The Future of Social Studies Education
All that is required for this enlightenment is freedom; and particularly the least harmful of all that may be called freedom, namely, the freedom for man to make public use of his reason in all matters. But I hear people clamor on all sides; Don't argue! The officer says: Don't argue, drill! The tax collector: Don't argue, pay! The pastor: Don't argue, believe! ... Here we have restrictions on freedom everywhere. Which restriction is hampering enlightenment, and which does not, or even promotes it? I answer: The public use of a man's reason must be free at all times, and this alone can bring enlightenment among men.
-- Immanuel Kant, "What Is Enlightenment?"
|Professional Issues and Political Cycles|
|Trends and Prospects|
|Summary and Recommendations|
|For Further Study: The Future of Social Studies Education|
For the past two decades, the social studies has been in a state of retreat and consolidation from the innovation and expansion of the 1960s and early 1970s. At the secondary level, the trend has been toward requiring students to enroll in broad survey courses, particularly U.S. and world studies, with little room left for electives. There has also been a resurgence of interest in civics, geography, history, and democracy courses combined with a lobbying effort to restore Western history to a predominant place in the curriculum. Reformers have proposed and pushed a number of changes during the last decade that have affected school structure and programs, but in a very fragmented way as of this