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ERIC Number: ED316472
Record Type: Non-Journal
Publication Date: 1989-Sep
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Educating for Democracy in the United States: The Postwar Years.
Hepburn, Mary A.
During the decade that followed World War II, social studies education in the United States was affected by many societal changes, particularly the new socio-political climate and a widespread discontent with the state of postwar public education. By the mid 1950s there was a crisis atmosphere regarding U.S. education contributed to by limited funds, rising enrollments, the need for a better educated industrial labor force, increasing criticism of curriculum content, and public fears of internal and external threats of communism. These factors gave rise to three major approaches to reform in social studies education each with a focus on education for democracy. One reform movement used a reactionary idea of citizenship based on fears of subversion. Supporters emphasized rote learning of democratic values and patriotism, and stressed nationalism in social studies courses. A second movement was based on a return to progressivism in social studies, using an interdisciplinary, problem-solving approach in the curriculum. A third movement sought to refocus education on so-called essentials, teaching the fundamental knowledge of history and social studies in a way that promoted democracy and created better informed citizens. A 22-item bibliography concludes the document. (AS) .pa
Vinson Institute of Government, University of Georgia, Athens, GA 30602.
Publication Type: Speeches/Meeting Papers; Historical Materials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A