to help educators in coping with actual or potential community controversy. The guidelines are arranged in three groupings: those having to do with broad community matters, those pertaining more specifically to the introduction of new programs, and those dealing with response to attacks. (Author/RM)
Social Science Education Consortium, 855 Broadway, Boulder, Colorado 80302 ($1.25)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Social Science Education Consortium, Inc., Boulder, CO.; ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.