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208 8ili:* ~ Ii (46)
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.