Bibliography: Democracy (page 559 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include Harvey Siegel, Edgar Faure, Balazs Hidveghi, David A. Shiman, Lynn R. Nelson, Jacek Kowalski, Joseph Agassi, Joseph Kahne, Haim Gaziel, and Brendan Ryan.

Shiman, David A. (1993). Teaching Human Rights: Grades 7 through Adult. This curriculum resource on human rights is rooted in the United Nations Universal Declaration of Human Rights and seeks to help students understand the issues involved. Using the rights categories suggested by the Universal Declaration, this book offers new ways of teaching about familiar themes. The book contains activities to encourage students to compare across cultures and to challenge them to examine their own society and to reflect on their own lives. There are generic human rights activities that can be used for any part of the world to be studied, as well as those dealing specifically with examples from Chile, the Peoples Republic of China, Kenya, South Africa, and the former Soviet Union. Descriptors: Adult Education, Civil Liberties, Civil Rights, Democracy

Nelson, Lynn R. (1997). Recent Trends in Economic Education. ERIC Digest. The recent trends in economic education reflect the perennial issues regarding economics education. Trends identified include: (1) economics and citizenship education; (2) economic education in Russia and Eastern Europe; (3) the global economy; (4) content standards; and (5) use of computer technology in economic education. The Digest concludes that serious dialogue regarding the relationship among economic systems, democratic governments, and civic education bodes well for the future of economics in the core of democratic citizenship education. Contains 13 references.   [More]  Descriptors: Citizenship Education, Civics, Democracy, Economics

Gaziel, Haim (1993). Education Policy at a Crossroads between Change and Continuity: Education in Israel in the Past Decade. The Institute for the Study of Educational Systems has from its inception set itself the goal of analyzing all aspects of the Israeli education system in the 1980s as the basis for follow-up studies on subjects of concern to the system's decision makers. This research report is intended to complete the analysis of the trends in the education budgets of the 1980s carried out in a previous study. That report examined how the allocation of resources to education reflects the policy of the government and local authorities and expresses national and local priorities and the various manifestations of the decline in the level of education services. When combined with that report, this monograph, which monitors the changes in education policy over the last decade and analyzes the motivations behind the pronouncements and decisions of the system's policymakers, unfolds a comprehensive picture of education in Israel, its problems, structure, sectors, and trends. Divided into five chapters, chapter 1 discusses efficiency as an economic value versus equality as a social value, equality in education, educational equality versus educational elitism, and educational choice as a basis for education policy. Chapter 2 describes the landmarks of education policy in Israel, the strategies of formal equality, differential resources, and reform and integration in education. Chapter 3 focuses on the conflicting aims of the previous decade, describing state religious education, technological education, education reform, and Arab education. Chapter 4 describes what actually took place in the decade. Chapter 5 discusses trends for the future.   [More]  Descriptors: Democracy, Educational Change, Educational Policy, Educational Trends

Bastian, Ann; And Others (1985). Choosing Equality: The Case for Democratic Schooling, Social Policy. If the mission of schooling is defined by democratic standards, schools must respond to societal conditions in order to perform well for all students, and the schools' constituents (parents, children, and the community) must be empowered. Descriptors: Democracy, Disadvantaged, Educational Discrimination, Elementary Secondary Education

Schoppmeyer, Martin W. (1972). The Pyrrhic Victory of Higher Education, Journal of Thought. Today we are told that we have moved from education for the elite into mass education and are now entering an era of universal-access education at the higher levels. Such a situation seems quite egalitarian and boding well for mankind. Yet the reports of great success may in reality be the notification of complete defeat. Descriptors: Democracy, Educational Attitudes, Educational History, Educational Philosophy

Crookston, Burns B. (1974). The Intentional Democratic Community in College Residence Halls, Personnel and Guidance Journal. Developing an operational model based on social psychological theory, the author advocates the creation of an intentional democratic community in college residence halls. His model presents ten elements of the community that must be manipulated, nine design considerations, and seven stages of development. Descriptors: College Environment, College Housing, College Students, Community Characteristics

Kowalski, Jacek; And Others (1993). Civis Polonus: A Draft Proposal for the Development of Active Citizenship among Poland's Youth. This document describes a program that will give Polish students the opportunity to learn about the political institutions of their country and the linkages among these institutions. Because knowledge of the structure and operating principles of central governing institutions is relatively poor among Polish youth, the Civis Polonus program was developed to enable students to observe the operations of the Polish political system directly and indirectly through simulations and educational games. In the course of five days spent in Warsaw, 50 students and 10 teachers from across Poland had the opportunity to observe the methods involved in decision making by the major branches of the national government. Long term program goals include: (1) closing the gap between young citizens and their elected representatives; (2) learning about the operations of major governmental institutions; (3) stimulating young citizens' interest in the activities of these institutions; (4) stimulating the institutions' interest in the problems associated with disseminating the information concerning the functioning of the Polish political system to Polish youth; (5) increasing the levels of activity among young people in their educational and local environments; and (6) initiating local programs that would be modeled on this program. The booklet lists the materials that will be prepared for the program. Requirements for participants are listed. A time line and outline of activities are included.   [More]  Descriptors: Citizen Participation, Citizenship, Citizenship Education, Curriculum Development

Ryan, Brendan (1986). A Critique of "Schooling and Work in the Democratic State.", Educational Studies: A Journal in the Foundations of Education. Reviews "Schooling and Work in the Democratic State" (Carnoy and Levin, 1986). Concludes that the book is a valuable tool for the analysis of conflicting demands on education within a democratic, capitalist society. Descriptors: Curriculum, Democracy, Educational Philosophy, Educational Sociology

Hidveghi, Balazs (1996). The Hungarian Electoral System and Its Political Implications. This lesson summarizes the most significant facts about the communist period in Hungary and briefly examines the Hungarian electoral system. The lesson is structured with: (1) background on the communist period (1948-1989) and the evolution of the democratic political system and institutions during 1989-1990; (2) description of the electoral system and its brief discussion; (3) highlights on some major differences between the Hungarian model and the U.S. model; and (4) conclusions of the lesson with additional exercises. The lesson includes a listing of objectives, procedures, materials needed, and student handouts.   [More]  Descriptors: Citizenship, Citizenship Education, Civics, Democracy

Faure, Edgar (1973). Education and the Destiny of Man, Out-of-School Scientific and Technical Education. Discusses educational problems facing both the developed and developing countries and side effects of present technological developments to illustrate the importance of regarding man's learning as lifelong activities for the whole society. Suggests that the educational technology be widely used and developed through international cooperation and world solidarity. Descriptors: Adult Education, Democracy, Developed Nations, Developing Nations

Larkins, A. Guy (1985). Citizenship Education as the Primary Goal of Social Studies: A Case for Teaching Democratic Values in the Middle Grades, Georgia Social Science Journal. The primary goal of social studies is education for political citizenship. Democratic values is the most important type of content to be included in the social studies program of the middle grades. Descriptors: Citizenship Education, Democracy, Democratic Values, Educational Needs

Agassi, Joseph (1986). The Politics of Science, Journal of Applied Philosophy. Maintains that the myth that there is no politics of science is dangerous because the denial prevents the establishment of measures to democratically control the influence. Examines the role behavior of scientists, science as a social phenomenon, and the institutional context of science in the United States. Descriptors: Democracy, Higher Education, Philosophy, Science Careers

Siegel, Harvey (1984). The Response to Creationism, Educational Studies: A Journal in the Foundations of Education. Books that contain responses by the scientific community to the challenge posed by creationism are discussed. Scientists defend evolution from creationist criticisms, assess creationism with respect to its own positive scientific contributions, and consider a variety of educational issues that the controversy raises. Descriptors: Creationism, Democracy, Educational Objectives, Elementary Secondary Education

Kahne, Joseph (1994). Democratic Educational Practices and the Constraining Culture of Mainstream Policy Analysis. Despite Dewey's influence on educational thought, those with progressive visions of democratic education are generally on the margins of educational policy and practice. One notable exception was the "Eight-Year Study," a landmark attempt to design, implement, and evaluate democratic secondary schools. The Eight-Year Study was begun in 1930 by the Progressive Education Association (PEA) and the Commission on the Relation of School and College. It studied alternative programs in two school districts (Denver and Tulsa), 26 other schools, and 300 colleges and universities. A total of 1,475 students in alternative programs were matched with nonparticipants and interviewed over the next 8 years. Although the Eight-Year Study was important, it failed to bring progressive educational practices to U.S. high schools. Examination of this effort permits consideration of how democratic priorities can transform both educational practice and policy analysis. Specifically, this study demonstrates the norms, values, and technologies that guide mainstream analysis are poorly suited to record and report the strengths of the democratic orientation inspired by Dewey's work.   [More]  Descriptors: Democracy, Democratic Values, Educational Philosophy, Educational Policy

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