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• W2417637121 abstract "A range of concerns in the late nineteenth and early twentieth centuries, in England and beyond, led policy-makers, educational theorists, classroom teachers, churches, secularist organisations, scientists, and a range of social reformers to focus on the elementary school as an agent of moral reform. The effects of economic and social changes including urbanisation and industrialisation, new knowledge and ideas, the weakening of old traditions and beliefs all convinced contemporaries of the important role the school had to play.1 Moral reform through the school, they believed, would mould the citizens of the future. Despite a common conviction of the socialising potential of the elementary school, however, there was no one idea about how this potential could be realised, or indeed a single clear notion of what citizenship was. Contemporaries disagreed on the basis of the values to be taught in elementary schools: was it to be a Christian morality, or a ‘human’ or social morality, without reference to God? They also differed on pedagogy — were moral values to be taught via direct moral instruction, or ‘caught’, imbibed indirectly through the social relationships of the school community, or absorbed from the content of other parts of the curriculum or activities such as organised games? Schools were, of course, not the only organisations involved in transmitting values to the young. Socialisation also occurred in the home, in the church, in organised youth movements, and — to the alarm of reformers — on the street.2" @default.
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• W2417637121 date "2012-01-01" @default.
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• W2417637121 title "Citizenship, Moral Education and the English Elementary School" @default.
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• W2417637121 doi "https://doi.org/10.1057/9780230370210_2" @default.
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