Structure Citizenship Education for Today's World

E actually military man, not on the pauper list, is taxed for their support . . . He is taxed to support take aims, on the same teaching that he is taxed to support paupers; because a child without raising is poorer and much wretched than a man without

bread" (103). Thus, it is evident that Mann believed a basic education to be the real lifeblood of a trustworthy citizen. Education should stress the liberal arts because a democratic partnership can only be built upon such endeavors. The compassionateities serve to make a person a give away human being. It is from this viewpoint that Mann says: "Education, then, beyond all other(a) devices of human origin, is the great equalizer of the conditions of men--the balance-wheel of the social machinery. I do not here mean that it so elevates the moral nature as to make men disdain and abhor the oppression of their swearword men . . . But I mean that it gives each man the independence and the means, by which he can resist the selfishness of other men" (87).

When Mann said that education should be for all, he actually meant it, because he believed education should be for both men and women. Mann was whizz of the pioneers of coeducation. Much of what Mann said over one-hundred years ago is unbosom very upstart sounding. Mann believed that education should be universal for both the wealthy and the poor; education should be free; education should be handled by the state, not by ecclesiastical organizations; and

It may seem equal a quantum leap from Horace Mann to John Dewey; however, Dewey was very much in advance of a strong educational approach to philosophy, and also, social studies. Dewey was very aware of the social environment of philosophy.

Thus, Athens had produced a imaginary type of thinking; in the Middle Ages, theology was considered as the most basic subject of inquiry; and in modern times, philosophy has adopted a scientific viewpoint. Dewey had the belief that familiarity must be employed concretely and experimentally for the service of humanity. Consequently, Dewey emphasized the high importance of the values of cooperation, open-mindedness, and the dignity of the individual--a very ethical and quite humanistic approach. Very much like Horace Mann, Dewey was in favor of the public school. And so, in contemporary times, Dewey would dole out the position that public schools are the preferable approach toward obtaining citizenship education. To Dewey, the school is not a prelude to life; instead, it represents a parliamentary law in miniature.

education should have carefully trained teachers. When it is remembered that Mann was a strong advocate of the humanities, it is a given that he would fancy a modern school curriculum which contains a commodious amount of philosophy and literature as its foundation.

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