Civic Education Of American Schools In Globalization Times

In America, civic education in school has a long history, and plays an important and irreplaceable role in cultivating civic awareness. As an important cultural foundation, it has made American political life prosperous for over 200 years. But with the influence of economic globalization extending to culture, American civic education is faced with rigorous challenges. The knowledge students gain in school becomes divorced from the experience they get in practice. In the past ten years, more and more American citizens have alienated themselves from political parties, and the number of citizens, especially the young, taking part in political activities and election campaigns, has increasingly decreased. Confronted with the new problems in a new period, the American educational circles is exploring new methods of civic education, such as the proposal of a new goal of active citizens and the establishment of a set of American civic education system.The thesis consists of six parts in all:Introduction raises the research questions, reviews the status quo of civic education at home and abroad, and elaborates the significance, layout and methodology of this thesis.Chapter One raises a new goal of civic education in the United States—active citizens. It introduces the background and meaning of active citizens. From the perspective of international environment, there is a new challenge to American civic education in schools brought by globalization. From the perspective of social background, the existing political misunderstandings impede the development of civic education in schools. From the perspective of the environment of schools, there is a fall in the quality of civic education in schools. Under such circumstances, the American educational circles raised the goal of active citizens. In this chapter the thesis makes a detailed analysis of the connotation and requirements of the goal.Chapter Two "The Basic Approach to Put the Goal of Active Citizens into Practice" introduces the main form of civic education in the United States—social studies. It discusses the evolution of the definition of social studies, explains its connotation in different times, and analyzes the historical background of its different definitions. It then elaborates on the goal of social studies, and quotes a specific case to illustrate its value.Chapter Three "A New Approach to Realize the Goal of Active Citizens of the American Civic Education in Schools—Service Learning" explains the meaning, characteristics, and significance of service learning. It also uses a case to exemplify the concrete steps and value of service learning.Chapter Four "Another New Approach to Realize the Goal of Active Citizens of the American Civic Education in Schools—the Neighborhood Learning Community" introduces the connotation, main programs and value of the Neighborhood Learning Community.Chapter Five "The Enlightenment of the American Civic Education" discusses the successful experience of the American civic education from which China can learn. Based on the experience of civic education in the United States and the current situation of civic education in China, this chapter explains the enlightenment of the goal and practice of Active Citizens in America from which the present Chinese civic education can benefit.