Prosocial education consists of school experiences designed to promote prosocial behavior. This paper demonstrates that: (1) there is an absence of prosocial behaviors in educational goals; (2) educational tradition venerates rationality and objectivity associated with "masculine" thinking and denigrates emotionality and relatedness associated with "feminine" thinking; (3) prosocial behaviors are the foundation of social responsibility; and (4) there is a need for prosocial concerns in educational practice. An examination of stated educational objectives, the "hidden curriculum," textbooks, and moral education reveals the omission of prosocial objectives in education. Historically, education has emphasized modes of thinking that are linked with the "masculine" ideal. Resistance to incorporating modes of thinking associated with the "feminine" ideals of care, compassion, and connection still exists. These behaviors have applicability in the public domain. The nation needs citizens who can act unselfishly from a worldwide perspective and who are committed to others in caring communities. For effective prosocial action to occur, students must develop higher level thinking abilities. Schools should provide models of prosocial behavior and provide student opportunities for prosocial action to help develop the necessary emotions and skills. Prosociality expands the notion of what citizenship can be. (SM)