Bibliography: Democracy (page 431 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Barbara Lerner, Joseph Agassi, Alan Smithson, James P. Marshall, Kenneth R. Howe, Richard H. Reeb, Kevin F. F. Quigley, Edward M. Glaser, Matt Hern, and Stu Chauk.

Horowitz, Frances Degen (1982). Educating for Human Development, for Democracy: An Essay, Peabody Journal of Education. Strong leadership in education is mandatory if change is to occur. Issues examined include: (1) the special needs of a modern democratic society; (2) an environmental versus hereditary view of human development; (3) academic achievement and the effect of schooling on children; and (4) methods for effective preparation of teachers. Descriptors: Democracy, Developing Nations, Futures (of Society), Individual Development

Dayton, John; Glickman, Carl (1994). American Constitutional Democracy: Implications for Public School Curriculum Development, Peabody Journal of Education. Discusses whether democratic values should be inculcated through school curriculum, tracing historical, legal, and constitutional factors that legitimize the function of democratic principles in school curriculum. To inculcate American democratic values, the democratic mission should be integrated with subject matter emphasis, learner needs, and societal concerns during curriculum development. Descriptors: Constitutional Law, Curriculum Development, Democracy, Democratic Values

Agassi, Joseph (1990). Academic Democracy Threatened–The Case of Boston University, Interchange. Explores defects in the U.S. system of higher education, particularly professional degree-granting institutions. It is suggested that the system's pivotal fault is an emphasis on an antiquated, authoritarian method of education which reflects an antidemocratic ideology, meritocracy. The case of Boston University is used to discuss these views. Descriptors: College Administration, College Environment, College Presidents, Democracy

Hern, Matt; Chauk, Stu (1997). The Internet, Democracy and Community: another.big.lie, Journal of Family Life. The Internet, after the automobile and television, is the third technological innovation this century powerful enough to challenge and mutate our disintegrating collective vision of community. Although useful for exchanging e-mail and performing fact-based research, the Internet inherently denies and denigrates the crux of direct democratic theory, the possibility of face-to-face relationships. Descriptors: Community, Computer Mediated Communication, Democracy, Democratic Values

Bowman, Isaiah (1939). The Graduate School in American Democracy. Bulletin, 1939, No. 10, Office of Education, United States Department of the Interior. As never before, human welfare today depends upon the results of research, and upon the steady stream of scholars needed for the increasingly arduous demands of intellectual leadership. That unit of the educational system most directly responsible for stimulating research and for developing scholarly leadership is the graduate school. How to maintain high-grade graduate instruction and research is now one of the most pressing of all the problems connected with the national economy and culture. It has become increasingly acute in recent years because of the extraordinary demands made upon graduate schools in preparing college professors and research workers in the rapidly multiplying departments of science and art and in supplementing the work of the colleges in educating the vast number of teachers and administrators for the growing system of public and private schools. At the same time, nearly all types of professional schools, including teachers colleges, within and without the universities, have been engaged to full capacity in trying to meet the demands for advanced professional education. The staffing of these professional schools has been a task of the graduate school. The raising by State departments of education of standards of certification of high-school teachers and the increasing of requirements for licensure in many professions have been important contributing factors in this situation. In order to help overcome difficulties arising from this expansion of graduate and research activities, a number of associations of institutions of higher education and of professional schools, during recent years, have made studies and surveys of many phases of education on the graduate level. And inasmuch as the brunt of graduate study and research in all fields finally falls on the graduate school of arts and sciences it was naturally felt that a special study of this unit was highly desirable. The results of this study will not only be helpful in laying the basis for further study of graduate work, but it will be stimulating to members of graduate school faculties, university administrators, and others immediately connected with graduate study and research. It should prove of the greatest value to the large and increasing number of young scholars whose talents are leading them in the direction of membership in university faculties and in research organizations. The orientation thus provided may help the future leaders of scholarship and investigation to see the problems of advanced study and research as a whole, in their larger purposes and relations, rather than in those which are narrow or one-sided. Agencies and individuals concerned with the cultural and scientific leadership of the United States should also gain new viewpoints of the best ways in which this country may strengthen its contributions to the world. An appendix presents the Reports of Committee Meetings. (Contains 6 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Professional Education, Leadership, College Faculty, Democracy

Kanpol, Barry; Yeo, Fred (1995). Inner-City Realities: Democracy within Difference, Theory, and Practice, Urban Review. A narration of teaching experiences in an inner-city school in California is the basis for a proposed democratic educational platform that suggests ways to move beyond the despair and frustration of inner-city teaching without losing sight of the painful realities. Implications for teacher education are discussed. Descriptors: Cultural Awareness, Democracy, Educational Practices, Educational Theories

Edwards, Ronald G. (1993). Multiculturalism and Its Link to Quality Education and Democracy, Multicultural Review. Multiculturalism is vital in a society constructed on coalitions whose members seek common ground. The educational system must be the forum for providing the opportunity to value diversity. Selected reviews are presented of six books on multicultural education and society. Descriptors: Bibliographies, Bilingual Education, Book Reviews, Cultural Differences

Howe, Kenneth R. (1992). Liberal Democracy, Equal Educational Opportunity, and the Challenge of Multiculturalism, American Educational Research Journal. Considers the general meaning of equal educational opportunity and its meaning in the context of specific policies, with an eye toward providing a philosophically grounded examination of equal educational opportunity as it applies to multicultural education. Describes how progressive liberal educational theory can meet the challenges of multicultural education. Descriptors: Affirmative Action, Cultural Differences, Democracy, Educational Change

Glaser, Edward M. (1985). Critical Thinking: Educating for Responsible Citizenship in a Democracy, National Forum: Phi Kappa Phi Journal. Good citizenship calls for the ability to think critically about issues concerning which there may be a difference of opinion and apply democratic values to the issues. Critical thinking has three components: an attitude of carefully considering problems, knowledge of logical inquiry methods, and skill in applying those methods. Descriptors: Attitudes, Citizenship Responsibility, Conflict Resolution, Critical Thinking

Lerner, Barbara (1981). Representative Democracy, "Men of Zeal," and Testing Legislation, American Psychologist. Reviews data from 10 opinion surveys that show that public dissatisfaction with standardized testing is neither profound nor pervasive. Analyzes the discrepancy between the public's views and the claims and legislative demands of self-appointed spokespersons for the public on this issue. Descriptors: Democracy, Educational Legislation, Elementary Secondary Education, Higher Education

Reeb, Richard H., Jr. (1983). Liberal Democracy and Objective Journalism: Partners or Adversaries?. Contemporary journalism, although claiming to be politically objective and neutral, has become a powerful critic of the conduct of the government, often seeming to be a force for the reordering of national priorities along leftist lines. This "adversary journalism" of the past 15 years has strayed a long way from the neutral journalism exemplified by two major figures in the field, Walter Lippmann and James Reston. Lippmann, while an individual with strong political opinions, believed that journalists should look at the world as detached observers, presenting events as they really are. Reston saw objectivity as an obligation of an institution given unlimited freedom by the First Amendment. Yet this commitment to objectivity is beyond contemporary journalists. Instead of transcending political loyalties, they have merely exchanged one for another. The alternative to this lies in a re-examination of the attitudes of the Founding Fathers. Jefferson, Madison, and Hamilton, while taking different approaches to the press, had significant similarities. All agreed on the principles of republican government and freedom of the press. They saw that major tasks of journalism were to enlighten the public by inculcating in them the sentiments appropriate to a regime of liberty and to communicate political information so that suffrage could be used wisely. They also agreed that the press must be governed in accordance with republican principles: it must not disseminate political misinformation and heresy. Journalism should be free and objective, but friendly to the political regime that allows its existence. Descriptors: Democracy, Democratic Values, Freedom of Speech, Government (Administrative Body)

Smithson, Alan (1983). Philosophic Competence, Educational Policy and the Technocratic Threat to Democracy, Journal of Philosophy of Education. It is unwise to give even a philosophically competent school head the power to set curriculum policy. In a democratic society that power should be held by the community rather than by technocrats because of the possibility of authoritarian abuse by specialists not accountable to the larger community. Descriptors: Accountability, Community Involvement, Competence, Curriculum Design

Quigley, Kevin F. F. (1997). Political Scientists and Assisting Democracy: Too Tenuous Links, PS: Political Science and Politics. Argues that political scientists should take a more active role in the current efforts to encourage the development of democratic institutions in developing countries. Maintains that political scientists could provide a needed perspective currently lacking in the efforts run by lawyers, ex-public officials, and journalists. Descriptors: Citizenship Education, Democracy, Democratic Values, Developing Nations

Fernandez-Balboa, Juan-Miguel; Marshall, James P. (1994). Dialogical Pedagogy in Teacher Education: Toward an Education for Democracy, Journal of Teacher Education. Teacher education should represent, reflect, and advance democratic principles. This article defines classroom dialog, suggests ways of implementing dialogical pedagogy, and analyzes the implications of dialogical pedagogy for teacher education. Four aspects of applying dialogical pedagogy are discussed: benefits of dialog, barriers to dialog, participant rights, and themes of dialog. (43 references) Descriptors: Classroom Communication, Classroom Environment, Democracy, Educational Philosophy

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