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Abstract

Ctizenship Education of Secondary Schools in the United States The Meaning of Recent

Refonns and Its Implications for Korean Citizenship Education

Kyung Soo Cha

Department ofSocialStudies Education

CollegeofEducation

Seoul National University

The purpose of this study is to examine recent reforms and changes of citizenship education

secondary schools in the United States and to seek some suggestions for citizenship education in

secondary schools in Korea. Since the main purpose of social studies education in schools is

citizenship education, social studies education of schools is mainly analyzed for citizenship

education. The writer was fortunate to have an opportunity to stay at University of California at .

Berkeley in the United States with financial assistance from Ministry of Education, Korea, for the

study of social studies education for one year from January 1992 through January 1993. This

study was made during that period by reviews of literature, observations on the U.S. society, field

trips to schools,interviews and conferenceswith related people and experts. Such direct experiences

were ofgreat help for this study.

The stream of postmodernism, spread of computers, violence, pleasure seeking social

environments, criticism against positivism and individualism, increase of minority and demand for

cultural pluralism were found as some of recent characteristics of the U.S. society. In order to cope

with these problems, citizenship education of the U.S. secondary schools have been recently

undergoing reforms emphasizing teaching of concepts, schemata and higher order thinking such as

decision making, creative thinking, critical thinking, inquiry and metacognition in the area of

cognitiveeducation.

Regarding value education in social studies, concerns with an ethic of caring and appreciation is

rapidly growing along with character education. It is very impressive to observe that these types of

value education are replacing the place ofvalue clarification approach or even Kohlberg approach in

moral and value education, which have been so influencial in both the U.S. and Korean schoolsfor

the past few decades. Such changes and reforms of the U.S. citizenship education in secondary

schools seem very timely, appropriate, and desirable educational efforts to bring societal progress

and happy lives of the people for the 21st century.

Considering Korean situation, the emphases on concept and schemata teaching, high order

thinking and an ethic for caring and appreciation seem all positively applicable to Korean schoolsin

basic directions, but they should bedifferent in specificmethods. Classrooms of Korean schools are

overerowded, virtually making impossible teaching of higher order thinking or any other important

instructions by discussions. Therefore, Korean schools must seek some type of small group works or

group discussions. Also, Korean schools are expected to develop ethics of caring and appreciation in

accordance with the tradition of Korean culture and history, such as respect for humanity and

cooperation. We have seen many examples in the past half century that the efforts to introduce

foreign educatioanl theory and practice directly into Korea resulted in failure. It seems that the

future success of Korean citizenship education largely depends upon how Korean schools develop

their own teaching materials and methods with the reference to foreign theory and practice.