Civic education
Lessons from the Iran-contra affair
Bibliographic Data
| ID | 4254807 |
|---|---|
| Authors | Walter Feinberg (Institute for Educational Leadership, corresponding author) |
| Year | 1988 |
| Volume | 27 |
| Issue | 4 |
| Pages | 270-274 |
| Publication date | 1988-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848809543364 |
| OpenAlex | W2021024011 |
| Language | EN |
| References cited | 1 |
Some educators have found Bennett's view too prescriptive because it favors a great books approach to instruction. Yet whether or not Bennett's specific recommendations for the curriculum are accepted, the insights he hopes to develop through instruction in the humanities are worthy of consideration. Through a quote from Montaigne, Bennett (1984) provides a brief but suggestive list of insights that includes teaching what it means to know something and what it means not to know it, understanding the nature of valor, temperance, and justice, and the difference between loyalty and servitude. Of course, until these aims are developed more completely than they are in Bennett's pamphlet, they remain ambiguous guides for teachers. Nevertheless, the insights mentioned are important and we should use whatever material we can to develop them in a way that can help teachers and students. In the following, I make a number of suggestions for using the recent Iran-Contra hearings to develop
Curriculum · Economic Justice · Loyalty · Mathematics education · Pedagogy · Political science · Sociology · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Psychology · Religious Education and Schools
| Citation velocity | historical |
|---|---|
| Highly cited | No |