Discusses the disparity between social problems and problem solving as practiced in sociology theory and in the classroom. Problem definition is lacking due to fuzziness in this area historically. Recommends emphasis on student problem identification, integration of knowledge, and decision-making skills. (CK)

Asserts educators have argued about meaning and purpose of social studies since the field's inception in the early 1900s. Contends that reform efforts associated with the America 2000 program focus on teaching factual information from history and geography. Maintains that the proper content of social studies must be persistent and contemporary…

Three teaching traditions of social studies are examined and compared: (1) social studies taught as citizenship transmission (traditional), (2) social studies taught as social science and history, and (3) social studies taught as reflective inquiry (reform). (ND)

The nature and meaning of "problem" as it is used in the social sciences is examined. The effect of various definitions of the term on curriculum development and content is discussed. (MJB)

The arguments put forth in the 1930s against indoctrination in American education from the standpoints of the social reconstructionists and of the followers of the Bode-Hullfish position are presented. The only viable alternative to indoctrination was seen to be the study of social problems. These views continue to shape classroom practice. (RM)

Different concepts of the terms problem, problem solving, and social problem have created philosophical confusion in the social studies movement. The three approaches in social studies history--social science, citizenship transmission, and reflective inquiry--exemplify the incompatibility of the terms. A brief examination of the history of social…

Discusses the nature of social studies as a discipline. Defines it as citizenship education for teaching students how to deal with change and conflict in society. Suggests that social studies teachers believe that content should be interdisciplinary, emphasize themes and concepts dealing with social and personal issues, and teach the process of…

Posits the need to totally revamp social studies education, implicitly criticizing recent curriculum reform reports. Identifies five ways in which students define themselves that radically differ from teachers' and past students' points of view. Outlines resulting classroom communication problems. Questions how best to make social studies relevant…

Contends that student alienation cannot be solved by improved instructional methodology or curriculum content reform. Argues that the citizenship education goals of social studies cannot be taught effectively because societal values do not support schools or teachers. Provides five suggestions on policies that might address these issues. (CFR)