Publication Date

1990

Document Type

Dissertation/Thesis

First Advisor

Mirel, Jeffrey, 1948-

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Leadership and Educational Policy Studies

LCSH

Public schools--United States--Curricula; Social values--Study and teaching--United States

Abstract

This thesis is about the imperative of incorporating values education in America's public school curricula, for the purpose of national improvement and integration of virtue and knowledge to achieve excellence in American schools and society. It is about confronting the controversial issues of morality, ethics, responsibility, and justice during 1990s school reform, to eliminate the dilemma of doubt and divisiveness of thought that currently plague our society. The purpose of this study was to show that the unsettling realities in schools and society today are also interconnected with values neutrality— rooted at the basis of American public school education since the 1960s. The theoretical framework consisted of developing an historical foundation of values education in American public schools, and then relating the lifeline of values to events in schools and society. Findings indicated that a lack of curricular instructions in moral, ethical, and democratic values could be linked to a breakdown in schools and society. This thesis provides values education recommendations for school reformers to implement that do not violate the "establishment" and "free-exercise" clauses in the First Amendment to the Constitution of the United States.

Comments

Includes bibliographical references (pages [78]-86)

Extent

86 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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