Sociology Analysis/Research Paper

What does it mean to educate for citizenship in a democracy? What "habits of mind" must children acquire? Melinda Fine argues cogently that citizens need both "a moral compass" to guide their judgements and the willingness and ability to examine policies and engage in respectful dialogue with others whose point of view may be different from their own. She advocates curricula that engage students in critical? reflective thinking in classrooms where controversial issues can be discussed with respect for all points of view and a common commitment to arrive at better understanding? although not necessarily agreement. She presents a fascinating portrait of one such classroom's use of a nationally acclaimed critical thinking curriculum? Facing History and Us. (Melinda? 22)

This curriculum? originally designed by middle school teachers? is adapted by each teacher who uses it with support from "Facing History's" national organisation. Facing History and Ourselves provides a dynamic framework for developing the knowledge? values and skills needed to preserve and protect democracy. Using an interdisciplinary approach and a wide range of materials that are both evocative and historically valid? it challenges participants to complicate their thinking. Through a rigorous examination of events that led to the Holocaust? students move from reflection to judgement and ultimately to positive participation. (Melinda? 55)

After describing the curriculum and the context in which she observed it? Fine portrays several class sessions. We come to know the students as individuals and as moral philosophers through rich descriptions of their interactions and their reflections on what was said and not said in the class discussions. Fine follows shifting alliances based on gender? religion and cultural and family background as she shows us what is at stake for individual students and for their teacher.

Fine's most provocative chapter reports a class session in which the teacher? fearing that two students' comments carried anti-Semitic overtones? subtly silenced them and then brought in a "Facing History" historian who refuted their positions. Fine's analysis of the discussion and of her subsequent interviews with the students highlights the paradox: when the open discussion the teacher sought to foster threatened to undermine the classroom's inclusive ideology? she used her differential power to thwart dialogue. (Melinda? 91) Fine suggests that the students' beliefs were not as prejudiced or misguided as they sounded: by marginalising their perspectives? the teacher missed the opportunity to deepen and complicate the moral discussion. This example may be the exception that proves the rule. "Facing History" typically provides primary sources? diverse informed perspectives? and a rich array of related materials so that students and teachers can explore history and its moral implications in depth. (Melinda? 110)

Fine then examines the targeting of this curriculum by the New Right. Placing the conflict in historical context? she shows how "child-centred" curricula? seeking to promote critical thinking and respectful discussion of differences have? since the Progressive Era? been faulted for "undermining parental authority"? "weakening patriotism" and “fosters moral relativism". Fine shows how most moral education programmes in the progressive tradition are not at all ...