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Defining the good citizen: The educational ideas and activities of the American Political Science Association.

机译：定义好公民：美国政治学会的教育思想和活动。

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摘要

Since its formation in 1903, the American Political Science Association (APSA) demonstrated a sporadic interest in the pre-collegiate civic education. The level of the APSA's activities pertaining to civic education in schools directly corresponds with the teleological goals of the extant paradigms in political science discipline. Three dominant paradigms are noteworthy: Traditionalism, Behavioralism and Post-behavioralism. The three paradigms find expression in the APSA's eight reports, recommendations and statements on civic education issued between 1908 and 1999. The eight documents suggest political scientists' evolving conceptions of citizenship and civic education. Of the three conceptions, i.e. Traditionalist, Behavioralist and Post-behavioralist, Traditionalist conception has been most salient in the high school social studies curriculum in the form of a formalist and legalist approach to the teaching of government. The APSA fostered its Traditionalist conception during its formative phase when political scientists' primary concern was the study of government. The fostering of the teaching of government in schools was political scientists' strategy to expand the scope of their profession and to legitimize their proprietary control over political knowledge. In this effort, the APSA authorized several committees to re-define the subject matter of government-related courses in schools. The committees' explicit mission was to secure a mandatory status for a government course in the social studies curriculum. After the Second World War, when Behavioralism replaced Traditionalism, the APSA's activities in the pre-collegiate civic education also plummeted, only to be revived under Post-behavioralism.
机译：自1903年成立以来，美国政治科学协会（APSA）表现出对大学前公民教育的零星兴趣。 APSA与学校公民教育有关的活动水平直接与政治学学科现有范式的目的论目标相对应。值得注意的三个主要范例是：传统主义，行为主义和后行为主义。这三个范式在1908年至1999年间发布的APSA的八份公民教育报告，建议和声明中得到体现。这八份文件表明政治学家对公民意识和公民教育的观念不断发展。在传统主义，行为主义和后行为主义这三个概念中，传统主义概念在高中社会研究课程中以政府主义的形式主义和法律主义方式最为突出。 APSA在其形成阶段就树立了传统主义观念，当时政治学家的主要关注是对政府的研究。促进学校政府教学的发展是政治学家扩大其专业范围并使他们对政治知识的专有控制合法化的战略。为此，APSA授权了几个委员会来重新定义学校​​中与政府相关的课程的主题。这些委员会的明确任务是确保社会研究课程中政府课程的强制性地位。第二次世界大战后，当行为主义取代了传统主义时，APSA在大学前公民教育中的活动也直线下降，只有在后行为主义下才能恢复。

著录项

  • 作者

    Ahmad, Iftikhar.;

  • 作者单位

    Columbia University Teachers College.;

  • 授予单位 Columbia University Teachers College.;
  • 学科 Education History of.; American Studies.; Political Science General.; Education Social Sciences.
  • 学位 Ed.D.
  • 年度 2000
  • 页码 227 p.
  • 总页数 227
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;政治理论;社会科学教育与普及;
  • 关键词

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