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ZEEB ROAD, ANN ARBOR, Ml 48106 18 BEDFORD ROW, LONDON WC1R 4EJ, ENGLAND 74-3254 McKINLEY, Sandra Kay COMPARATIVE ANALYSIS OF THE CHARACTER EDUCATION PROCESS OF THE UNITED STATES AND THE SOVIET UNION. The Ohio State University, Ph.D., 1973 University Microfilms International300 N. Zeeb Rood, Ann Arbor, MI 48106 18 Bedford Row, London WC1R 4EJ, England COMPARATIVE ANALYSIS OF THE CHARACTER EDUCATION PROCESS OF THE UNITED STATES AND THE SOVIET UNION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By SANDRA KAY MCKINLEY, B.S., M.A * * * * * The Ohio State University 1973 Reading Committee: Approved by M, Eugene Gilliom Robert E. Jewett ( \ Adviser Louis Nemzer Department'of Humanities Education ACKNOWLEDGMENTS I wish to express my appreciation, to my mother and husband who are a continuous source of help and inspiration to me. To my adviser, Dr. M. E. Gilliom, I wish to extend my gratitude for his help with the dissertation and his consideration during my grad­ uate career. X also extend my gratitude to Dr. Louis Nerazer for his advice, patience and understanding during the dissertation period. ii VITA August 23j 1943 ........... Born - Marion, Ohio 1965 ..................... B.S., The Ohio State University 1965-1967 ................. American Government Teacher, Shawnee High School, Springfield, Ohio 1967-1968 ................. American History Teacher, Lakewood Public Schools, Lakewood, Ohio 1968-1969 ................. World History Teacher, Bexley High School, Bexley Public Schools, Columbus, Ohio 1969-1970 ................. Student Personnel Assistant, The Ohio State University March, 1970 ............... M.A., The Ohio State University Summer, 1970 ............. Administrative Assistant, O.S.U. Com­ mittee of Inquiry (established to in­ vestigate the Causes of O.S.U. Spring Disturbances of 1970.) • 1970-1972 ................. Residence Hall Director, The Ohio State University 1972-1973 ................. Supervisor of Student Teachers, The Ohio State University FIELDS OF STUDY Major Field: Social Studies Education. Professor M. E. Gilliom Studies in Soviet Union. Professor Louis Nemzer Student Personnel. Professor Robert Silverman iii TABLE OF CONTENTS ACKNOWLEDGMENTS, ii VITA.......... iii CHAPTER I. INTRODUCTION. II. AN APPRCiACH TO CHARACTER EDUCATION IN THE UNITED STATES, 24 Conception of Character Education Conception of Ideal Man Conception of Individuality Conception of Personality Contribution of Lawrence Kohlberg to Character Education III. SOVIET APPROACH TO CHARACTER EDUCATION. 50 Conception of Character Education Conception of the Ideal Man Conception of Individuality Contribution of Anton Makarenko to Character Education Conception of Personality IV. AGENTS AFFECTING CHARACTER EDUCATION- U.S., V S.S.R....................... 75 The General Role of the School The itoleI of the Teacher The Role of the Curriculum The Role of the Peer Group CONCLUSION...................... 121 BIBLIOGRAPHY. 140 CHAPTER I INTRODUCTION Man is not a blank sheet of paper on which culture can write its text; he is an entity charged with energy and structured in specific ways, which, while adapting itself, reacts in • specific and ascertainable ways to external conditions . In opposing the erroneous assumption that certain historical cultural patterns are the expression of a fixed and eternal human nature, the adherents of the theory of infinite malle­ ability of human nature arrived at an equally untenable position. If a man would be only the puppet of social arrange­ ments and not— as he has proved to be in history--an agent whose intrinsic properties react strenously against the power­ ful pressure of unfavorable social and cultural patterns . Human nature is not fixed, and culture, thus, is not to be explained as the result of fixed human, instincts; nor is culture a fixed factor to which human nature adapts itself passively and completely. It is true that man can adapt himself even to unsatisfactory conditions, but in this process of adaptation, he develops definite 'mental and emotional re­ actions which follow from the specific properties of his own nature. ^ Can you tell me, Socrates, whether virture is acquired by teach­ ing or by practice; or if neither by teaching nor practice; then whether it comes to man by nature, or in what other way? David P. Ausubel, ’’Psychology’s Undervaluation of the Rational Com­ ponents in Moral Behavior,” in Moral Education: Interdisciplinary Ap­ proaches, ed. by C. M. Beck, B. S. Crittenden, E. V. Sullivan (Great Britain: University of Toronto Press, 1971), p. 224-5, quoting Erich Fromm, Man For Himself, (New York: 1947), pp. 21-3. o C. M. Beck and E. V. Sullivan, "Introduction,” in Moral Education: Interdisciplinary Approaches, ed. by C. M. Beck, B. S. Crittenden, E. V. Sullivan (Great Britain: University of Toronto Press, 1971), p. 4, quoting from Meno to Socrates. 1 Implicit in the preceding passages is a basic question that every generation in every society ultimately must confront. That is, what are the best methods of rearing the young? This study will focus upon some of the ways that two societies— the United States and the Soviet Union— have chosen to answer that question. Definition of Terms Several key terms used extensively throughout the study are de­ fined below. Socialization or upbringing.— These terms will be used inter­ changeably to refer to the process by which the child assimilates the q values, norms and patterns of behavior of his particular society. Those agents which help in socializing the young include the family, » school, government, peer group, other adults and children, and in the Soviet case, the collective. Political socialization.— Political socialization, in the Soviet case, will be used as an all-inclusive term to describe the process in which the youth are made a part of the culture, since the most important aim of Soviet socialization is political in nature— to make loyal com­ munists out of the young.^ Although the Soviet youth are expected to develop other qualities and traits similar to those Protestant virtures such as industry, honesty and thrift, long advanced in the United States, ^Richard E. Dawson and Kenneth Prewitt, Political Socialization (Boston: Little Brown and Company, 1969), p. 37. ^Frederick C. Barghoorn, Politics in the U.S.S.R., (Boston: Little Brown and Company, 1966), p. 84. the prime reason for the development of such traits lies in the contri­ bution they make to the building of the communist society.** Political socialization.— Political socialization, with reference to the United States, will apply only to the process in which the young receive information and form attitudes, perceptions and sentiments about the political system.6 The term is too narrow to define all aspects of the socialization process in the United States. Although some Americans view the proper role of the socialization process as promoting patriotism as well as encouraging the child to acquire the "acceptable" social and behavioral traits, others reject such a definition and contend the pur­ pose of socialization is to create autonomous individuals by developing to the fullest extent the child's ability to reason and make independent judgments.? Moral or character education.— Moral or character education will refer to the process in which the school institution inculcates within the child a sense of the values, norms and rules of conduct of his par­ ticular society. Knowledge of these values, and norms of conduct will aid the child in becoming an active participant in his society. In essence, this type of education will teach the child to have a respect and concern for others as well as to exhibit such qualities as honesty, integrity, responsibility, loyalty, etc.,— the "acceptable virtures". Slbid., p. 93. **Dawson and Prewett, Political Socialization, p. 4. ^Beck and Sullivan, "Introduction," pp. 8-9. 4 With respect to the United States, the study will recognize two distinct schools of thought, the Perennialists and the Experimentalists categorized on the basis of their conception of the terms character, moral or character education and moral development. One Major school of the Soviet Union will be recognized.
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