Is America Necessary? Conservative, Liberal, & Socialist Perspectives of United States Political Institutions

By Henry Etzkowitz; Peter Schwab | Go to book overview
debate, role-playing, simulation, and other techniques.A second lesson growing from the experience of radical education regards the importance of comparison. Students need to confront alternative political systems and to analyze and to evaluate them in comparison with the existing political order. In part, such comparisons can be developed through the cross-national study of government structure; in part they can be developed from cross-cultural and subcultural comparisons of political behavior. For example, the political experience of the emerging African Nations or of postrevolutionary Cuba has proven quite valuable in stimulating discussions of alternative forms of political activity in this country. Students, however, should not be limited simply to an examination of existing systems but should be encouraged to design and operate political structures of their own making.A third lesson from the radical experience is drawn from the realization that civic education does not stop where the classroom stops. As Illich has noted, the school itself provides "hidden curricula" in that certain lessons are learned in the process of "certification" efforts ( Illich, 1971: 7). Others have used the same phrase to refer to political lessons learned as persons engage in day-to-day political activities ranging from street gangs to environmental action. Those in the schools interested in improving the political education of their students should recognize and emphasize a continuity between what the student learns and does in the classroom and his activities outside the school. Even formal efforts at civic education can be integrated into the political world outside through activities emphasizing community involvement. Teachers must reject the notion that what children learn "in the streets" is antithetical to the achievement of a liberal education. To the contrary, it may be essential.Efforts at political education then must finally emphasize the elusive element of political creativity. By involving students subjectively in political exercises of various types, teachers may aid in achieving elements of commitment and engagement which efforts at political socialization fail to produce. Today's students will live in a rapidly changing world. To the extent that political change requires involvement rather than observation, political education rather than political socialization is required.
REFERENCES
Almond G. ( 1956) "Comparative political systems." J. of Politics 19: 391-409.
Berger P. and R. Newhaus ( 1970) Movement and Revolution. Garden City, N.Y.: Doubleday.
Denhardt R. B. and H. D. Allen ( 1971) "Youth responses to cultural incongruities." Youth and Society 3: 237-255.
Flacks R. ( 1970) "Social and cultural meanings of student revolt." Social Problems 17: 340-357.
Hyman H. ( 1959) Political Socialization. New York: Free Press.
Illich I. ( 1971) "After deschooling, what?" Social Policy 2: 7.
Jackson G. ( 1970) Soledad Brother: The Prison Letters of George Jackson. New York: Bantam.
Langton K. and K. Jennings ( 1968) "Political socialization and the high school civics curriculum in the United States." Amer. Pol. Sci. Rev. 63:863-864.
Levinson S. ( 1969) "On 'teaching' political science," in P. Green and S. Levinson (eds.) Power and Community. New York: Bantam.
Pranger R. J. ( 1968) The Eclipse of Citizenship. New York: Holt, Rinehart & Winston.
Roszak T. ( 1969) "The Making of a Counter Culture". Garden City, N.Y.: Doubleday.

Socialist

Alan Wolfe. The professional mystique.

The Caucus for a New Political Science has been interested not only in changing the nature of the reality which political scientists study, but also in changing the way in which they study it. This concluding essay is designed to represent that interest. It summarizes the criticisms made by a

-434-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Is America Necessary? Conservative, Liberal, & Socialist Perspectives of United States Political Institutions
Table of contents

Table of contents

  • Title Page i
  • Preface ix
  • Contents xi
  • Introduction 1
  • Part One 15
  • 1 - Where Do I Stand? 17
  • Conservative 21
  • Conclusion 28
  • Socialist 44
  • Notes 46
  • Part Two 57
  • 2 - The Presidency 61
  • Conservative 67
  • Socialist 79
  • Notes 85
  • 3 - The Pentagon 101
  • Conservative 107
  • Socialist 117
  • 4 - The Secret Police 133
  • Conservative 139
  • Socialist 152
  • Notes 160
  • Part Three 167
  • 5 - Elite Clubs and Associations 169
  • Conservative 173
  • Notes 184
  • Notes 192
  • 6 - Multinational Corporations 209
  • Conservative 213
  • Socialist 221
  • Notes 244
  • 7 - Organized Crime 257
  • Conservative 259
  • Socialist 264
  • Part Four 283
  • 8 - Congress 285
  • Conservative 289
  • Socialist 296
  • Notes 303
  • 9 - The Courts 315
  • Conservative 319
  • Socialist 330
  • Notes 337
  • 10 - Regulatory Agencies 347
  • Conservative 349
  • Socialist 361
  • Notes 369
  • Political Parties 385
  • Conservative 387
  • Liberal 396
  • Conclusion 410
  • 12 - Academia 413
  • Conservative 416
  • References 427
  • Notes 434
  • Part Five 449
  • 13 - The Media 451
  • Conservative 453
  • Liberal 467
  • Notes 474
  • 14 - Banks 483
  • Conservative The Great Banking Retreat. 485
  • Socialist 489
  • Notes 497
  • 15 - Unions 511
  • Conservative 513
  • Notes 519
  • A Critical Issue 537
  • 16 - The Economic Crisis 539
  • Conservative 542
  • Socialist 544
  • Notes 550
  • Part Seven 557
  • 17 - Political Programs 567
  • Louis Banks. the Mission Of Our Business Society. 568
  • Ralph Nader and Donald Ross. Toward an Initiatory Democracy. 576
  • Stanley Aronowitz. On Organization: A Good Party Is Hard to Find. 581
  • Mass Parties and Reformism 587
  • Notes 596
  • Fred R. Harris. Up With Those Who'Re Down. 602
  • Part Eight 613
  • Appendix 621
  • Note 644
  • Index 649
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 658

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.