TITLE

Teaching for Passive Citizenship: A Critique of Philosophical Assumptions

AUTHOR(S)
Shermis, S. Samuel; Barth, James L.
PUB. DATE
December 1982
SOURCE
Theory & Research in Social Education;Winter1982, Vol. 10 Issue 4, p17
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
While teachers and text authors have always talked about active citizenship and critical thought, classroom practices have emphasized passive acquisition and character development. For what purpose? So that students would become acceptable workers who are prompt, neat, compliant, who conform and are thorough and efficient-and who can work without becoming demoralized, depressed or resentful. And these words precisely characterize many social studies classrooms. Creativity, joy, problem-solving, insight and even understanding, while celebrated in word, give way to passivity and a passive conception of problem-solving. "When others define the problem for you, provide all of the data for you and then dictate the proper conclusions, you have become that which is acted upon. The entire process makes the curriculum creator active, the teacher a neutral conduit of unexamined cultural flotsam and jetsam, and students passive recipients."
ACCESSION #
42515611

 

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