Teaching for a Democracy

Miel, Alice

doi:10.1080/00131728609335779

Cited by 2 publications

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“…Miel believed that the school was democracy's proving ground because it had a large share of the responsibility for socializing the nation's young people into participation in democracy (Miel, 1986, p. 320). School was the ideal environment for democratic socialization, she believed, because of the possibilities for group process in a structured, particularistic setting.…”

Section: Contexts and Meaningsmentioning

confidence: 98%

Democracy, Social Studies, and Diversity in the Elementary School Classroom: The Progressive Ideas of Alice Miel

Yeager

1998

Theory & Research in Social Education

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Al ice Miel, a nationally prominent curriculum deveiopment scholar-prac titioner at Teachm College from 1942-1 971, has been overlooked in remrch on the mol ution of social studies education. This sfudy examines her conkributions to the practice and t h o y of children "s democratic social learning and v i m her work as historical antecedent to current research on diversity in the social studies and the elemenla y school classmm. Miel advocated the development of democratic behavior as the ult ima fe gml of schooling. She applied theories of social learning and democratic principles and processes to the school curriculum. Her research on the importance cf social and cultural learning, especially for postwar suburban children, revealed her convict ion that human diversity was a p r o p subject for the schwl curricuum in a democratic society. She believed that children musf be educated fo deal fairly and realistically with quest ions of social justice, civil righfs, national unify, and international p c e . She argued that, at the time, there was no more urgent business in Arnm'can schwls.Alice Miel, a nationally prominent curriculum development scholar-practi tioner at Teachers Cdlege for some three decades, frequently has been overlooked in the research on the nature and evolution of the curriculum field and on the history of American education since the end of World War Two. Furthermore, her contributions have been overlooked even as attention to women in the curriculum field and in educational history has risen. This stydy specifically examines her contributions to the practice and theory of children's democratic social learning and views her work as historical antecedent to current research on diversity in the social studies and the elementary school classroom in general.This manuscript is based on a 1995 dissertation completed a t The Uruversity d Texas at Austin, largely supported by a Doctoral Research Fellowship from the Spencer Foundation/American Educational Research Association.

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Section: Contexts and Meaningsmentioning

confidence: 98%

Democracy, Social Studies, and Diversity in the Elementary School Classroom: The Progressive Ideas of Alice Miel

Yeager

1998

Theory & Research in Social Education

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Education for Democracy

Shechtman

1993

Youth & Society

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This study assessed an educational program designed to enhance democratic values among junior high students. The program is counseling oriented and holistic, in that it aims at creating change on intrapersonal, interpersonal, and organizational levels as well as in the cognitive, affective, and behavioral realms. The research population encompassed 600 junior high students from six schools and 20 classrooms. A pre-posttest comparison was employed. Results of the intervention indicated an increase in democratic values, as revealed by attitudes toward school life; an enhanced democratic climate in the classroom; and a decrease in positive attitudes toward school. These findings have important implications regarding program implementation.

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Teaching for a Democracy

Cited by 2 publications

References 0 publications

Democracy, Social Studies, and Diversity in the Elementary School Classroom: The Progressive Ideas of Alice Miel

Democracy, Social Studies, and Diversity in the Elementary School Classroom: The Progressive Ideas of Alice Miel

Education for Democracy

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