Literaturnachweis - Detailanzeige
Autor/inn/en | Haller, Emil J.; Thorson, Sondra J. |
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Institution | Ontario Inst. for Studies in Education, Toronto. |
Titel | The Political Socialization of Children and the Structure of the Elementary School. |
Quelle | (1968), (23 Seiten)
PDF als Volltext |
Beigaben | Tabellen |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Tagungsbericht; After School Programs; Elementary Education; Elementary School Students; Peer Relationship; Political Attitudes; Political Influences; Political Socialization; School Organization; School Role; Social Development; Social Environment; Social Influences; Social Values; Student Attitudes; Student Reaction; Student Teacher Relationship After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elementarunterricht; Peer-Beziehungen; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Politische Sozialisation; School organisation; Schulorganisation; Soziale Entwicklung; Soziales Umfeld; Sozialer Einfluss; Sozialer Wert; Schülerverhalten; Schülerkritik |
Abstract | The purpose of this paper was to determine the effect of the school's structure upon three aspects of the student's political socialization: community, regime, and authorities. Age level divisions foster a sense of community in and out of school, and pupil-teacher authority relationships establish attitudes toward authorities and norms of behavior expected in a system (regime). Social-psychological consequences are inferred from these structural attributes. From age cohorts, children establish a relationship among their equals and a society of peers which permit empathy. Through the pupil-teacher relationship, children expect nonfamily authority figures to behave universalistically and benevolently. The structure also promotes the child to develop a sense of personal efficacy. The implications for the modern political system are as follows: (1) A sense o f community and ability to empathize with peers are essential. (2) The ability to act in terms of relevant categories and universalism are central to norms in a regime which stresses equality before the law and the rule of the majority. (3) Attitudes toward authorities are important in maintaining stability. (4) Personal efficacy of citizens is basic to a popularly controlled system. Research is conclusive in demonstrating that elementary school age children are not apolitical. (JS) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |