The Radical Reconstructionist Rationale for Social Education

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Abstract
This is the first of two articles dealing with the reconstructionist rationale for social education. The first article examines the development of the most “radical” reconstructionist proposals as they emerged in the writing of George Counts and Theodore Brameld. This includes an examination of the reconstructionist criticisms of progressive education, and their views on ideology and indoctrination as they relate to social education. The second article examines several dominant rationales for social education and compares and contrasts them with the reconstructionist rationale. The discussion focuses on the relevance of radical reconstructionism and the extent to which it is reflected in modern social education.

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