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Table of Contents
1. Introduction : critical issues and critical thinking
Introduction
Democratic vitality and educational criticism
The political context of schooling
A tradition of school criticism and reform
pt. 1. Whose interests should schools serve? : justice and equity
2. School choice : family or public funding
Is family choice of schools in the public interest?
Position 1 : for family choice in education
Position 2. : against vouchers
3. Financing schools : equity or disparity
Is it desirable to equalize educational spending among school districts within a state or across the nation?
Position 1 : for justice in educational finance
Position 2 : against centralization in educational financing
4. Gender equity : eliminating discrimination or accommodating differences
Is it ever necessary to create schools or classroom settings that separate students by gender?
Position 1 : eliminating discrimination
Position 2 : accommodating differences
5. Standards-based reform : real change or political smoke screen
Will the standards-based reform movement improve education or discriminate against poor and disadvantaged students?
Position 1 : standards-based reform promises quality education for all students
Position 2 : standards-based reform is a political smoke screen
6. Religion and public schools : unification or separation
How do schools find a balance between freedom of religious expression and the separation of church and state?
Position 1 : for religious freedom in schools
Position 2 : against violating the separation between church and state
7. Privatization of schools : boon or bane
What criteria are most suitable for deciding whether schools are better when they are operated as a public or private enterprise?
Position 1 : public schools should be privatized
Position 2 : public schools should be public
8. Corporations, commerce, and schools : complementing or competing interests
Does school support become corporate support?
Position 1 : businesses are school partners
Position 2 : commercializing the school
pt. 2. What should be taught? : knowledge and literacy
9. The academic achievement gap : old remedies or new
Are already existing policies and practices reducing the academic achievement gap or are new measures needed?
Position 1 : for maintaining existing programs
Position 2 : for innovative solutions
10. Values/character education : traditional or liberational
Which and whose values should public schools teach, and why?
Position 1 : teach traditional values
Position 2 : liberation through active value inquiry
11. Multicultural education : democratic or divisive
Should schools emphasize America's cultural diversity or the shared aspects of American culture?
Position 1 : multiculturalism : central to a democratic education
Position 2 : multiculturalism is divisive and destructive
12. Technology and learning : enabling or subverting
Which technological knowledge deserves significant school attention and who should decide?
Position 1 : technology enables learning
Position 2 : technology can subvert learning
13. Standardized testing : restrict or expand
Should the use of standardized school tests be increased or decreased?
Position 1 : for restricting testing
Position 2 : for expanding testing
pt. 3. How should schools be organized and operated? : school environment
14. Discipline and justice : zero tolerance or discretion
What concept of justice should govern school and classroom discipline?
Position 1 : zero-tolerance disciplinary policies provide justice in public schools
Position 2 : zero-tolerance discipline policies are fundamentally unjust
15. Teacher unions and school leadership : detrimental or beneficial
Should teachers be given a larger role in running public schools?
Position 1 : teachers and teacher unions should play a major role in school leadership
Position 2 : teachers and teacher unions should not play a role in school leadership
16. Academic freedom : teacher responsibilities or rights
How should the proper balance between teacher freedom and responsibility be determined?
Position 1 : for teacher responsibility
Position 2 : for increased academic freedom
17. Inclusion and mainstreaming : common or special education
When and why should selected children be provided inclusive or special treatment in schools?
Position 1 : for full inclusion
Position 2 : special programs help special students
18. Violence in schools : school treatable or beyond school control
Can schools deal effectively with violent or potentially violent students?
Position 1 : schools can and should curb violence
Position 2 : the problem of school violence is beyond school control.
Introduction
Democratic vitality and educational criticism
The political context of schooling
A tradition of school criticism and reform
pt. 1. Whose interests should schools serve? : justice and equity
2. School choice : family or public funding
Is family choice of schools in the public interest?
Position 1 : for family choice in education
Position 2. : against vouchers
3. Financing schools : equity or disparity
Is it desirable to equalize educational spending among school districts within a state or across the nation?
Position 1 : for justice in educational finance
Position 2 : against centralization in educational financing
4. Gender equity : eliminating discrimination or accommodating differences
Is it ever necessary to create schools or classroom settings that separate students by gender?
Position 1 : eliminating discrimination
Position 2 : accommodating differences
5. Standards-based reform : real change or political smoke screen
Will the standards-based reform movement improve education or discriminate against poor and disadvantaged students?
Position 1 : standards-based reform promises quality education for all students
Position 2 : standards-based reform is a political smoke screen
6. Religion and public schools : unification or separation
How do schools find a balance between freedom of religious expression and the separation of church and state?
Position 1 : for religious freedom in schools
Position 2 : against violating the separation between church and state
7. Privatization of schools : boon or bane
What criteria are most suitable for deciding whether schools are better when they are operated as a public or private enterprise?
Position 1 : public schools should be privatized
Position 2 : public schools should be public
8. Corporations, commerce, and schools : complementing or competing interests
Does school support become corporate support?
Position 1 : businesses are school partners
Position 2 : commercializing the school
pt. 2. What should be taught? : knowledge and literacy
9. The academic achievement gap : old remedies or new
Are already existing policies and practices reducing the academic achievement gap or are new measures needed?
Position 1 : for maintaining existing programs
Position 2 : for innovative solutions
10. Values/character education : traditional or liberational
Which and whose values should public schools teach, and why?
Position 1 : teach traditional values
Position 2 : liberation through active value inquiry
11. Multicultural education : democratic or divisive
Should schools emphasize America's cultural diversity or the shared aspects of American culture?
Position 1 : multiculturalism : central to a democratic education
Position 2 : multiculturalism is divisive and destructive
12. Technology and learning : enabling or subverting
Which technological knowledge deserves significant school attention and who should decide?
Position 1 : technology enables learning
Position 2 : technology can subvert learning
13. Standardized testing : restrict or expand
Should the use of standardized school tests be increased or decreased?
Position 1 : for restricting testing
Position 2 : for expanding testing
pt. 3. How should schools be organized and operated? : school environment
14. Discipline and justice : zero tolerance or discretion
What concept of justice should govern school and classroom discipline?
Position 1 : zero-tolerance disciplinary policies provide justice in public schools
Position 2 : zero-tolerance discipline policies are fundamentally unjust
15. Teacher unions and school leadership : detrimental or beneficial
Should teachers be given a larger role in running public schools?
Position 1 : teachers and teacher unions should play a major role in school leadership
Position 2 : teachers and teacher unions should not play a role in school leadership
16. Academic freedom : teacher responsibilities or rights
How should the proper balance between teacher freedom and responsibility be determined?
Position 1 : for teacher responsibility
Position 2 : for increased academic freedom
17. Inclusion and mainstreaming : common or special education
When and why should selected children be provided inclusive or special treatment in schools?
Position 1 : for full inclusion
Position 2 : special programs help special students
18. Violence in schools : school treatable or beyond school control
Can schools deal effectively with violent or potentially violent students?
Position 1 : schools can and should curb violence
Position 2 : the problem of school violence is beyond school control.