Psychological factors are analyzed that might explain why scholars and teachers do not intellectually confront the possibility of nuclear annihilation. Teachers are urged to struggle toward facing that possible reality as a prelude to action. (PP)

The need for a citizenry capable of comprehending and tackling contemporary issues related to science and technology demands science education experiences that are fundamentally different from traditional experiences in school science. Argues that high school biology experiences organized around contemporary bioethical issues can meet this need.…

Presents the arguments for and against artificial insemination and in-vitro fertilization. Cites various legal, moral, and ethical questions which can be used to promote discussion. Some people feel that the natural bond between parent and child could be weakened as a result of this new technology. (RT)

This paper examines the rapid changes in technology that enables cloning of human embryos and explores the issues related to teaching students about the use of such technologies. STS adoption has made only minimal impact on mainline social studies curriculum, although the topic has been included in discussion for decades. The paper outlines five…

Designed as a resource for community program planners and teachers, this publication reports the highlights of a national conference on civic values in the technological age and provides guidelines for planning community discussions on the topic. Following an introduction, four sections of conference highlights are presented in a uniform format:…

This handbook explores the issues-centered curriculum for social studies teaching and how student performance reflects an intellectual capacity to address public issues. The book is divided into 11 parts with essays to address specific aspects of the approach. The foreword, written by Shirley Engle, establishes a context for issues-based…

An emerging focus on pre-college education in the 1980s is the interaction of science and technology in terms of their combined interrelationships with society. The characterizations of the science/technology/society (S/T/S) theme, as advanced by science educators, social studies educators, and environmental educators, exhibit similarities. It is…

Distinguishes weak forms of critical thinking (restricted to logical thinking) from strong forms of critical pedagogy (incorporating a moral component into critical thinking). Sees evidence of weak forms in the 1987 California History-Social Science Framework. Contends that social studies must be interdisciplinary, global in perspective,…

Controversies involving science, technology, and society are explored in 15 articles written by historians, social scientists, management consultants, engineers, and experts in the history of science. Technological development in an historical context is the central theme of the booklet. Major issues discussed include effects, preconditions, and…

Questions of technology and change are explored in approximately 70 essays written by university and research scholars, consumer advocates, political philosophers, engineers, and bureaucrats. The book is part of a multimedia series developed to present college level course material to the general public through cooperation of newspapers, public…

This document reports on the tenor and outcomes of the National Issues Forums held in 1991-92 on three issues. The report draws upon three resources: short participant questionnaires, descriptions from groups' convenors, and detailed analysis of the taped proceedings of 10 groups. The report is organized in three sections, each consisting of a…

Traces historical trends in social studies education, examining pressures that have both produced and inhibited change. Analyzes differences between discipline-based and issue-centered approaches. Presents pessimistic, optimistic, and realistic scenarios of the next 100 years of social studies education. Advocates developing issue-centered social…