By Anne Colby, Thomas Ehrlich, Elizabeth Beaumont, Jason Stephens
Teaching electorate studies on how a few American faculties and universities are getting ready considerate, dedicated, and socially accountable graduates. Many associations assert those objectives, yet too few act on them. The authors display the basic value of ethical and civic schooling, describe how the ancient and modern landscapes of upper schooling have formed it, and clarify the academic and developmental pursuits and approaches all for instructing voters. They study the demanding situations faculties and universities face once they commit themselves to this important activity and current concrete how one can triumph over these demanding situations.
Read or Download Educating Citizens: Preparing America's Undergraduates for Lives of Moral and Civic Responsibility (JB-Carnegie Foundation for the Adavancement of Teaching) PDF
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Extra info for Educating Citizens: Preparing America's Undergraduates for Lives of Moral and Civic Responsibility (JB-Carnegie Foundation for the Adavancement of Teaching)
The hidden curriculum consists of the (largely unexamined) practices with which the school and its teachers operate, assigning grades and other rewards and managing their relationships with their students and the students’ relationships with each other (Fenstermacher, 1990; Jackson, 1968; Kohlberg, 1971). Although much of the research on the hidden curriculum has examined elementary and secondary education, the concept applies equally to higher education. If college students see faculty rewarded for pursuing their own professional prestige rather than for caring for others or the institution, if they are subjected to competitive, zero-sum climates in which one student’s success contributes to another’s failure, if they are confronted with institutional hypocrisy, those practices convey moral messages that can contribute to students’ cynicism and self-interestedness.
We have seen that it is possible for an undergraduate education to act as a powerful preexpedition, equipping students with critical tools and skills, clearing away some of their central confusions, shifting them toward more constructive habits of heart and mind, providing them with new lenses for refracting the many problems and dilemmas they will confront, raising questions about their unexamined assumptions, and connecting them with others who can inspire them and become indelible images of the kind of person they want to become.
Helping students develop the capacity for critical thinking and the habit of using it, teaching them to be open-minded and interested in pursuing ideas, requiring them to back up their claims and to expect others to do the same, and encouraging them to be knowledgeable and accustomed to thinking about moral, civic, and political issues will put them in a strong posture to think independently about their positions and commitments. The more they have thought about these issues and learned to argue them through, the less susceptible they will be to indoctrination.
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