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University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 A Xerox Education Company KARR, Carolyn Mae, 1933- 1HE IMPLICATIONS OF THE TECHNOLOGICAL SOCIETY FOR THE TEACHING OF SOCIAL STUDIES. The Ohio State University, Ph.D., 1972 Education, general ! University Microfilms, A XEROX Company, Ann Arbor, Michigan j ' © 1972 Carolyn Mae Karr ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN'MICROFILMED EXACTLY AS RECEIVED THE IMPLICATIONS OF THE TECHNOLOGICAL SOCIETY FOR THE TEACHING OF SOCIAL STUDIES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Carolyn Mae Karr, A.B., M.A. ***** The Ohio State University 1972 Approved by PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company ACKNOWLEDGMENTS The writer wishes to acknowledge her appreciation to those who have assisted in this dissertation. The brevity of the comments, however, are in no way an adequate measure of the gratitude owed to the following people. To my major advisor, Dr. Raymond H. Muessig, I wish to express my appreciation for his unstinting encouragement and con­ structive criticisms of this manuscript. Its merits must be largely attributed to his suggestions and efforts; its defects are solely those of the author. Gratitude is like­ wise due to the other members of this writer's reading com­ mittee, Drs. Eugene Gilliom and James K. Duncan. In addition to the above, my special thanks must be expressed to my close and good friend, Joyce Norris, whose careful and critical reading of the initial draft aided immeasurably to its prose style. VITA July 22, 1933 Born - Huntington, West Virginia I960 A.B., Marshall University, Huntington, West Virginia 1963 M.A., Marshall University, Huntington, West Virginia 1963-1966 Instructor of Social Studies, Barboursville High School, Barboursville, West Vix-ginia 1966 Instructor in Political Science, Purdue University, Lafayette, Indiana 1966-1969 Assistant Professor of Social Studies, Marshall University, Huntington, West Virginia 1969-1971 Graduate Assistant, Division of Humanities Education, The Ohio State University, Columbus, Ohio 1972 Assistant Professor of Social Studies, Marshall University, Huntington, West Virginia FIELDS OF STUDY Major Field: Social Studies Education Social Studies Education. Professor Raymond H. Muessig Curriculum Theory. Professor Paul R. Klohr American Social Thought and Reform. Professor Robert H. Bremner iii I TABLE OF CONTENTS Page ACKNOWLEDGMENTS.................................... ii VITA ................................................ iii LIST OF T A B L E S .................................... vi Chapter I. INTRODUCTION................................ 1 Statement of the Problem Significance and Justification for the Study Limitations of the Study Methodology of the Study . II. THE TECHNOLOGICAL SOCIETY.................... 24 Introduction Science and Technology in Contemporary Society The Impact of Science and Technology on Past and Future Trends The Increasing Tempo and Ramifications of Change The Role of Knowledge and its Impact on Society Widespread Cybernation, Leisure and Affluence Changes in the Economic Structure of Society Technology and Politics The Accumulation of Scientific and Technical Knowledge on Social Values III. AN ANALYSIS OF SELECTED SOCIAL STUDIES MATERIALS AND PUBLICATIONS .................. 135 iv Publications of the National Council of Social Studies Dissertations, Research Studies and National Curriculum Projects Economic Textbooks History Textbooks Problems of Democracy Textbooks World History Textbooks IV. CONCLUSIONS AND IMPLICATIONS OF THE RESEARCH ...................................... 187 Summary of Research Findings Suggested Methodology for Social Studies Teaching Illustrated Curriculum Material APPENDIX ............................................ 265 ANNOTATED BIBLIOGRAPHY FOR TEACHERS ............... 276 ANNOTATED BIBLIOGRAPHY FOR STUDENTS.................. 282 BIBLIOGRAPHY........................................ 287 v LIST OF TABLES Table Page 1. Pitirim A. Sorokin’s Systems of T r u t h ........................................ 44 2. Possible Intellectual Cycles in Society...................................... 47 3. Pitirim A. Sorokin's Scenario of Cyclical Change .............................. 48 4. Average Work Week in the Year 2000 88 5. Possible Work Patterns in the Year 2000 88 v i CHAPTER I INTRODUCTION On April 15, 1755, Dr. Samuel Johnson published the first dictionary of the English language. In the preface to his dictionary, Dr. Johnson wrote: It is the fate of those who toil at the lower employments of life to be . exposed to censure, without hope of praise; to be disgraced by miscar­ riage, or punished for neglect wrhere success would have been without applause, and diligence without reward. Among these unhappy mortals is the writer of dictionaries, whom mankind have considered not as the pupil, but the slave of science, the pioneer of literature, doomed only to remove rubbish and clear obstructions from the'paths through which Learning and Genius press forward to conquest and glory, without bestowing a smile on the humble drudge that facilitates their progress. Every other author may aspire to praise; the lexicog­ rapher can only hope to escape reproach, and even this negative recompense has been yet granted to very few.l The same words may be applied with equal force to writers of dissertations. Such discouragement notwith­ standing, it would seem appropriate to begin this study with a statement of the author’s intentions, hoping "to escape reproach," but expecting "to be exposed to censure." Samuel Johnson, A Dictionary of the English Lan­ guage, Manor British Writers, ed. G. 6. Harrison (New York: Harcourt, Brace & Co., 1954J, Vol. II, p. 86. 2' If in the course of this work, it removes some "rubbish" and clears "obstructions from the paths" of those who seek to "press forward to conquest and glory," so much the bet­ ter. Its contribution more likely will amount to "dili­ gence without reward." Statement of the Problem During the past ten years a growing body of litera­ ture has stressed the importance of the technological so­ ciety. Even a cursory glance at this literature convinces one that its substance is important enough to command great attention. Because of the serious nature of this litera­ ture, the question should be raised, "To what extent is the field of social studies incorporating this information in its literature and curricular materials?" According to Margaret Mead the acceleration of change which character­ izes our era demands that education encourage students to p think ahead by decades or even centuries. Consequently, it would appear to be vital to convey to students the tempo, multiplicity, and consequences of technological change, change which promises to continue un­ abated. It is therefore necessary to examine the field of social studies to see if it is accomplishing the above task. 2 Margaret Mead, "First Steps Toward a Common World Culture," Technology, Industry and Man: The Age of Accel­ eration, ed. Charles R. Walker (New York: McGraw-Hill, Inc., 1968), p. 338. Accordingly, this study will examine the writings, ideas, materials, and projects in the field of social studies for the purpose of (1) analyzing their comprehension of tech­ nological change, and (2) determining the extent to which they are designed to convey to students the nature of tech­ nological change. Significance and Justifica­ tion for the Study In the year 1755 when Dr. Johnson published his dictionary the full forces of industrialism were gaining