In this dissertation I defend the thesis that consumer education should be an essential component of public education on the basis of civic, economic, and environmental ethical frameworks. The first task of the dissertation is to define what is meant by the concept of consumer education in the context of the American educational system. I use a historical analysis to trace the manifestations of consumer education in practice over time by examining, for example, changing curricular emphasis and intended student audiences. The second task of the dissertation is to examine existing civic, economic, and environmental normative arguments for why consumer education is important for the public good and is justified for inclusion in some form in the public school curriculum. The third task of the dissertation is to reimagine a relevant consumer education for 21st century and develop pragmatic suggestions for how public schools might educate conscientious consumer citizens. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]