Social Education 57(2), 1993, pp. 82
1993 National Council for the Social Studies 82

Classrooms: The Confluence of Essential Social Streams

Lynden J. Leppard
Society expects a great deal of its teachers. It has every right to do so. The expectations, however, are often conflicting, unrealistic, and incoherent. Teachers often feel that parents, politicians, and businesses see the classroom as a magical emergency room-the place to cure all manner of ills. Education is the favored solution to social disorder, poor productivity, citizens alienated from government, and any number of particular concerns from driver education to pet care. Compounding the challenges of these expectations are the myriad of conflicting solutions proposed by experts and interest groups.
Meanwhile, teachers and students meet every day and time passes in classrooms. Teachers, students, and administrations make decisions constantly on how that time should be spent, what is important to learn, and how that learning can be done most effectively. These curriculum decisions need not be as fraught with the tensions of incompatible expectations as they currently are.

A coherence has emerged that combines old and new, comfortable and challenging, philosophical and practical, the classroom and the needs of the individual, and democratic process and the business world of work. A confluence is building between four significant streams of human behavior. The compatibility has always existed but opportunities for transforming apparent discord into common understandings and common ground are emerging.

The four elements are:

These essential elements of living have a shared philosophical and action foundation that offers a powerful way ahead for those who work together on the nature and purpose of education. Social studies, as defined by National Council for the Social Studies, is an example of the way these elements can be combined with each other and with traditional and new ways of organizing knowledge. The definition adopted in 1992 reads:
Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
The messages and opportunities offered by this coherence are not only useful for teachers. Those involved in business, education, and politics can learn from each other as they identify the old and new beliefs on which they base their actions.

What Is the Common Ground?
The following summary indicates key characteristics and some of the correlations between them. Each section is considered more extensively in separate articles.

Business and the workplace
Efficient, productive, and profitable businesses are now characterized by:

Politics
People share a sense of frustration with politics as it is generally defined. They are alienated by the politics-as-usual, adversarial relationships between big parties, big money, and powerful interest groups. They feel locked out, condescended to, and powerless and they want things to be different.

This frustration and alienation is not necessarily cause for surrender and depression. People engage in behaviors that represent a positive view of civil society. Citizens have expectations and aspirations on which a new way of doing politics is developing-a new way that is, in reality, a traditional definition of democracy.

These actions, aspirations, and expectations have been described in the following research findings (Harwood Group 1991):

Schooling and Education
We know a great deal about the nature of good schools, effective teachers, and the necessary conditions for learning. What does this mean in the classroom? Critical and Creative Thinking
Lauren Resnick (1987) notes these characteristics of higher-order thinking. Edward de Bono (1990, 274) makes the following comments about the conventional view of problem solving.

The major defect of this traditional method of survival is that it will only get us back to where we were before. In business, politics, and social progress this idiom of "problem solving" dangerously limits progress. Problem solving needs to be contrasted with the process of "design," which moves forward to a need.
This synectics (creative problem solving) movement has developed a thirty-year research base around the principle that by using "the mind's remarkable capacity to connect seemingly irrelevant elements of thought, we can spark surprising new ideas that may later be developed into feasible solutions to problems" (Weaver and Prince 1990, 378).

References
de Bono, Edward. I Am Right: You Are Wrong. London: Viking, 1990.Harwood Group. Citizens and Politics: A View from Main Street America. Dayton, Ohio: Kettering Foundation, 1991.Paul, Richard. Critical Thinking: What Every Person Needs to Survive in a Rapidly Changing World. Rohnert Park, Calif.: Center for Critical Thinking and Moral Critique, Sonoma State University, 1990.Resnick, Lauren. Education and Learning to Think. Washington, D.C.: National Academy Press, 1987.Weaver, W. T., and G. Prince. "Synectics: Its Potential for Education." Phi Delta Kappan 71 (January 1990): 378-88.Additional Sources
Beyer, Barry. "Improving Thinking Skills." Phi Delta Kappan 65 (March 1984): 486-90.de Bono, Edward. CoRT Thinking: Teacher's Notes 1-6. New York: Pergamon, 1986-87.Dewey, John. Democracy and Education. New York: Macmillan, 1916.Higher Order Thinking in High School Social Studies: An Analysis of Classrooms, Teachers, Students, and Leadership. Madison, Wis.: National Center on Effective Secondary Schools, 1988.Kanter, Rosabeth M. When Giants Learn to Dance. New York: Touchstone Books, 1990.Leithwood, K., ed. Planned Educational Change. Toronto: OISE Press, 1986.Leppard, Lynden J. "Assessment: A Window on Democracy." National Issues Forums in the Classroom (February 1992): 6-8._____. "Classrooms as Democracies." National Issues Forums in the Classroom (September 1991): 3-4, 7.McAfee, Noelle, Robert McKenzie, David Mathews, and E. Peterson. Hard Choices. Dayton, Ohio: Kettering Foundation, 1991.Mathews, David. What Is Politics and Who Owns It? Dayton, Ohio: Kettering Foundation, 1992.Nisbet, J., and P. Davies. "The Curriculum Redefined: Learning to Think-Thinking to Learn." Research Papers in Education 5 (March 1990): 49-72.Schmitt, M., and Timothy Newby. "Metacognition: Relevance to Instructional Design." Journal of Instructional Development 9 (1986): 29-33.Sternberg, R. "Teaching Critical Thinking: Eight Easy Ways to Fail Before You Begin." Phi Delta Kappan 68 (February 1987): 456-59._____. "Thinking Styles: Keys to Understanding Student Performance." Phi Delta Kappan 71 (January 1990): 366-71.Yankelovich, Daniel Coming to Public Judgment. Syracuse, N.Y.: Syracuse University Press, 1991.

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