Reevaluation of Civic Educational Theory Proposed by Thomas J. Jones and "Hampton Social Studies"

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  • トマス・J・ジョーンズの公民教育と「ハンプトン社会科」の再評価
  • トマス ・ J ・ ジョーンズ ノ コウミン キョウイク ト 「 ハンプトン シャカイカ 」 ノ サイヒョウカ

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Abstract

Social studies was created as a school subject in the early 20th century in the US. During that era, immigrants increased dramatically, thus increasing racial diversity. Therefore, educators had to consider a new type of civic education to unite the various cultures. Thomas Jesse Jones, on whom this study focuses, became famous for considering the relationship between social education and race. When discussing Jones's ideas, most previous researchers have criticized Jones for encouraging minority people to accept their present struggle. However, those studies did not focus sufficiently on Jones's encouraging students to seek upward mobility. The present study reviews his educational theory from the perspective of the relationship between education and ethnicity, and it explains that Jones thought that the minority could adapt to American society by improving their standard of living and communication among the diverse races. Given the background of his beliefs, he thought that the environment affected the daily life of racial minorities, and he intended each racial minority to pursue upward mobility. In conclusion, this study suggests that although Jones acknowledged the different features of each race, he created his educational theory to promote the assimilation of minorities and their upward mobility. Expanding up that conclusion, this study suggests that, when we discuss social studies as Citizenship education, we should focus upon and reconsider the relationships between each era's diversity and the social studies curriculum.

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