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MICROFILMED 1989
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UM-I
By
JEREMY HORNE
UNIVERSITY OF FLORIDA
1988
Copyright 1988
by
Jeremy Horne
To Jackie
ACKNOWLEDGMENTS
My
initial
dissertation
committee,
o ver
possible
Richard
the
t h a nk s
P.
num er ous
are
for
to
Haynes.
revisions
to
the
helping
the
chairperson
this
of
Besides
patiently
of
m an usc r i p t ,
the
coordinator
department
make
and
my
going
he
in getting me
procuring
my
teaching
assistantship.
I am deeply indebted to Donald C. Hodges under
whom
I have
studied
been
invaluable
in
since
1976.
guiding me
His
deep
through
one
experience.
know the
nature
obtaining
picking
my
up
Don
is
of
the
Ph.D.
where
In
one
of
trail
the
p a r t i c ula r,
o t her s
left
of
has
the most
I think a person
few
I have
insight
individuals
had
to
who
follow
I appreciate
off
in
s eei ng
in
his
this
dissertation through.
E l len
Haring
patiently
read
the
manuscript
and
presentation.
Robert
D'Amico's
persistent
ab ou t o b j e c t i v i t y and p h i l o s o p h i c a l
warnings
r e l e v a n c e h e lp ed
even
about
theory,
and
mu c h
incorporated
of
his
herein.
keel.
Norman Markel
labor politics
valuable
Sam
and
counsel
Andrews
and
social
has
be e n
contributed
many
work,
valuable
he
gave
me
assistance
in
continued
my
moral
professional
supp or t
development
and
in
Of
course,
other
departmental
members
helped
enormously.
Here,
in
Arizona,
Perlita
Gauthier
took
her
Sandi Reynolds
copy.
companion,
grouchiness,
nu me rou s
had
Jacqueline
the
patience
w r e t c h e d moments,
motivation of all.
Olan,
to
and
put
stand
provided
up
by
w it h
me
the
my
during
biggest
TABLE OF CONTENTS
Page
A C K N O W L E D G M E N T S ........................................... iv
A B S T R A C T ................................................. viii
CHAPTER
ONE
TWO
A CASE
PROGRAM IS I D E O L O G I C A L ..........37
FIVE
Niemeyer's P h i l o s o p h y ................................. 49
Classical Foundations of the D.O.E. Ide o l o g y ...... 58
The Authoritarian Basis of the D.O.E. P r o g r a m ..... 65
The Role of Religion and Faith
in the D.O.E. I d e o l o g y ............................. 70
How Freedom and Liberty Shape the D.O.E. Ideology.73
Critical Thinking As A Part of the D.O.E. Pr ogram.76
SIX
THE D.O.E.
86
SEVEN
EIGHT
NINE
APPENDICES
A
174
Jeremy Horne
December,
1988
students
dangerous,
the U.S.
most
In
order
by
law
must
learn
Florida's
that
All
high
Communism
students must
is
school
evil,
learn that
freedom
than
implement
(A.V.C.)
of
the
1961
Education Act
Th e
graduate,
and fallacious.
State universities
to
to
other
economic
in Florida
the
Free
on
earth.
Americanism
and
system
versus
Communism
Enterprise
and
Act
Consumer
(F.E.C.E.A.) of 1975.
Florida
ideology,
any
Department
noncritical
of
Education
thinking,
viii
is
s ay s
superior
that
to
critical
the
superiority of the
U.S.
part
on
peoples'
being
able
to
express
themselves
freely.
Florida's
special
A.V.C.
way
of
and
F.E.C.E.A.
convincing
proponents
audiences
that
have
they
will
work
Florida's
argues
legislature
set up an official
it.
that,
This
and
intentionally
Department
promote
philosophy
in
ideological
critical
approach
Education
words
students
system.
defeats
While
thinking,
underscoring
indoctrinating
not,
have
of
or
the
like
the
of
"democracy"
with
aim
special
results
questionable
CHAPTER ONE
INTRODUCTION
In
order
students
by
to
law
graduate,
must
be
Florida's
"informed
of Communism"
"the f r e e - e n t e r p r i s e - c o m p e t i t i v e
system that
living,
other
"produces
greater
system
economics
Statutes
233.064).
mandated
by
Education
freedom
law
on
This
and
(D.O.E.),
wanted
even
though
higher
standards
"present
Teachers,
Communism
says
as
the
the
see
"manipulation
Department
of
of
as
the
youth
To
Education
system
student
(D.O.E.)
of
U.S.
of
is
not
to
"free-
what
the
communism's
groups"
has
any
election
are
meet
of
answers
and
the
one
Revised
Department
U.S.
to
"challenge"
and
the
forums
economy."
than
(Florida
legislature,
preferable"
enterprise-competitive
legislators
the
liberty
giving
evils,
is t h e
earth"
by
the
economy"
and
means
to
school
higher wages,
personal
of
as
high
an
Florida's
ongoing
(F.E.C.E.A.)
(collectively
referred
to
herein
as
"program").
This
program,
in
which
the
answers
to
says
the D.O.E.,
"is
an
ideology,"
19-20).
the world
the
with
34).
fallacies
of
in
thinking,
the
relationship
free speech.
the
rest
and
"evils,
of
the
is
claims
that
the
a nd
part
on
peoples'
freely
in
the
between
legislature
the dignity
the
that
of
means
that
is,
noncritical
(Florida
superiority
dignity
of
being
able
critical
have
greater
thinking
economy
in
is
a nd
teachers
and
D.O.E.,
Florida
wants
ideology,
critical
"provides
dangers
students
of
conquer
reality"
processes,"
says
The D.O.E.
of
(Florida
is to
ideology
legislature
opposite
philosophy
themselves
D.O.E.
these
minds
the
political
individual
belief
democratic
Ideology,
and
18).
U.S.
express
of
the
students
philosophy.
the
combat
aim
party's
false
Communism"
appreciation
State
To
"i ns t i l l
teaching
Party's
communist
State
to
"The Communist
and
manner.
said
the
much
of
the
to
Both
on
the
individual
and
Florida's
one
of
the
"official
legislature
guides
reports
for
of
tells
the
instructional
the
[defunct]
Un-American Activities
. . . "
pronounceable
"H.U.A.C.").
a statement
to
in
the
(Florida
D.O.E.
State
and
curriculum
65).
rights
That
by
the D.O.E.
individual
dignity
individuals
are
given
Legislators
is
free
(4,
of
Act
person's
speech
and
by averring that
possible
access
issued
to
"only
all
when
different
65).
wanted
worth
this
its more
A.V.C.
says
freedom
reinforces
and
competing viewpoints"
the
on
is referred
the
statement
include
the
H.U.A.C.
on
as
Committee
known
The
guide
take
material
House
(also
to
inalienable
press,
acronym,
D.O.E.
the
program
to
counter
Gerhart Niemeyer,
chief
consultant
for the
ideological.
Both the
legislature
not promote
communism,"
critical
says
the
claiming
thinking.
D.O.E.
"is
and
the
D.O.E.
that
the
"isms"
"The proper
similar
to
study
that
of
of
a
analytical
curriculum,
approach
be
"it is
used"
in
teaching
State
12).
the
Students
critically
are
about
as
expected
"communist
are
urged
dignified
to believe
special
A.V.C.
way
of
and
by
the
individuals,
a
social
conspiracy"
D.O.E.
to
think
even
though
they
doctrine
before
they
F. E.C.E.A.
convincing
(Florida
proponents
audiences
of
the
have
program's
open
to
co m m u n i s m ' s
youth"
question.
"false
(Statutes,
"double-talk"
The
doc t r i n e s "
233.064),
has
legislature
been
and
and
used
as
of
"manipulation
the
D.O.E.
"a prominent
warns
says
of
that
communist
(Florida State
it
simi lar
many
fu nd am e n t a l
are
to
that
established
problems
on
how
of
by
to
B e s id es
the
nationwide
F l or id a's
a t t emp t
to
su pp r e s s
the
Florida
examined
the
light
in
of
program
the
law,
and
promote
thinking.
capitalism,
Florida's
present
cr itical
implications
any
challenge
needs
continuing
are
also
of
to
to
be
e ffo rt
to
This
Florida's
work
argues
legislature
that,
and
intentionally
Department
of
or
not,
Education
have
This
ideological
approach
defeats
While the
to
the
promote
philosophy
critical
of
thinking,
underscoring
words
the
of
stated aim is
D.O.E.'s
like
aim
special
"democracy"
system.
ostensible
D . O. E.
objective
of
critical
of
Gerhart
Niemeyer
and
like-minded
F.E.C.E.A.
war
are
products
by
of
sponsors.
a
program
cold
D . O.E .
the
Materials
reinforce
of
used
to
the
more
and
the
teaching
orient
values
of
numerous
demonstrate
interests
students
students
the
the
interests
of
those
of
to be
to
the
program's
that
Private businesses
supporters
serves
ideal
philosophy
program,
enterprise"
program
workplace
the
"free
open-minded.
advocates
statements
of
and
who
it is
seem
to
believe
that
the
average
individual
c ann ot
think
critically.
It will be shown why the
thinking will
that
evaluates
accepted
objective.
the
D.O.E.
standards
for
help
The
designing
second
program
part
according
critical
thinking
a program
of
to
this
to
work
generally
and
suggests
CHAPTER TWO
THE STATE OF FLORIDA'S D.O.E. PROGRAM:
A CASE STUDY
versus
debates
"Schools
Board
of
Education
and Communism."
persons
that
teaching students to be
Bolsheviks
communist
U.S.,
oath
evidenced
the
public
by
speech,
power
1 9 2 0 's
security
12
and
Florida's
the
schools
an d
Bar
in
numerous
Red
of
t he
1947
essay
"communism"
were
and children
1917,
Since
anti
times
Scare,
McCart hy
in
the
the
loyalty
late
1940s,
containment-ofperiod.
anti-communist
After
activists
the
began
As sociation
delivered
an
(Fraser 355).
Russia
act s
March
in
surfaced
the
Truman's
K o r e a n War,
U.S.
schools
has
internal
President
communism
took
hysteria
and
the
wrote
He deplored
in
State
assured
communism
members
lec t u r e ,
in
"The
1955
went
to
Meaning
of
the Florida
State Department of
Education
(D.O.E.)*
So
endorsement
organizations,
by
such
many
as
influential
Freedoms
conservative
Foundation.
Pressure
similar
materials,
and
in
the
ensuing
years,
the
Activities
pronounceable
acronym,
Security
The
thrust
of
k no wn
"H.U.A.C.")
Subcommittee
major
(also
(S.I.S.C.)
the
and
and
political
by
its
Senate
their
that
name,
the
"Americanism
instructors
versus
should
orientation
Communism,"
contrast
the
manipulation
course
was
only the
to
of
youth
"instill
in
two
and
the
stud ent
minds
Internal
supporters.
of
more
course
and the
suggests
systems
legislators
"exploitation
g r o u p s , " the
students"
not
freedom
under
law,
a nd
the
(Florida Statutes
will
to
preserve
that
freedom"
acted upon
the
D.O.E.'s
proposal
and
citizens,
1961
put
to
and
together
educators
the
and by January
the
content
approved by
sinc e
it
schools
and
was
in
first
of
the
the D.O.E.
and
the
the
1962,
met
October
Communism
year,
ready
both
to
legislature.
Florida's
the
in
versus
were
state
in
legislators,
following
methods
taught
September,
first
Americanism
curriculum,
course
c o m p o s e d of
Ever
public
Americanism
high
versus
required
establishes
texts
and
the
other
course
for
guidelines
materials
graduation.
while
"as
the
provided
be
has
The
statute
D.O.E.
selects
by
state
law"
(233.064(6)).
The law says that
economy
produces
greater
of
the
higher
personal
United
In
freedom,
its
free enterprise
States"
wages,
system of economics
233.064(4)).
"The
higher
and
on earth"
Resource
is
the
economy
standards
liberty
competitive
than
of
"which
l iving,
any
other
handbook
the
D.O.E.
10
the
H.U.A.C.'s
Americanism,
statement
"Americanism
Defined."
Independence.
rights
incl ude
a s semblage,
as
the
of
ri ght
As
of work,
happiness,
freedom
and
qualifications.
fruits
Second,
to
inherent
worship,
work
another right,
as
such
unalienable
speech,
press,
according
to
one
enjoy the
including property
long
or
and
activity
should
the
does
one's
pursuit
not
prevent
and
rights.
o rde r
mu s t
Fifth,
the
be
maintained
government
of
is
to
Fourth,
preserve
the
servant
these
of
the
government
i mp o r t a n t
st at e m e n t
power.
than
a c cr edi ts
Declaration
of
Sixth,
minority
majority
rights.
Americanist
Independence
and
rule
is
Finally,
principles
the
to
far
the
the
Constitution
the statute
said that
"No
Communism
as
preferable
to
the
s ys tem
of
11
constitutional
competitive
government
economy
and
indigenous
the
to
free-enterprise
the
United
States"
A Resource Unit,
co urse
"materials
sh ould
fallacies,
lists
68).
"unless
those
teachers
informed
te ac h e r s
about
feeling
used
"should
not
were
the
anti-communists
not
to
nature
teach
of
attempt
to
teach
A.V.C.
example,
number
of
or
(Florida
the
course
communism,"
inadequately
to
and contradictions of
informed
only
or from avowed
The
be
and
about
it without
first
attempts
to
Charles
repeal
the
Frank Brown,
S. Kettering
Schools,
sent
report
to
Governor
Robert
members
of
the
Florida
legislature,
State
Board
of
Education,
and
Brown and
four
the
a member of
o the rs
from
12
educational
establishments
sat
course
requirements
subjects"
on
was
should
has
implement,
pertain
only
XIII ).
failures
enough
suggest
support
to
to
and
"major
The
1983
and by an 89 to 26 vote,
that
the
keep
it
1961
graduate,
comparative
(Skene).
law was
high
study
who
A.V.C.
alive.
original
to
They
These
still
commission.
hard to
(Governor's
the
as of Spring
students
the
most
southern Florida,
of
The
However,
school
program
the
and in order
need
history,
1988,
to
take
doctrines,
"a
and
use
an
materials
"evils"
antiquated
to
and
academic
declining.
bibliography
instill
in
"fallacies"
interest
in
of
the
from
minds
communism,
composing
new
which
of
to
draw
students
indicating
the
that
bibliography
is
13
Another
1975.
the
indoctrination
Originally
Free
Enterprise
(F.E.C.E.A.)
economics
1963,
intended
now
program
as
and
instituted
replacement
Consumer
complements
the
for
Education
A.V.C.
by
in
A.V.C.,
A ct
emphasizing
that
new
accreditation
standards
was
sc hoo ls .
Such
noted
placed
the
program
would
involve
"The
economy
to
which
the
A.V.C.
"free
referred
(Kastner 33).
The
law
competitive
economic
states
economic
system
public schools
consumer
that
day-by-day
advertising,
"The
system
the
free
exists
United
enterprise
as
States
the
.
program
(Florida
the
in which
Statutes
course
consumer
insurance,
must
."
and
student
233.0641(2)).
include
activities,
and
each
"The
"an
as
orientation
and
shall
The
information
su c h
or
prevailing
education
participate"
states
in
law
about
banking,
in
other
14
economic
systems."
individuals,
suitable
grade
students
economic
level.
before
With
respect
learn
behavior
Students
graduation,
what
is
through
are
and
to what
and
expected of
what
is
instruction
instilled
an
is
with
at
organizational
not
each
doctrine
apparatus
in
other
to
the
the
statute,
the
F.E.C.E.A.'s
academic
D.O.E.
instructs
administration
disciplines
as well
as private
governmental
organizations
related
to
education.
Commissioner
Education
makes
to
the
ways
legislature
of
gives
The
gauging
reports
about
the
"as
the
program
curriculum's
to
the
performance-based tests,
resources"
of
(Florida
with
efficiency,
Statutes
consumer
reports
recommended
success.
effectiveness
and
The
as
D.O.E.
shown
by
and utilization
of
233.0641(5)).
Some
89
For example,
American
opportunity,
They
must
such
as
services"
students
economic
justice,
remember
system
efficiency,
a
"production
(Goddard,
number
[is]
Carr,
of
the
and
to
include:
growth,
a n d security."
specific
creation
Randall,
freedom,
definitions,
of
goods
CH-310,
or
72-73).
15
attained
these objectives.
For
assistance
curriculum,
on
the
Economic
government
in
assembling
D.O.E.
called upon
Education
and
representative.
the
the
large
Florida
(F.C.E.E.),
business
In turn,
personnel
the
F.C.E.E.
F.E.C.E.A.
Council
consisting
and
one
board
of
union
affiliated
description
obtained
from
Economic
of
the
materials
Education
course
content
prepared
(C. E . E . ) ,
by
an
can
t he
best
Center
be
for
organization
co
of
Education
at the University of
seven other u n i v e r s i t i e s
materials,
the
University
of
prepare
Florida
Florida.
F.E.C.E.A.
is
the
only
(C.E.E.
of
the
flier).
free
enterprise
program
differently,
but
C.E.E.
groups
the
89
objectives
under
22
topics
organizations,
are public
and
and
consumer
private
property
16
distribution,
such
as
banks,
labor unions,
energy,
and
governments,
and ethics.
C.E.E.
consumer
represent
economic institutions
habits.
More
topics
private entities,
are
technology,
the
kinds
of material
being taught
at
the
must
first
learn
owned
while
and
by
an
"public
which
(Goddard,
school
distinction
between
public
"Private property"
is that
"which
the
individual
property"
should
Carr,
impression
grade
is
principles
be
or
is
used
private
a group
property
CE-102,
property
of
individuals,"
"owned
according
and Randall,
that
that
to
everyone
certain
2).
is
by
rules
In giving the
sacrosanct,
second
be
heavily
regulated
and
that
productive
have
property
as
ownership
of
whole.
the
Private
means
of
preferred institutions,
primarily
center
about
property
production
are
while governmental
protecting
police.
robbed
of
their
property
and
private
treated
the
as
functions
property.
and
The
several people
need
for
the
17
the
police,
whose
private property.
the
major
The first
excuse
function
of
collective
and
taxes
is
to
is
to
preserve
for
should be
cooperative
is
entit y,
not
but
later
the students
interests.
describes
other
society revolve
work
School
with
have
the
and
competition,
c a pit al,
profit,
"the
model
with
for
problems,
as
of
results
inventiveness.
principal
taking
risk
small
pre
is on an equal
actions
of
hard
will
work,
Land,
management
the
students
labor,
enables
reward
in
being
business"
21).
students
sophisticated
such
and
CM-202,
school
to
9)
calculated
gainful
thrive,
reward
(Goddard et al.,
High
and
combined
to
through
relevant
ra ti onally
thrift,
businessperson
and
1).
Everyone presumably
one's
desired
(grades
concepts
industrial economy.
footing,
functions,
around w hi ch governments
Middle
continue
governmental
In
encounter
the
unemployment
U.S.
and
somewhat
more
economy.
Social
monopolies,
temper
18
although
economy is "free
(Goddard et al.,
students
arguments
mechanisms
to
remind them
choice
is
Enterprise
solve
that
the
constantly
a
t he
major
that
central
System"
CH-310,
33).
system
(Goddard
has
problems,
the
element
The D.O.E.
corrective
and
"individual
of
et
offers
materials
freedom of
the
American
Fr e e
al.,
C H - 310 ,
13).
place
and
type
of
work
they
fraud,
conditions
mechanisms
harmful
are
and
the
type
Attendant problems,
products,
remedied
do,
by
and
unsafe
adequate
like g o v e r n m e n t a g e n c i e s
and
of
such
working
regulatory
competition.
Students are told that "we do not believe that any group
of
experts
or
legislators
can
better
make
decisions
(Goddard et al.,
CH-310,
34).
Two often
Government
used
and
social
studies
Political
texts,
System
by
Our American
Wit
a nd
D i o n i s o p o l o u s , a n d M c C l e n a g h a n 's M a g r u d e r 's A m e r i c a n
19
and Free
American
Smart
Free
typifies
the
primary
Acts.
Enterprise
political system,
Enterprise
high
System
school
Fundamentals
by
of
e c ono mic
of
ele me nts
systems
political
and
course.
The
economics
social
control
and
Hodgetts
source
comprising
are
1)
popular
decision-making
2) majority
minority
3)
the
rule
rather
(20).
Among a
political
sovereignty,
rests
with
"rational
"...
collective
U.S.
ultimately
whole population,
rights,
the
where
with
the
respect
for
m a n , 11 who
than
of
force,
effects
4)
rights
5)
the
need to
keep
the
political/economic
system
intact (54-70).
Wit
ideology
given
to
and
Dionisopolous
shape the
humanity
"moral" principles
system.
by
God
(609).
say
that
Law
is a code
(80).
natural
Ideology
and
of behavior
is
law
"good"
or
compare and
democracy
Against
the
latter
three,
the
U.S.
problems,
th e y
say
co r r e c t i v e
20
processes,
effect
change.
Dictatorships
do
not
allow people to
tolerate
popular
decision-making (562).
Both
Wit
Enterprise,"
of
term
"free
Three
and
and
Whenever
system
authors
limi ted
ec onomic
Wit
and
to
"free"
own
and
are
and
the
profit
deal
with
system
business.
motive,
to
they
free
(566).
others,
say
the
problems,
the
provides
economic
indicate
the
property
harmful
Though
U.S.
principles
intervention
alleviates
Dionisopolous
the
saying
Two
becomes
to
by
operate
regulates.
enough
in
are p r i v a t e
government
whether
se cu r i t y
system
b u s i n ess es.
activity
flexible
question
qualify
features
government
is
economic
e n t e r pr is e"
freedom
economic
the
but
"free
add i t i o n a l
market,
(592).
(562).
regu lat es
undergirding
then
".
"Free
degree
enterprise"
go v e r n m e n t
describe
. . high
the
ownership
Dionisopolous
individual
They
and
that
adequate
suffering
the
U.S.
American
(571).
Government, McClenaghan
21
Nam
audience,
within
the
and
system
resolution.
rhetoric,
none
seriously.
of
make
techniques
the
the
resolving
absence
basic
about
such
of
as
the
system
supports
his
views
that
are
with
conflict
1950s'
suppositions
the
problems
style
Wit
and
challenged
such as Wit,
more
emotional
He
starts
outlining
systems.
much
the
make
enforcing
human
concept
equality
of
minority
rights,
freedom
as
political
survival
and
possible
"Democracy"
power
The
of
Dionisopolous
in
economic
by
is
making
the
form
and
of
and
(11).
and
(6).
government where
consent
Wit
of
systems,
la w s
people,"
like
purposes
Social
element,
the
through
in
McClenaghan
the
interested
Despite
Dionisopolous
means,
is
is
chief
basic
persons
listed
characteristics of a
features
of
individual
before
a need
maintained
the
for
in
the
only
Bi l l
"democracy"
and
majority
compromise,
of
popular
"democracy"
worth
law,
by
and
are
dignity,
rule
and
individual
Rights.
These
social
Therefore,
a "non-democratic"
system to predominate.
22
McClenaghan
exists
in
continues
on
to
the
concepts
upon
which
say
that
democracy
as a people,
it
is
we believe
based.
"It
continue
those concepts"
lifestyle
(12).
that
life
to--and practice--
In other words,
what
they
system is not
includes
only for
subscribe
incorporating
to
will
combating
believe
to
to
collapse.
external
be
Part
threats.
He
posed
by
the
U.S.S.R.,
but
he
solvable
and
less
internal
problems
are
External
threats
exist,
Union.
Problems
do
within
the
mainly
occur within
posed
suggests
the
threatening.
by
the
U.S.
using
Soviet
system,
system
that
democratic
but
they are
processes
(14).
He
private
concedes
economy
actuality
is
governmental
and
"curb
"...
that
"free
subsists
a
mixed
only
as
(694-695).
as
a model
economy,
intervention to
abuses"
enterprise"
one
basically
system.
with
free
The
major
cycles
enterprise
highest
standards
23
of
free
choi ce,
individual
incentive,
for
belief
everyone,"
sustains
and
the
accentuates
system,
m aking
that
it
the
people's
democratic
(695,
17).
Hodgetts and Smart,
Free Enterprise
System,
says
characterized
by
private
and
of
cho ice .
freedom
cherished
the
It
and
. .is
institutions,
civilization
maintaining
enterprise"
private
rests
mainly
upon
".
the
the
of
the
and
"it
o ur
are
is
way
basic
of
popular
life"
ideals
. democratic
respect
individual."
and
it
dignity
part
is
enterprise,
law,
system ".
"free
property,
by many Americans,
government,
for
that
of
(6).
The
laws,
and
American
Processes
subscription
and
goal
and
Smart
echo
the
claim
made
by
other
texts
still
problems.
provides
the
best
means
of
solving
economic
24
Few
of
the
foregoing
indirectly
are
to
be
points
the D.O.E.
to
statement
the
by
the
found.
D.O.E.
While
Publi c
suggests
on
ownership
production
should
organizations
and/or
should
so when
text
promote
"free
disturbing
writers
it refers
(Florida
of
encouraged.
not
the
do
not
cont rol
be
that
text
Americanism
not
by
made
students
State
the
65).
mea ns
of
Individuals
actions
enterprise"
and
designed
system.
to
Private
ownership
like McClenaghan
guarantee
of
the A.V.C.
of
the
say,
"private
the better
Act
says
means
life
that
of
enterprise
for
free
production.
is
everyone
Writers
the
" (19),
enterprise
is
the
best
and
best
system on earth.
Both text writers
"free
and
enterprise"
protection
r e l a ted
law.
minority
rights,
right
to
and the
individuals
enumerated
This
ch oose
in
inc lu d e s
"dignity
when
of
and
D.O.E.
are
afforded
the
the
Bill
Rights
the
the
where
of
right
to
individual,"
to
work
rights
and
dissent,
and
(Wit
the
and
25
standard
of
free
living
enterprise
in the
produces
world,
other
the
highest
systems
(those
are to be discouraged
from
flourishing
both
and worldwide.
like
McClenaghan
say
nationally
it,
and
the
legislature
People
agrees
"dignity
system's
McClenaghan
of
the
individual"
viability.
argue this,
hinges
Writers
like
upon
the
Wit
a nd
concurs
(Wit and
curricular material
criticize
are
told
country,
the
what
to
where
lifestyle,
government,
do.
one
can
and
The
U.S.
live
Yet,
et
al.,
Florida
CH-310,
students
discourages
th e
favorable
capitalistic
systems
and
the
is encouraged
latter
reputedly
people
13-14,
must
in
relatively
social
system is superior to
a person
and the
is
supposedly have a
Florida
a
State
702-709,
passim).
program
consideration
non-Western
free
unrestricted
(McClenaghan
take
people
of
religious
which
nonviews.
26
(Florida
current
Statutes
D.O.E.
233.09,
233.064).
program does
then
not
If m aintaining
foster
free
the
expression
CHAPTER THREE
HOW FLORIDA'S D.O.E. PROGRAM IS ADMINISTERED
How The State Administers the D.O.E.
Program
Public
elaborate
course
and
private
structural
program.
apparatus
Included
D.O .E. ,
the
private
organizations.
individual
Communism
(A.V.C.)
Education
(F.E.C.E.)
government,
F.E.C.E.
Some
to
are
Both
implement
the
county
t he
comprise
Acts
are
school
that
D.O.E.
program.
and
versus
through
the
233.0641
number
t he
and Consumer
administered
an
D.O.E.
s ys te m s ,
Americanism
organizations
critics
the
legislature,
but private
program
2 3 2.2 46) .
institutions
of
and
the
"corporate
legislature passes
ultimate
From
the
time
the
A.V.C.
law
was
the Florida
legislature
has
of
employers,
been
composed
mainly
private
27
28
groups
nor
bureaucracy.
There
to
the
is
no
belong neither to
formal
civil
mechanism
service
provided
for
persons
teacher,
on
most
directly
affected.
The
classroom
questions
of
value,
is
provided
curriculum
by
commentary.
(Morris
19
et
seg.,
Bowles
and
the
measures,
school
system bureaucracy
legislature
suc h
as
wants.
teacher
Advisory
merely
Specific
contract
laws
implements
administrative
enforcement,
are
committees
and
t he
Secretary
of
The D.O.E.
create
the
their
auditors
every
intent of the
take
own
curriculum,
fiv e
years
but
to
examinations
F.E.C.E. material
to
assess
D.O.E.
determine
whether
In addition,
mastery
of
sends
the
in
the
students
A.V.C.
and
29
There
is
section
in
the
1983
Raise
act
called
" C o o r d i n a t i o n of V o c a t i o n a l E d u c a t i o n "
assuring that
vocational
education would
th e
orientation
(Florida R e v is ed Statutes
bureaucratic
apparatus
coordinating
vocational
stipulates
councils
training
that
will
business
organizations,"
of
of
232.246(14)).
councils
of
of
only
is
coordinate
the
law
coordinating
fide
trade
and
over
the
control
the
regional
to
the
"bona
the
economic
Although
members
composed
the
of
established
programs.
councils
composition
part
consisting
is
"outside"
be
be
guarantee
that
at
(F l o r i d a
is
Revised
Statutes
mentioned about
any
2 3 2 . 2 4 6 ( 14)( 3)) .
member
of
councils
are
labor
goals
of
the
coordinating
business
and
labor market;
3)
the
Council
Revised
State
and
Statutes
maintain
industry
to
coordinate
vocational education;
effective.
2)
connections
needs
governmental
of
the
efforts
at
resources
state
the
1)
in vocational
effective
meet
to
are
to be mad e
cooperation
232.246(15)).
No
is
available
expected
objective
to
(Florida
deals
with
30
any attempt
to meet
demands
by
students
for particular
training.
Chapter
Two
mentioned
involving
all
influence
on
the
political
students.
courses extensively,
outside
that
D.O.E.
economic
Businesses
courses
orientation
promote
the
classroom
instruction,
especially
1948,
the
national
information
office of
formed by business
about
the U.S.
supposed to present a
"non-partisan"
e c ono my.
various
In
established,
organization.
turn,
philosophically
A
private
the Joint
Council,
leaders
economy.
to
It was
explanation of the
state
akin
branches
to
the
organization,
were
national
the
Florida
to
the
work
in
conjunction
with
D.O.E.
to
create
the
l eve l
of
objectives
are
"increasing
Economic
System."
th e
as an appreciation
The
F.C.E.E.
claims
31
think"
while
providing
"how to think,
economic
reasoning
concerning
"fundamental
institutions,
economic
as
knowledge
citizen,
worker,
Economic System"
An F.C.E.E.
Development
issues
a p e rs on
and
and
problems,
in order
consumer
in
skills
"kind of
to
function
the
American
F u n d , " tempers
objective
by
saying
introduced
in
all
of
that
disciplines
"WHY?
this
free
Florida's
needs
NOT what
ranging
enterprise
schools
but as an
from
at
neutral
is
all
being
levels,
integral part of
to
art
"available to
adults
uses
in
every
community."
approach
that
every aspect
touched,
from
economics
is,
impact of
"the
This
of a
to
the Free
program
student's
history
and
Enterprise
System
is
Enterprise
not
theory,
System"
is
it
is
way
capitalized
art.
American
"the American
total
life will
even
be
That
Way
system."
in
The
Free Enterprise
of
in
life"
t he
("Free
original
32
Persons
and
unconnected
unusual
with
control
organizations
the
school
of the
curriculum.
grants,
project,"
giving
districts
Such
has
the D e v e l o p m e n t a l
is,
for
includes
achieved
this
power was
done
development,
(D.E.E.P.)
a nd
have
That
course
elected
districts
not
in
and
materials,
1981-1982,
6).
of
the
"a K-12
resources
the
(F.C.E.E.
Florida's
with
curriculum
to
school
Act.
library
Annual
case,
the
Program
F.E.C.E.
programs,
but
overall
Education
around
tr ai nin g
of
conjunction
words,
materials
In the University
most
Economic
in F.C.E.E.'s
teacher
act curriculum,
the
of
Report,
F.C.E.E.
university
(F.C.E.E.
i tself,
Annual
there
University
prepare
Report,
exist
Centers
the
13).
under
for
curriculum
Aside
its
Economic
from
aegis
for the
act.
Florida's
is
the
University
of
the
F.C.E.E.
some
Education,
materials
free
each
enterprise
program
representative
eight
that
sample of
33
the
type
D.O.E.
of
curriculum
program
course program,
representing
positions
in
one
(Ann u a l
will
Report,
as seen above,
economy
emerging
1981-1982
from
the
7-8).
The
is established by forces
organizations
the
see
which
and which
occupy
dominant
would be
threatened
Trustees
eight
one
four
of
woman,
1981-1982
system
corporations.
president
in
school
Only
the
and
Report
structure
one
consisted
union
Florida
the
was made
9-12).
were
of
North
entrenched
American
form
Butcher).
attorneys,
officers
by
only
Except
for
only
larger
and
on
the
was
list
corporations
a
of
There
published
and state
Congress
two
represented,
the
major
34 member Board
23
blacks.
of
Corporations
maintaining
and
was
no
rest
up
of
A.F.L.-C.I.O.
the
bureaucrats,
there
individuals,
contributors
(Annual
economic
greatly
levels
Latin
of
skewed
(Petersen,
America,
34
power
enterprise"
s tr u c t u r e
through
input
on
governmental
represents
both
s e e kin g
public
to
and
nu mer ous
members
state
governmental
policy-makers
corporation
of
the
bureaucrats.
Neither
Board
policy.
frequently
secretary,
heads,
and
agencies.
of
women.
numerous
The
state
c o n s ult
the
Regents,
a tt orneys,
and
high
level
chairman,
other
High
prominent
No labor o r g a n i z a t i o n s
are any
private
"free
preserve
members
vice-chairman,
of
the
Florida
program is
educational
and evolve)
process
(which must
necessarily
change
the
present
political
economy
would
promote
and
35
is
"fallacies"
courses.
needed
of
to
teach
communism.
criticisms with
Yet,
failing
to
about
the
balance
the
contradictions
in the
"how
to
think,
NOT
Annual R e p o r t ). Combating
"free enterprise"
what
to
"communism"
think
(F.C.E.E.
the
D .O. E . ' s
viewpoint
of
curriculum
keeping
the
requirement
is
system
stable,
a calculated
becoming
sophisticated
balanced fashion.
risk
of
Florida's
developing
indoctrinates
students
the established
order.
by
comparing
D.O.E.
critical
with
an
wants
systems
to
avoid
population
unflinching
in
that
when
it
loyalty
to
Unquestioning approval
and
love
s h ou ld
institutions.
f r eel y
criticize
country's
social
36
The
ideals
democratic
espoused
decision-making
curriculum
in
undemocratic
an
benefit
by
from
af f e c t e d .
is
and
manner,
t he
in
the
and
key
critical
well-formed
answer
on
D.O.E.
"right" answers
are
exam.
That
suggests that
chapter.
equally
so,
h av e
enterprise
decisions
are
persons
who
thinking
the
would
outside
not
a
is i m p l e m e n t i n g a
students
the A.V.C.
examined
"right"
must
question
made
are
free
apparatus
legislature
assembled,
programs
the
give
attacks
and F.E.C.E.
in
the
next
CHAPTER FOUR
WHY THE D.O.E. PROGRAM IS IDEOLOGICAL
Americanism
v ers us
Communism
and
Free
without
inflexible;
best
that
risking
teachers
system of
course
content
schools
must
that
is
when
raised
the
"evils"
understand
that
the
any
A.V.C.
"instill
of
U.S.
other
in
system
administered
nonelective
through
boards
and
the
minds
and
This
a d vi ce
councils
of
who
on
of
says
the
them
economy
economics
is
the
of
m ak e
enterprise"
of
has
legislation
the
U.S.
The problem
communism
"free
curriculum
the
in the world.
should
"than
show
The
economics
students"
better
failure.
is
earth"
indoctrination
a
network
have
of
vested
D.O.E.
handbook,
Resource
Unit:
Americanism
"all
individual
opinions
37
must
conform
to
the
38
'Party
doing
Line'"
the
doing,
major
(Florida
same
thing
State
it
is
35).
accusing
force-feeding a political
reason
for
creating
Yet,
the
the
the
D.O.E.
is
Communists
of
economic doctrine.
A.V.C.
course
was
One
that
students
so
drawn between
(Florida
State
18) .
the denunciation
of
Parallels
capitalism
can be
in
Soviet
program.
program,
In
there
similarities
the
must
so
formulation
have
that
it
been
was
the
Florida
recognition
felt
of
necessary
"philosophy"
framers
to
of
the
prove
is superior
of the curriculum
they
ended with
program
consisting
D.O.E.
in
says,
a
"Ideology
logical
order
is
on
set
the
of
ideas
basis
of
philosophy,
"an
attempt
to
Ideology's opposite
approach
the
truth
in
(Florida
State
18)
Whether
an
idea
can
be
39
criticized--that
is,
subjected
to
critical
thinking--
Teaching students to
so the D.O.E.
goes,
reject
will
help
the
student
to
thinking
communism.
The
Party
about
through
"provides
reality and
rigid
school
the
that
communist
with
it advances
the
programs
not
open
to
false
ideology
question"
D.O.E.
"philosophy"
understand
makes
in the
the
consideration
much
schools
weakness
of
the
and
of
in
the
order
error
need
to
to
help
students
of
ideology.
of
these
identification
teach
Some
terms
in
Gerhart
Niemeyer,
to
Defines Ideology
the
the
A.V.C.
cold
came
credentials,
credentials
on
Communist
program.
political
included
with
ch i e f
architect,
war
program's
impressive
order,
as
teaching
ideology"
at
his
anti
"graduate
prestigious
40
with
with
t he
the
Council
of
contemplative
willed
says
society
theory"
born
and
of
Department,
Foreign
at
a research
Relations,
the U.S.
War
a nd
College
14).
that
positions.
contemplation
on
faculty
H.C.U.A.
any
State
ideology
based
the
means
upon
the
"subordination
adoption
of
"connotes
the
truth"
of
of
dogmatically
Philosophy
love
total
the or y,
(Niemeyer,
Niemeyer asserts,
of characteristics:
1) they are total critiques of society;
the whole
all
phases
of
society
in
history
are
ideologies
claim
that
reason
and
log ic
and
other
events
ideology's
predominance
occur
as
processes
rather
humans;
revolution
than
being
forced
resulting
result
in t o
of
in
the
natural
history
by
41
5)
ideological
secret
goal
is
knowledge
reached
made
requires
manifest
"a
by
specific
the
thinker
and
as
messenger.
the
Once
the
masses
ones
who
know,
obtain
the
old
the
advent
the
secret
social
knowledge
order
from
will
fall.
F)
of Marx
and
Engels,
Niemeyer
says
by
pitting
ideologues
the
say
ideal
that
future
humanity
against
the
has
desire
no
past,
to
the
or
obtainable
ideological
group
only
goal
is
not
embodied
but,
rather
it
stands
by
humanity
acting
as
in
one
something
collectively.
common
thread
of
Niemeyer's
its
conditions
by
information
group of individuals,
with
new
one
as
characterizations
once made
from
one
conscious
or
small
result
of
naturally
occurring
42
processes.
evidenced b y
his
repeated
and
criticism.
Of ten,
changes
they
are
expressing
sentiments
population.
Despite
are
ideology
potent
{usually
have
not
holding them
breaks
for
form
of
with
social
intellectuals)
carefully-thought-out
widely
are
radical
most
held
Niemeyer's
ideas
intellectuals
leaders
ma jo r social movements
revolutionary
of
Revolutionary
tradition,
denunciation
as
claims,
usually
are
by
in
the
the
of
views
general
details
secret,
but
the minority
of
the
because
average
criticism,
person.
If
however,
the
ideas
are
not
subject
to
at stake.
Niemeyer is pr eoccupied with the threat of ideology
to
that
he
tends
challenge
to
thinking about
challenge.
to
to traditional
slide
into
traditional
any
social
as
the
systems so much
error
of
seeing
ideological.
system
is
in
fact
so
any
Critical
a
kind
of
43
"Ideology"
Clause
new
was
Destutt de
science
Institute
a word
Tracy
of
on
id eas
of Arts
and
into an ideology,
first
23
May
before
Sciences.
he claimed,
used by Antoine
1797
the
By
Louis
in proposing
French
National
systematizing
ideas
could be
supplanted by
reason.
could be
eliminated by
restructuring
All
of
society's
the
wrongs
school
system
method
of
understanding
treated
as
disagreements
logical
about
the
called
new
"ideology."
system,
way
thereby
society
mitigating
was
to
be
run
(Mannheim 71).
Both
with
the
French
numerous
other
and
social
and
Frederick Engels
American
urbanized
upheavals,
societies.
reinforced that
further
by
arguing
79).
Marx and
that
consciousness
Engels
held
Marx
that
a nd
in agreeing
ideologies,
ruling
the
increasingly
Karl
importance
systems
along
emphasized
in dealing with
revolutions,
classes
but
used
in the masses
the bourgeois
44
ideology,
society.
class,
in
particular,
The dominant
and
society
in
the
did
accurately
ideology was
bourgeois
a way
not
that
ruling
satisfied
that
of
class
its
the
had
own
describe
ruling
described
needs.
Those
that
dominant
opt
it
ideas
for
or, as stated by
is
an
r evolution.
illusion
can never
in
to
change,
Often,
think
th a t
for people
the
ruling
these
can always
ideas
are
Mannheim
in
Ideology
and
Utopia
says
that
class
(Mannheim
status,
8,
and
193).
as well
as
is,
to
ideology
his
certain
reflects
discontent
extent,
illusory
a person's
with
society.
class
These
lay
the
bl a m e
for
for
it.
Often
s ocial
problems
on
things
When a person
45
holds
ideas
system
constitutes
Otherwise,
society
social
which prevent
if
the
an
etc.)
aspirations.
can
act
participation,
institutions,
people
action,
ideology
person
(political
For
effective
in
belief
(Mannheim
194).
effectively
within
interacting
spite
of
the
with
ideas,
the
(Mannheim 204).
ideology
is
effectively
Reality
the
reactionary
express
is always
because
their
changing,
social
and a person
reality
because
biased.
Other writers,
people
holding
d i s c u s s e d be low,
the
ideology hinders
calls
An ideology," he says,
impose
one's
universe"
64).
(Bell
Hodges 377).
"works of presumption.
political
ideas"
ideologies
unavailable."
(Fuer
into levers.
blocks
Lewis Fuer
is
are
substantiate
change,
knowledge
them
It is
will
Daniel
"an
upon
Bell
attempt
the
refers
. . .
nature
to
of
to
the
ideology
as
Ideologies
ask
one
"to
accept
46
reading of e v e n t s ."
of
events
"but
ideologies,
sort"
insistence
their
says
(Kristol
Ideologies
that
'true'
Irving
108).
To Raymond
knowledge
of
consciousness
and
"are
and
also
the
persons
undesirable.
Harrington
ideology
must
of
is
act
"the
as
an
It is something to believe
of
commitment."
that
world,
hold
the
C. Wright Mills,
see
sense,
religions
Ries,
way
the
value
of
which
this
(Ries 283)
understanding
Not
In
society
. . . analogous to religious
meaning."
Kristol,
view
interpreting
justifies
(Lilienfeld 260).
that
ideology
Robert Haber,
of
an
or
ideology
is
and Michael
as
way
of
social
342).
As
change
type
inhibition to
(Mills
of
131,
compromise
human
as
impulse
to
p o wer ,
th e
reactionary,
development
b ein g
useful
development."
ideology
and
186,
between
However,
ultimately
(Cornforth
91-92).
as
a neutral
an
w ay
expression
becomes
Harrington
ideology
understanding and as
Haber
of
as
"profound
class
takes
conservative,
then
deleterious
to
While
last
these
human
four
47
views
take
de
Tracy's positive
none
of
these
writers
used
to
stifle
would
approach
favor
understanding
to
ideology
and
an
ideology,
if
it
was
improvement
of
society.
All these writers agree that ideology is at least a
system of ideas about a social situation. However, Marx,
Engels,
for
the
view
held
by
many
w r i t e r s that
an
Clark
identified
and
Hodges
with
disguises
the
of
holds
more
human
that
or
less
interest
i d e o l o g y "can
conscious
groups"
be
deceptions
(Hodges
374).
ideology
and what
roles
it
should
play,
most
view
its
the
surface,
close-minded
unique or
rejects
approach,
significantly deviant
Marx clarifies
is
Niemeyer
false
it does
not.
when
view
not
from the
these concerns by
consciousness
thinking about
ideology
because
especially
other writers
stating
that ideology
reality
c h a ng es
If anything,
it is
and
ironic
on ideology
is
48
is
counterproductive
functions.
is
that
to
understanding
how
s o c i ety
o bst r u c t s
cl e a r
thinking.
Non-critical
senses of
ideology
ideology
critically
are
grounded
one's
biased
in
the
failure
thinking
to
about
assess
political
economies.
Niemeyer faults the ideologues for grounding their
system of beliefs in a logic void of critical thinking.
While
he
says
ideology
is
dogmatic,
his
in the past
the
D.O.E.
and
claims
opting
to
for
favor
change.
critical
promoting
the
D.O.E.
preserve traditional
indoctrination
economic
systems.
its
thinking.
For
thinking
program
to
great deal
of
program,
confines
of
but that
rigid
conservative
chapter demonstrates
D.O.E.
to
esp ous e
thought was
how this
critical
philosophy.
philosophy
thinking
as
The
next
a llows
superior
the
to
CHAPTER FIVE
THE D.O.E.'S DEBT TO CONSERVATIVE PHILOSOPHY
Niemeyer *s Philosophy
Many
public
ideological.
That,
What elicits
concern
reasons
explaining
in itself,
is not
curricula
are
very interesting.
why
the
ideologues
want
to
install
book list,
importance of
ideology
social
"Consensus"
order
230-231).
wit h
half
their
content
(Meyer
that
waking
is the
hours,
can
be
oppressive.
spend
described
as
By what they
those controlling
practical
critical
reaso n
for
favoring
the D.O.E.
special
brand
ideology.
docile
Without
and yielding
conservatism
underscoring
49
50
Gerhart Niemeyer's
conservative
the
society
architect
his
of
he
would
the original
principal
motive
and he is transparent
like
D.O.E.
for
thinking permeates
to
see.
While
program,
opposing
he
the
expressed
communism
and
held
bibliography.
out
replace
the
".
notion
(U.S. Congress,
essence
H.C.U.A.
with
and
.
of
of
many
Communist
This
made
relevant
communism
something
divine
thinking"
doctrine
for
to
judgment"
is
close
(U.S.
Congress,
entirely
consistent
examination
"recognizes
and
the
all-important
rights
of
man
are
accord
that
want
and
the A.V.C.
a God
not
of
do
says
who
Providence
133).
other source"
forming part
Niemeyer
for
H.C.U.A.
communism is that
very
and
derived
fact
from
fundamental
the
the existence of
that
God
by
the
and
fundamental
not
from
any
either
by
the
also
rejects
explanation
of
communism because
all
things
and
"It
. . .
happenings
reality
in
(U.S.
51
Congress,
H.C.U.A.
127).
Underlying this
deliberate
rejecting
creation
125).
rejection
the
of
idea
Niemeyer
of God.
that
divine
itself,
the
spirit
discusses
for it is
".
is
.
material
(U.S.
both
objection
world
Congress,
political
and
is
the
H.C.U.A.
religious
do.
In
ends
of
Law
Without
a political
entity
does
only
not embrace
minority,
organization"
the
persons
of
he
are
to
that
the
"struggle
for
more than
the
states
in a society,
Force
entire
a section,
possibly
'membership' of the
or g a n i z a t i o n
that
of
dominating
social
group
coordination
. makes
an
p o s s ib le. "
P o l iti ca l o r g a n i z a t i o n s c o a l e s c e a r o u n d a p r e v a i l i n g
definition of functional ends, and the definition set by
the dominating group in the organization
some
way
the
entire
"represents in
52
behavior,
collective action,
one of function,
not existence"
not
lives;
not collective
not of being.
it
brings
culture;
forth
its unity
is
Politics is performance,
(Niemeyer, L a w 127).
The " . . .
behavior
upon,
but
also
must
actually
be
provoked
and
greater
spiritual
people's
and
social
understanding
institution.
There
intention
in
organization"
The
aims
. must
collectivity,
difference
envisions
Mussolini
of
of
be
if
facilitates
t he
some
there
political
community
of
is
an
to
be
(L a w 128-130).
ch i e f
Niemeyer
".
homogeneity
is
and
that,
the
in
between
ones
the
the
created
form er,
polity
by
Hitler
the
that
and
political
in
the
latter,
the
State
sets
In the former,
in the latter,
the
the
reasons
for
the uniformity
State
imposes
The way
53
people
the
regard
scheme
the
nature
of
of
order
acted
upon
Achi ev ing
that
unity
organizations.
human
existence
comprises
by
of
political
purpose
this
instrument
order
and
then
fi rs t
by
reiterating
having designs
by
substituting
and
He
his
for a unified
a
metaphysics
in
his
Between
Nothingness
and
criticism of totalitarian
Paradise,
ideologies and
outlines
the
common
his
(Niemeyer,
"Ethics
purpose
to
of
be
want
Niemeyer
"A political
stabilizing
temporal
eternity'"
means
preserve
sameness
vicissitudes
'imitating
told,
t he
Existence"
community
abides
truth
thus,
hold
Myth,
".
multitude
these
.
of
truths
a ny
set
people,
as
in the divine
to
of
be
self
and,
in
of
seen,
reader
ground"
as
time,
flux
hav e
the
State.
is
(184).
Independence's words
evident"
symbols
living
the
we
"Eternity,"
in
He
provides
the
pa st ,
(183).
"participation
by
the
of
and
136-140).
that
orchestrated
Conservatives
says,
to
Between
through
together,
(189-191).
which
symbolically
54
secure
the
transparency
participation
together.
in
the
Niemeyer
of
divine
then
life
and
awareness
g r o u n d , " holds
justifies
an
the
of
polity
authoritarian
universal
assumption
as
the
organ
of
of
is
hostility,"
191).
"pertain
to
consciousness
and
to
the
is
representation
subject
the
area
and
the
general
to
of
"laws
complex
divine
that
is,
"uncritical
of
public
vox populi."
of vitality"
tensions
ground,
relation
the
psyche
things
that
between
and
nous,
mutable
to
eternity (193).
Quoting Aristotle,
best part
of
us
Niemeyer
. . . whether
says
it
is
the
participation
The
in
edifice
the
of
the
nous
is
"the
itself divine,
or
divine
ground
political
. . ."
(Niemeyer
195).
order,
says
Niemeyer,
ground"
(196).
person
constantly
thinking
55
in Niemeyer's
ideal society.
Human beings,
and
the
attractions,
The
balance
the
two.
" p s y c hol og y
unified
intellectual
of
feelings,
e l e men t
"vital
power"
memor ies ,
and
of
hopeful
m utu al
impulses."
friendship
is
"the
rightly
ordered."
To
have
political
everyone must be
the
for
divine
and,
the
sake of
the
Carrying the
thinking
says
mean
that
existence
further,
he
"friendship
and
cements
eng e n d e r s
that
the
"open to
divine, open
to
critique of critical
political
an
community
entity
wis h
to
aspirations
of
political
preserve
it,
centering
".
. man's
orientation
towards
the
56
divine and
love of that
Between
198).
Thi s
consciousness
similar
fi na l l y ,
enjoyment
Niemeyer
"the
vehemently
ci v i l
give
lack
the
these
attitudes,
existence"
modern
(198).
( "modern
d e - e m p h a s i 2ing
"human
These
and
existential
theologies
merely
propositions
virtues
of
writings,
and
religion
postulates
communal solidarity,
In
f or
th e
followed by group
and
common
in the divine."
ideological
"totally
of
deplores
theologies")
participation
judgments
of
Niemeyer
t ha t
friendship,
(200).
argues
for
State
every thought,
with
participation"
polity.
is
towards
soul
God,
not
agreeing
says
to
without
of
the
the
the
notion
god
of
idea
tension
as
he
the
of
does
"divine
of
that
the
every
of the person
'sensorium
not
(atheists)
a
if not in
well-being
qualification
soul
meaning that
recognizing a
with
theocrat's
. . . knows the
and
transcendence',"
ruling
inimical
Niemeyer
"individual
persons
the
every appearance,
of
acknowledge
and those
transcendent
not
entity
57
When
the
practice
legislature
"every
teachers,
Christian
such as Moslems,
violating
the
law
theocratic mandate
Yet,
to Niemeyer,
because
says
by
school
virtue,
Jews,
refusing
to
it requires
abide
would be
by
Statutes
legislature would
the teachers
shall
non-Christian
or atheists,
(Florida Revised
the
teachers
be
that
233.09).
"righteous11
to participate in his
e x tan t
A.V.C.
law
evidences
the
Florida
claim that
"people
his
a pp a r e n t
wish
t ha t
e ver y o n e
should
characterize
totalitarian
to
his
view
theocracy.
ideology,
advocacy
program,
and
lead one
to believe
Athenian
democracy
His
of
subscription
that
Niemeyer
avoi ds
an
avowed
ideal
philosophy
in
Aristotelian
he
would
as
polity
staunch
to
insofar
participating in a divine
Yet,
of
be
having
as
opposition
the
A.V.C.
ethics
might
comfortable
everyone
with
equally
using
the
word
"democracy"
in
58
discussion
understanding
why
authoritarianism
thinking
of
in
the
democracy
Niemeyer
while
useful
really
claiming
D.O.E.
is
to
program
argues
support
and
in
for
critical
why
other
The opposite
of
an
authoritarian
workplace
That is so if
The way
Both
F.E.A.
about
the
D.O.E.'s
curricula
why
policies.
emanate
societies
To
from
exist
elucidate
political
and
this
they
and
Niemeyer's
who
should
lies
the
decide
helps
characterize
use
economic
philosophy
statement, it
ideologues
A.V.C.
Ideology
to
the U.S.
philosophy
59
that goes
D.O.E.
economic
indoctrination program.
material
refers
to
the
The
U.S.
as
of John
Locke.
However,
the
philosophy
of
people
should
concentrates
behave
heavily
m e ntioning democracy.
about using the word,
starting
D.O.E.
point
for
on
the
economic
in which
is
the ideologues
politically.
Aristotelian
D.O.E.
system
Niemeyer
ethics
without
the
phi losophy
of
the
minimizes
its
ideology.
Th e
D.O.E.
itself c o n s p i cuously
references
author
the
on
"Liberal's
A.V.C.
faith
calling
the
230).
Others
is
U.S.
in
only
on
reading
that
list,
'democracy'"
a
republic
list,
a conservative
sa y s
and
insists
(Meyer,
like
J.
that
the
upon
"Consensus"
Edgar
Hoover,
as
contrasted
the
democracy (Hoover
"principles
epitomized
320).
in
of
its
Constitutional
National
Communism
"democracy"
Government
Constitution
but
. . .
is
to
as
(Florida
60
Statutes
233.064(a)).
The
Declaration
of
theoretically
within Americanism,
may
find
Independence
"democracy."
"democratic
but Americanism,
itself,
processes"
is not
D.O.E .
references
adopted
to
social
textbook
"democracy"
program.
studies texts
list
appear.
do
on
the
copious
Magruder's
American
(M c C l e n a g h a n ).
democracy
mentions
and
representative
power
people as electorate.
directly.
As
used
and
republican
same thing"
to
use
D.O.E.
the
representatives
of
the
of
and
"To most
Americans
representative democracy,
government
generally
mean
the
(McClenaghan 28).
Democracy
different,
Magruder
republic,
form
claim
by
are
who
text
In
in
those
t he
between
democracy,
direct
the
republic,
debate
discussing
that
the
Besides
and
and while
terms
doctrine
republic
conservatives
they
when
are
it
are
disagree
united
comes
to
philosophically
in
the
about
when
supporting
participation
the
in
61
Niemeyer's
divine
list calls
it an
people
"subject
"Consensus"
order.
One writer
"organic moral
to the
14-16).
effects
This
theory
the
democracy and
classical
views
of
several
A.V.C.
is
bibliography,
of
but
of
republic,
by
on
third
by
by
(Meyer
despite
the
exploring
second,
writers
and,
sin"
support
first,
book
governed
original
clarified,
conservative
the A.V.C.
order"
unity
division over
on
with
the
the
D.O.E.
what
other
describing
the
emanates
from
tyranny
economic classes.
classical
democracy
culminate
of
with
and
Plato
warring
The
among
the
intense preparation.
State
leaders
must
endowed
begin
with
Training
from
the
youth
common
person
does
not
and
philosophical
says
the
republic,
have
(Plato
role
in
consigned
accordance
his
or
her w o r k
in
with
training
and background.
Aristotle
based
on
mentions
strict
five
types
eguality--the
poor
of
democracy:
having
the
one
sa m e
62
government;
another
where
according
minimal
p roperty
to
magistrates
are
elected
qualifications;
third
and
the
decree
to
the
is
government
subject
majority
to
rules
occurs
the
in
law,
all
a fourth, where
only
if
and,
finally,
respects
one
and
is
rules
one
by
The type to be
band
constitution
must
work
sense,
(the
its
together
partnership
way
to
participate
in
in
being
the
perfection,
the
divine
community,
or,
ground
State),
in
or
which
Niemeyer's
of
being.
(Aristotle
community,
that
1880a).
is,
Wh e n
every
every
citizen,
people's
he can)
practices
of
the
virtue,
(1276b
behavior.
m ember
30).
State
Upon Aristotle's
This
is
coordinates
notion
of who
classical
democracy,
democracy
quite
program.
compatible
63
Aristotle
to
take
in Politics
part
administration
citizen
of
in
of
that
says,
the
any
has
the power
or
judicial
deliberative
state
state"
"He who
is
(1275b
said
19).
by
us
The
to
be
virtues
of
freeman."
can be
citizens,
for
to
citizens
w h o are
cannot
Not
all
consider
necessary
to
people
all
the
those
existence
of the
be
citizen
Aristotle
in
or mechanics
democracy
says,
"No
man
one
can
and
were
and
the
must
be
practice
opportunity
present
political
concepts
of
system
democracy,
it
is
is
(1278a 2).
laborers who
(1278a 7-10).
virtue
to
rooted
in
understandable
constitute
proportionate
of
a tenet
of
not
power
Aristotle's
do
is
is
Niemeyer
who
attain
are barred
legislature.
but
(1278a 20).
workers
not
To be
virtuous,
"we
state"
"like a
arguing
part
for
of
why
wage
as
they
Florida's
democracy
and
classical
democratic
theory.
His
64
concept of a person's
role
in
society
is
founded
in a
process
demonstrated
and
"...
is a matter
but of participation
participation
in
not
in the
the
not
that Socrates
God
Socrates was
. that
saying
but
order
by
man
political
".
but
of wealth
order
concrete
of being
reality
as
of
the
that
success
well
as
A the n s , "
and
is
213).
. .
to
(Niemeyer,
Niemeyer does
neither
republic
nor
democracy
is
enough
to
Socrates'
de
Toqueville,
the
often-quoted
critic
of
ideas
program.
democratic republic
shaping
De
the
Toqueville
. . . had.
thinking
states
".
behind
.
. . sunk deep
...
the
if
into
the
a more insufferable
65
despotism
would
absolute
(not)
monarchies
prevail
of
. . .
Europe"
(de
in
any
Toqueville
"studies
above
the
these,
are
of
this
average
coupled
capacity
with
"uncritical
nature
in
(of
the
ways
(150).
myths,"
123).
are
far
Views
assertions
of
the
but he says
philosophy)
of men"
Niemeyer's
of
that
help
like
people
show
the
De
Toqueville
said,
"Fixed
ideas
Program
about
God
and
liv es ."
justifies
the
authority.
doubt
and
gets
half
151).
de
Religion
system
and
is
necessary
establishes
the
because
it
principle
of
of
paralyzes
the
all
higher
the
powers
others"
of
the
intellect
(de Toqueville
ISO-
Toqueville's
statement
would
justify
Niemeyer's
function in society
create
states,
his
"Man's
own
well-thought-out
nature,
created
good,
order.
Niemeyer
has
vitiated
been
66
by
his
sinful
opposition
to
the
Creator
. . .
218).
humanity
D.O.E.
depends
principle
of
merciful
God"
respect
for
(Florida
one's
said
that
"The
country
2)
comes
in daily Bible
in Masters
essence
saying
l ov e
and
"children
and
(5).
A.V.C.
faith
dogma
stands
behind
the
that
and
that
our
view
living
and
when
(Niemeyer
t he
"a
the
of
the
that
from
reading"
of D e c e i t , on
very
by
comes
State
Niemeyer's
religion
dignity
a return to God"
reflects
upon
human
teachers engage
Hoover
a yearning,
J.
Edgar
book
list,
in democracy
(Hoover 320).
authoritarian
S.
Meyer,
libertarian
Me y e r )
for
the
transcendental"
the
itself.
human
(a
also
type
on
of
"confusion
A.V.C.
conservative,
of
the
authority
God
that
Nineteenth
century conservatives,
institutions
faults
according
temporal
suppresses
of
authority
list,
with
to
the
authority
the
book
of
"the
and
God
truth."
and
sacred
(emphasis
while
of
aura
freedom
"the
included)
"They respected
truth,"
of
and
divine
gave
human
authority."
67
Classical
liberals
were
not
aware
of
"the
reality
of
All
(Meyer,
conservatives,
or explicitly,
.
faith"
based
says
"transcendent dignity
"The
Common Cause"
Meyer,
accept
16-
implicitly
the
existence
of
immutable
to
ideology
immutable
laws
a re
reconstruction."
dogma
of
means
not
"the
susceptible
Ideology,
"ordered
th a t
then,
liberty"
but
is
the
ideas"
The
existence
to
of
ideological
not
the
attempt
(Meyer,
existing
to
change
"Consensus"
230-231).
Hoover
democratic
meaning
f ai th"
that
independent
sy s tem ,
refers
to
(sic)
transcends
of
one
any
belief
such
of
the
"aspects
as
"belief
that
any
manmade
system."
system,
and
diametrically
of
lif e
o ur
has
It
a
is
"outlasts
any
such
opposed
by
the
problem
for
every
patriotic
America.
If allowed to develop,
of
(Hoover
life"
320-321).
"Out
man
and
woman
in
the
deep
roots
of
68
religion . . .
(330).
Hoover hypothesized,
a little time each day,
the
communist,
in
studying
the
late
between
F.B.I.
director,
democracy
or
Bible
making
ever
humble
Toqueville,
faith,
in
republic,
Hoover
the
service
remarks
real faith.
. . .
at
and
basic
and culture?"
distinction
restates
Niemeyer's
of
the
t he
by
a ny
time demanded
government
not
spent
vigilant,
God. "
end
"All
strong,
Echoing
de
we
is
need
America will
(emphasis included)
Th e
thinking
behind
how other
(Hoover 334-337).
the
reference
man
conservatives
to
lives
Judeo-Christian God,
conscience.
of
liberty
by
authority,
existence is possible."
ideology
of
is representative is elucidated
widespread
argue
that
religion
indeed
no
without
form
of
some
human
the
having"
(Kirk
23-2 5) .
Liberty
is
69
j ustifies
the
Republic
by
referring
to
"a
and by
saying
of
civil
"the
philosophical
order was
rooted
moral
in the
and
(Kirk,
structure
Christian
37).
u n d e r s t an din g,
faith,
Faith,
e xp la i n s
our
not
in
rather than
and
justi fie s
with
trusted,
to
M.
Stanton
authoritarians
and
wa n t s
"to
Evans,
in
the
that
conservative
people
restrain
the
cannot
be
destructive
(Evans 74).
"sin"
"Fall"
in
supporting
inherently
evil.
this
of
vie w
writer
Ortega
Evans
"human
y
their
has
little
nature."
Gasset,
claim
Evans
that
people
disagreement
Quoting
says
are
about
conservative
that
people
are
The
freedom
granted
by
higher
authority
gives
(69).
70
Religion
rationalize
and
the
faith
are
impose
re li g i o n
In
says
the
that
"from the
and
to
principle
of
The
Florida's D.O.E.
the
acknowledgment
frequently
system.
pronouncements
Florida,
recognition
upon
political-economic
abound,
leaders.
called
A.V.C.
of
of
man's
made
living
by
immortal
E xa m p l e s
nat ional
handbook
dignity
and
soul."
to
is doing to
curriculum
individual
Ideology
comes
merciful
God
Further
on,
fight
against
the
com m u n i s t
it is a battle where
in
of faith"
fighting communism,
"is that
Christianity
is the
official
religion
in Florida.
" . . .
Statutes 231.09(2)).
the Bible
in
1963
and religion,"
ruling
to the
"permitting study of
and where,
contrary,
(Florida
the
U.S.
"The
Supreme Court
school
board
71
may provide
purpose
that
of
silent
effect in 1988"
brief
prayer
or
for
meditation"
".
was
. the
still
in
period
on
injection
na tio nal
level
of
religion
reinforces
into
D.O.E.
philosophy.
Reagan
that
said
influence
moral
on
order
morality
are
morality
the
the
state,"
is
religion,"
is
religion
are
because
sinners
only
can
",
that
inseparable."
necessarily related
Church
church
the
U.S.,
was
he vowed
remov e
its
President").
the
not
"focus
. has
.
had
. the
"...
Because
"rel ig ion
strong
bedrock
politics
the
and
foundation
of
are
the
those
humble
enough
democracy
trying
".
and
of
politics
bring
that
".
and
to
theological
the
admit
they
tolerance
it
establish
. .we
to
poison
religion
in
the
society
when
we
("Remarks
by
underpinnings"
evil
in
the
modern
w or ldd ."
several general
(Clines)
synonyms for
"Satanic."
Besides
the persistent
72
the U.S.
currency is
Trust."
" U nd er
allegiance
political
in
God"
the
and
constant
was
1950s.
economic
reminder that
put
int o
Faith
as
policy
the
a
"In God We
pledge
of
rationale
carries
for
far-ranging
Reagan's
communications
director
is quite unequivocal in
In a column
of
G o d l e s s n e s s ,"
theocracy.
he
calls
the
U.S.
"The Crisis
"a
supposedly
imposed upon
others
"The
salvation;
upon a hill."
of
they
morality,
asking,
the
only
can
do
prescriptions
for
set
For that
and
"Whose
contain
society,
m orality
country
the
is
is
"Religion
the
this,
never
to
cease
basis
and
is the
root
law."
In
Buchanan
says
of
anyway?"
the
you will,
possible,
to our
a godly country"
Conservative
policy
conservative
struggling until
to
image
of
we
have
conforms,
as
society,
if
good
(Buchanan).
makers
create
and
sustain
Such
73
conservatives
hold that
the
those
religion
inseparable
that
as
setting
(formulating
up
the
ideas
from political-economic
majority
of
people
critically
are more
likely
rather
than
make
to question
to
out
of
program
faith)
decision-making
decisions
D.O.E.
based
is
and
on
Individuals taught
rely
social
faith
alone
arrangements.
The
upon
efforts
to change
In
political
science
expressions of rights)
(Dye).
This
freedoms
terms,
as opposed to liberties,
distinction
(as
resulting from
Ideology
or the
constraints
introduces
s om e
very
the
from
t he
power
outside
st a t e
The H.U.A.C.
to
act
the
comes
from
society,
determines
and
the
natural
in
the
limits
With
rights
case
of
of
human
74
natural rights,
deity and
defined
not liberties.
cannot
by
be
human
Freedom is granted by a
questioned,
society,
whereas
can.
When
liberty,
the
being
Constitution
and not
their
"natural"
god-
"freedom"
and
given f r e e d o m s .
The
D. O.E.
literature
"liberty"
as
synonyms.
theories,
however,
the
obviously
that
political
of
In
treats
the
application
definition
of
these
science
of
as
Freedom
their
terms
is
discussed
in
is an inherent
natural
from the
and
derived
deity.
society's
from
Liberty,
definition
source
on the
of
outside
other
a person's
hand,
right
It
society,
represents
to act within
Declaration
granted
by
revolution,
defined
t he
and
of
Independence
Creator
rights
permissions
to
of
are
the
act
freedoms
Constitution
granted
H.U.A.C.
lists
freedom
of
worship
(i.e.,
right
granted
by
God).
freedom,
however,
becomes
in which
by
as
The
the
a
the
rights
justifying
are
legally
State.
natural
exercise
of
The
right
that
75
the
State
defines
theocracy,
to
is
acceptable
god
religion
and
no
becomes
other,
the
religion.
In
particular
practice
what
Freedom
becomes
the
"freedom"
"l ib e r t y "
to
to
behave
the worship of
indistinguishable
from
to
that
liberty
allows
critical
thinking
and
resulting
In an oppressive state,
little liberty,
thoughts
by appropriate
deeds.
leadership
with
liberties.
Religion
acts
as
convenient
curtailment. On
liberal
because
of
one
hand,
that
theocratic
advocacy but
excusing
regime
is
autocratic
in
on e
sophistication
agency uses
in
t he
not
f i n d t hi s
D.O.E.
program,
degree
because
of
that
authoritarianism
restricting
does
exists
both,
as
because
in
of
religion's
legislating
role
morality.
the
in
If
76
students
are
ideologues
certain
to
would
think
like
bounds,
theocracy.
references
to
However,
interest
and contradictions
must
them
those
in
so
set
by
its
by
only
underpins
freedom
the
A.V.C.
and
the
must
critical
emphasize
curriculum
faculties
the
of communism"
"evils,
the
polity
ideologue's
and
discussion,
is
not
that
the
it. No process
conclusions
As recently as 1987,
enterprise"
."
fallacies
A.V.C.
13-14).
statutes,
the
U.S.
of
of
of
real
are
iterates
economy provides
the
is
program
implied
predetermined.
that the
"the highest
thinking
lip service is
analysis
instruction
faith
circumscribes
of
even though
the D.O.E.
that
critical
aim
critical
Program
view
liberty
promotion
when
(Florida State
according to
D . O.E .
philosophy
paid to
repeated
the
of
within
Niemeyer's
Given
program's
and
learn,
t he
do
demonstrated
"critical"
teachers
Students
have
as
is
to
such
This
critically,
"free
standard
77
it
should
be
defended
against
all
others
(Goddard
et
a l . , CH-310 35).
The educational material thus defines not only the
premise to be studied but the conclusion which must be
reached. Any debate under such circumstances has to be a
sham.
Even
the
which
provides
marketplace
criteria
the
are
mo s t
prescribed.
goods
a nd
That
is
se rvices
best
in
the
obvious
flaws
weakness.
However,
society's
efforts
citizens
that are
Florida
Schools,
in the
there
to
human
are
program to
issues
achieve
the
either
dignity
its
in
any
for
its
lives
consideration
directly
or
in the
tacitly.
The
s ugg es ts
that
know
involved
best
eliminated from
D.O.E.
to think
the
st an d a r d s
system must
and act
for
include
accordingly
in
the workplace.
but
critically
thinking
and
making
decisions
have
the
is made
freedom
throughout
the
student
the
will
instructional
program
have
choices
to
make
78
when
he
has
graduated.
To
teach
that
he
will
have
the
It would be
is not a choice
at most
example,
nor
for
machines.
the
are
His
positions
parts
freedom to
employers
service
man y
choose
offer.
otherwise
his
work
Steel
important
critical
exceptions
c ho i c e s .
to
major
the
is
limited by
have
few
opportunity
part
for
reparable
workers
stations,
of
t he
to
make
ideology's
making
operated.
centers
services,
The
pursuing careers,
When
the
work
position
the
some control
up control
they
did
is
not
to
be
enterprises
version
choosing
of
free
goods
an d
sell
CH-310 33-34).
the
workplace,
to
they
participate
in
established concern.
over one's
what
or how
opportunity
for an already
that
about
encounter
meaningful decision-making.
must work
what,
{Goddard et al.,
students
without
about
curriculum's
primarily
often
decisions
be
choice
in
help
lives
define,
(Bowles
Taking
they
90).
give
a
up
Giving
waking
79
hours
is counter to the
idea that
one
should think
and
individual
is,
as
the
D.O.E.
admits,
"free
on
one's
consider
D.O.E.
as
Dignity
thoughts,
a
divine
translates
this
or
also means
the
being able
freedom
right
becomes
into
political
conservatives
meaningless.
terms,
to
that
The
is,
permeate
D.O.E.'s
".
the
workplace
ideology
of
. inalienable
(Florida
Americanism
rights
. .
State
says
. are
. .
4).
The
that worker's
. freedom
to
(65).
free
liberal
enterprise
possessing
system
is the
ideology
property.
difference between
right
economics,
is
For
capitalist
to private
upon which mu c h of
based,
the
freedom depends
D.O.E.
system
and
ownership of
a
a
central
socialist
productive
80
property.
"This
privilege
is
based
on
the
belief
that
their
33).
business
efforts"
(Goddard et
al.,
CH-310
32-
John
Locke,
opined
".
liberal
. . it is very
difficulty,
Property"
how
Labor
political
economist,
could
first
begin
any
title
of
views
go
(Locke 344).
Ho w e v e r ,
further
classical
than
arguments
the
implications
what
in
the
favor
D.O.E.
of
of
Locke's
intended
property.
in
In
adopting
casting
his
aside
of
applying
labor
labor,
to
as
how
Locke's
a
critical
enterprise"
views
worker
m ay
thinking,
treats
the
on
benefit
help
dignity
property,
of
insofar
through
explicate
the
as
mental
how
"free
individual
as
said
or
those objects
that
life,
in order
his
her
into useful
things.
When produced
society,
(Locke 330-332).
Aristotle,
involves
to
or
objects
mixes
with
to
worker
Life,
transform
solely
if one is
individuals
being
81
per so n's
questions
ide n t i t y
concerning
is
compensation,
lost.
property
and
Th ere
part
exist
"rights"
of
m an y
which
are
about
them
could
lead
to
questioning
of
the
resolves
itself
into
having
the
disposal
An equally
va l u e
can
be
of
(Marx
found
in
an
it e m
in
the
bus ine ss
you will earn more from his labor than you will pay him
in
wages"
("Honesty
Testing"
71).
Gerhart
Niemeyer
(Niemeyer
employer
accumulates
wealth
as
result
of
mixing
any more
automation
worker's
than
and
the wage
he has
concurrent
responsibility
for
received.
d e m a nds
the
to
product
Increasing
in cr e a s e
the
suggest
that
82
surplus value
should be
continued
topic
for
critical
thought.
The
central
quality
is
how
Niemeyer
says,
question
freely
"Those
have
s om e
However,
says
the
power.
of
an
economic
person
who
undoubtedly
he
of
may
collect
power
in
political
think
it
the
and
[surplus
social
system
critically
surplus value.
thinking
w o rk er
who
value]
mitigates
does
that
the role
not
collect
act.
system."
sake
system's
argument,
let
us
assume
but
for the
that
they
receive
thing
left
for
appropriate compensation.
After
worker
after
decisions.
Both
life
domain
compensation,
as
labor
Yet,
this
power
is
employer.
how
does
only
is
taken
the
along
ability
with
and property
are placed
under
soon
individual
becomes
as
the
the
the
content
Even
one
if
to
labor
the
the
make
power.
employer's
an
employee.
which
worker
reconcile
is
the
is
determined
adequately
admonitions
by
the
compensated
to
think
83
You
say
Effectively
participate
existence will be
what
speaking,
in
the
will
by
do
not
like
with
being
decision-making
"You
for
my
eight
t im e."
allowed
process,
to
part
of
gets
e xcept,
material
benefit.
less
but
the worker
think
nothing
perhaps,
compensation.
Workers,
as persons.
and
act
has
agreed
in
the
return
the
Denying
is
up
some
for part
of
that
for
employer's
the worker
critically
give
opportunity
Existence
in
to
reduces
eyes,
the
that
such
control
over
workers
has
receive
someone
else's
are
worth
opportunity
person
to
to
to
the
An employer
access
to
the
to
politics,
what
the
participate
ideology
equally
the businessperson
has
says
with
an
about
everyone
advantage
person's
else
by
in
being
Because of this,
the
the
workplace
into
the
in decision-making
political
arena
(Greever
84
holder
people.
a
has
a greater
In the U.S.
function
Gintis
of
have
existence
system political
wealth,
as
argued.
Domhoff,
This
can
status
than other
power normally
Mills,
be
The
is
Bowles,
explained
and
by
the
power
to
make
decisions
ability
to
direct
one's
(Florida
of
State
4).
self-control
Employers
in
exchange
political
w e a lt h,
power
deny workers
for material
which
in the
case
activities
as the D.O.E.
society
is
own
in
lives
or
is
has stated
this
ability
compensation.
is represented by
facilitates
of
also
financing
access
to
campaigns
or
buying office.
Political power often means that
a person wielding
amount
of
wealth
is
evidence
by
government,
the
imposing
authority
accumulation of
that
of wealth
those
government
An
contrary
in
Greever,
t he
to
is effectively
possessing wealth
(Bowles,
often
Domhoff).
workplace
and
85
d i s c o u r a g i n g w o r k e r p a r t i c i p a t i o n in d e c i s i o n - m a k i n g
often are the same ones who serve often generously,
boards
a nd
c oun cil s
consciously
injecting
they
make
but
and exclude
can
find
bias,
recommendations
democracy
D.O.E.
advising
the
it
would
which
workers
D.O.E.
in
as
be
Without
natural
effect
citizens.
on
that
advocate
Thus,
the
at
the
same
obedient to a theocratic
time
order.
to
make
them
more
A primary purpose
for
and
economic
systems
of
their
country,
that
D.O.E.
curriculum presents
system,
the U.S.
philosophy.
social
failure
a distorted view
reality reinforces
to
talk
about
the
likely
thin k
critically
about
their
society.
The
next
CHAPTER SIX
IDEOLOGY AND SOCIAL REALITY
THE D.O.E.
Despite
think
th e
D.O.E.
critically
and
claims
that
students
philosophically,
the
should
conservative
person
is
not
philosophical
and
as Niemeyer says,
cannot
come
from
men
should
"...
under the
sun
or
from God"
accept
what is new
nature
but
only
argues that
A work
force
than
critical
which
reasoning
has
been
tends
to
(Florida State
taught
be
faith
docile
and
rather
easily
grammar
school
"decision-making" means
at
solution
to
is
students
learn
no
especially
suggestion
that
CE-131
clarified
3,
passim).
further
The
in
role
high
86
while
of arriving
by
giving
decision-making
that
(Goddard et
of decision-making
school
in
is
that
87
organize
and
direct
resources
opposed
to
Vocational
making"
labor"
(Goddard
et
orientation materials
a l .,
CH-310
say that
"decision-
worker
performance
and
not
to
establish
8).
to
the
improve
workers'
too
much
bei ng made
supervision,
to
bring
labor
of
into
labor's
("Management-Labor").
problem
and,
establishing a
such a condition
although
management
exclusion
Half
the
critical
attempts
levels,
solution
thinking
to
the
program
or
reality
upon
a ph il osophy
beneficial
to
those
that
in
reinforces
power.
Further,
on
provides,
system
is
earth
rewards.
because
teaching
a
way
If
of
the
obedience
to
"free
quantity
to
sustain
enterprise"
those
the
of
is
goods
controlling
Florida
the
it
the
legislature's
judgment.
Florida
the
U.S.
students
workplace.
learn
All
how
of
to
the
behave
following
properly
in
nationally
88
used materials
schools.
used
have been
found
in
"job
survival
parameters
are
publication
calls
skills"
clearly
a
booklet,
"...
in
Florida's
frequently
t he
described
"no-nonsense"
workplace
what
style.
The
that
teacher
frequently
(Dresner 4).
are
The students
requirements
for
the
job
wishes
for
job
create
the
motivation
workplace.
has
19).
The
student's
career
goals,
and
stability
become
assimilated
security,
to
appropriate
contribute
(Dresner
skills,
towards
worker
likes
and
to
do
into
for which
cooperative
contentment.
the
he
attitude
Hardly would
however,
comfort
carries
tempers
double-edged
criticism or a desire
attain
that
demanding,
sword.
happiness,
condition
not
for
Too
change.
workers
often
tolerated
by
become
workplace
s u p e r vis or s.
It's
Up
flexibility,
assertiveness,
to
You
says
the
workers
cooperativeness,
and
decision-making
should
have
dependability,
ability.
The
last
89
does
not
mean
that
decision-making,
the
workers
suitably.
necessary
These
for
smoothly.
should
t he
participate
conditions,
elements
are
political
democracy,
do,"
precisely
taught
economy
or
more
but
rather
defined
by
. person
decisions.
who
. . . "
gives
function
by superiors, managers,
who m
the
what
(Dresner 19).
comes
to
"The
by
But,
makes
such
more
authority
Ranking is done
employee
Decision-making
not mean
example,
instructions
worker
being
He has to make
of
to
the
as
"choosing
and otherwise
participatory
in
is
occurs
beholden
within
in
varying
degrees.
carefully
defined
structure.
To
what
succinctly,
decide
if
end
is
decision- ma kin g
the question
someone will
is:
be
directed?
"How does
a good
the
In
the
director"
it
is
answer
portion
states,
much
easier
of
"If they
for
me
the
booklet,
have
to
if
W hy
are
(Dresner 92)?
the
definite
see
interviewer
investment?
More
they
"personnel
career
will
goals,
fit
in
90
here."
If
they
future,"
they will
money
is
what
they
are investments
spent
in
want
so the
The workers
and
. know
in
their
interviewer
(Dresner 92).
training
them.
Employees
are
they
In
should
be
happy.
mock
interview
in good working
order,"
.pa
the
an
with
keeping the
indication
employee
of
(Dresner
117).
Nowhere
does
the
unsettling
question
arise
about
produced,
surplus
who
should
shall be distributed,
to be where it is.
as s ume d
the
idea
of
how
the
or how the
productive
situation got
existing
decide
economic
order
of
it
is
private
place.
levels.
In t e r a c t i o n
subordination,
among
th ose
or
levels,
keeping
save
to
do,
is
discouraged.
for
the
upper
Workers
wi t h
less
91
learn where
the job.
among
they
find
specific
information
"supervisor,
co-worker,
and
no
on
should choose
one"
(Knox
33).
Quickly, the student discovers that one does not ask the
supervisor where the restrooms are, how much
weekly pay
(much
how
the
former
is
liked.
may
associate with
teacher does
This
latter
appears,
not
to
lunch with
sit
comment
down with
is
not
for
some
school
significantly
from
the
teachers
to bosses,
other
as
Special
people
the boss
employees,
student
extraneous
st r u c t u r e s
workplace,
As
if
do
one
so the
(Knox
as
33).
it
not
first
d if fe r
likens
the
to paychecks,
the
and the
bells to timeclocks.
When
the
student
graduates
from
school,
he
meets
92
boss
enters,
carelessly
allows
cigarette
ashes
to
orders Mike
when
Mike
to
clean
criticizes
them up.
the
to
wrong"
talk
back
to
the
help
in
saying
"Young
There
boss,
have
even
when
In a recent
mainta in ing
report
industry,
readers
learned
and white
collar
employees
how
Computer-generated
structure
it is not
the
boss
is
apologists
in
the
vocational
editorial
admitted
work
traditionally
of
w o r ki ng
reports
systems
in U.
blue
under
"are
S.
collar
the
and
be i n g
to
("Management-Labor"
for
U.S.
industry
confirms
material.
that
"In
situations
expected
technology
even
used
form
the
workplace
course
straitjacketed
pay
or under-skilled employee
What
"millions
performance
piece-rate
on
are
many
gets
(Anema 53).
workplace.
happens
demand,
boss
Bosses
to
The
to
the
A
the
norms
1984
auto
what
actually
taught
Business
industry,
elsewhere,
do
say
124).
they
Week
as
workers
are
by
told
in
are
and
93
leave
the
thinking
to
the
boss
("Management-Labor").
dissent.
business
quotas
Nothing
community
tend
in
to
the
encourages
stifle
basic
the
critical
values
thought
held
sharing
of
by
the
authority
with workers.
Central
private
to
businesses,
economic values
of
shaping
their
Institute
and
D . O. E.
their
W or k
curriculum
purpose
to human resources"
professional
for
the
Learning.
"adding
is expressed by one
organizations,
and
of
are
In
its
the
National
recent
study
the institute
says:
The bottom line for all activities associated
with these functions is whether, collectively,
they
produce
material
re sp e c t ,
trust,
reliability,
and demonstrated results mee ti ng
the s p e c i f i c n e e d s of i n d i v i d u a l b u s i n e s s e s ,
higher educational
institutions,
and adult
learners. (Gold 14)
Learning
system.
skills
society.
needs
First,
while
are
articulated
students
developing
must
be
within
motivated
positive
certain
to
acquire
attitudes
towards
. . linked in
94
the
l earner's
opportunities
society.
mind
to
in the
Improved
relevant
immediate
motivation,
and
the
people,
community
in
anti-social
behavior
programs."
places
need
turn,
for
a nd
instill
other
the participation
citizens."
In
of
employers,
producing
cost
remedial
and
To do this
workers,
effective
both
democratic
larger
reduces
costly
and
and
"labor
for labor"
every
training
students.
socialized,
and
Workers
must
"positive,"
be
while
kept
motivated,
social
ord er
is
shown
does
workplace.
above,
"democracy," as
used
by
it
usually
impl ie s
that
the best
goods
making
and
enterprise"
the
system,
specific
to
find
better
system work.
according
needs
of
to
w ay s
The
worker's
such
individual
of
words
businesses,"
run the
workers
consumer
the
central
as
business
"free
role
"meeting
is
that
in
the
of
a pool that is an
Rather
than
the
95
economic
system
the
workers
serve
other
major
Vocational
should
business
Association
only
help
groups
says
"the
that
private
say.
The
American
vocational
sector
with
education
a
suitably
(Paul 3).
sector
("Position Statement"
need
to
productivity
More
local,
state,
to
of
work
Vocational
education
also
decisions,
but
the
aims
economic
are
about
specific
attain
of
nature
only
business profits.
must
This
and
give
for
freedom.
words
special
Enhance
the
national
economies."
individuals
information
and
work
trains
opportunities.
people
enhancing
to
production
make
and
in a democratic
other
11).
society"
democracy
brand
of
("Position
must
contain
democracy,
by
of free
enterprise
Statement"
"free
3).
In
enterprise."
incorporating
the
96
"free enterprise"
back to the boss
workplace values,
is like
of
free
national organizations
enterprise
(as
type
programs
from
public
for
and private,
program
Free
Arizona
Enterprise
and
Act
is
Louisiana,
typical,
which
enterprise
courses
consisting
material
as
used
Florida.
students
in these
course
in
in
states
order
to
have
of
Like
must pass
graduate
as
exemplified
mandatory
the
those
the
from
same
in
free
high
by
fre e
type
of
Florida,
enterprise
school.
The
r e w a rd ,
militates
b ut
against
what
a
actually
critically
happens
on
thoughtful
the
work
job
force.
leave
authoritarian
workplace
" M a n a g e m e n t - L a b o r " ).
to
the
is
common
Freedom
boss"
show
(Anema
of
that
53,
the
Perl,
opportunity,
97
participatory democracy,
mere ideals.
In
addition
to
enjoining
deviant
behavior
sys te m,
discussed
above
features.
It
productive,
workplace
calls
is
for
system
will
lowest
w ag e.
hire
aggressively
workers
business
specific
everyone
as
person
selling
as
many
regardless
of
whether
Association's
material
with
involving
wil lin g
society
the
in the U.S.
orientation
competitive workers.
bosses
possible,
the
in
produce
gains
goods
by
services
as
environment
is
jeopardized.
statement
the
advantage
and
the
for
The American
indicates
that
both
3).
"Economic
Profitability measures
Freedom,"
competitiveness
"nature
and
couched
with
success
values
becomes
of
of
linked
opportunity
both.
private
to
the
( "Position
11).
the
productivity
of work, " a l o n g
Statement"
in
the
98
of
gauging
society
values
"democracy,"
beyond
thing
an
e con o m i c
critical
thinking.
success
In
using
if
the
the
term
"decision-making"
to
sys t e m ' s
do
and
say
merely
that
as
selecting
democracy
.pa
the
means
best
using
person
back
like
to
the
Dresner
boss,
(who
even
says
when
Mike
the
should
boss
is
not
wrong)
discourage
non-citizens.
workplace
Within
this
democracy
special
for
workers
democracy
is
terms
of
public
and
private
sectors,
b u ye rs
followers,
and
employers
distinctions
separate
participation
in
p a r t i c ip ati on ,
people
faculties,
and
people
decision-making.
especially
have
little
if they
are
leaders
workers.
and
Such
discourage
Without
need
and
for
told what
this
cri t i c a l
to do
all
the time.
It is consistent for students to be told that they
must follow orders blindly in the workplace on one hand
99
and be told,
a
democratic
society
and
they
are
U.S.
society
benefits,
is
not
they
provided
to
choose
should
be
or
to
most
shown
that
people,
businesses
the
Carmody,
opportunity
to
skills
when
working
criticize
do
not
those
that
fire
hazardous
system's
millions
workers
conditions
their
People
orders,
who
and
an
interest
in
be
scant
decision
should
not
have
run.
voice
say
from
This
maintaining
workers
should
they
and
if
have
ideology which
cannot
are
(Freudheim,
workplace
what
protest
happens
free
homeless,
ma king
in
the
says
the
how
the
private
to
involve
workers
in
making
decisions
from
lack
of
management
such
("Management-Labor").
support,
there
the
about
continued
Besides
problem
in decision-making.
is
However,
of
Even
Business leaders
100
are
thrust
into
highly
destructive
competition,
one
workplace
alongside
the
alleged
political
busine ss es,
can do,
but
such
from
as
efficient
the
en or m o u s
schools
are
thinking
caught
and
detrimental
economic
the
use
in
A
this
rigid
can
more
subtle
ways
recent
business
discouraged.
report,
critical
in
the
does
m ay
that
critical
U.S.
criticize
worker
instead
is
not
person
thinking
publication
contained
is
a
Intelligence,"
Times about
persuasion
Be i n g
like Mike
that
Fired,
critically
being
workplace;
Get
teaching
thoughtful
encounter
meet
in
well
someone
critically
Don't
Thinking
person's
system where
like
dilemma
p h i l o sop hy .
to
boss.
material
an
which
".
as
cited
article
. . psychologists
essential
academician,
intelligence,
an
and
"...
to
[who]
success
having
in
a
in
The
see
much
great
New
York
the
art of
of
life."
deal
of
101
each
other"
article.
according
makes
something,
has
The
namely,
than
psychologist
do
wit h
person
is
"...
success
the
of
philosophical
means
for
telling
and
an
in
ability
thinking,
the U.S.
earth.
academic
while
If
partial
are
students
something
truths.
sell
educational
does
unlike
with
the
skills do,
then
system,
correlate
it w oul d be
against
more
often
Florida
salespersons
ideology
establishments
not
critical
The
not
"free enterprise"
intelligence
sales
life."
to
militate
on
the
academic
academician,
selling
the D.O.E.
indoctrinating
product,
in
traits
salesperson,
not
to
quoted
(Boardroom R e p o r t s ) .
and
legislature
in
"...
virtuous
thinking
a
little
successful
productivity"
being
intelligence
What
to
that,
its
is the best
assume
with
that
success
logical
b ut
of
not to
salesmanship.
successful
D.O.E.
pro gra m
is
one
In turn,
can
convince
the D.O.E.'s
not only
learning
which
is
acceptable
environment
but
in an ostensibly
pattern
vital
to
objective
success.
102
that
perpetuating
join
in
citizen.
Many
says
those
the
workers
in
power
philosophic
are
tools
and
are
reasoning
to
not
be
used
for
competent
necessary
to
to
realities
which
demand
consideration
are
ignored.
in a democracy,
the
eff ec ts
flow
from
an
educational
program
THE D.O.E.
CHAPTER SEVEN
PROGRAM A ND PHILOSOPHY
To
teach
students
how
to
think
critically
about
The A.V.C.
and Free
serve
systems.
in
only
to
inflame
students
against
other
deference
Philosophy
approach
to
the
reputedly
is
defined
by
the
truth
in
the
ideological
D.O.E.
which
as
an
communism.
"attempt
assumptions
may
(Florida State
Ideology
of
is
defined
as
the
absence
questioning
to
be
18).
and
critical examination.
is looking for
philosophically
rather
way
to
teach
ideologically,
philosophy
in
we
need
order
to
teaching methodology
to
see
identify
and what
what
the
than
constitutes
current
should be done
to
D.O.E.
change
it.
The
D.O.E.'s
examination",
of
philosophy
and
and
references
"logic"
are
to
"reason,"
constitute only
not
synonymous
103
with
"critical
special parts
each
other.
104
Niemeyer
f au lts
ideologies
system
can
for
logically
be
be
In this way,
thinking
(Niemeyer,
constructed
holding
critically
with
ideas
merely
Between
great
a set of well
73).
deal
thought
A
of
out
or
open-mindedly.
The
person
assumptions.
major
problem
occurs
when
the
conclusions
D.O.E.
ideology,
but
that
diligent
the
"studying
communism"
the
in
curricular
closer
"critical, for
that
agency,
to
of
the
find
For
arguments
example,
communism"
evils,
(Florida
questions."
and
12-13).
its
students
raise
or
'no'
questions
of
are
contradictions
'yes'
one
anti
analysis
To the D.O.E.
"more than a
Students
that
material
means m ak in g a
"critical
means
over
examination
sustaining
fallacies,
State
focus
philosophy
Upon
views.
nature
prefers
critically.
effort
communist
it
the primary
is on thinking
finds
says
of
being
answer
so
the
" freedom is
denied
in all
phases
of
life
in
the
105
Soviet Union."
To
elicit presentation
of
this
concept
(Florida
State
14,
30).
Lest
about
courses
of
writers
structuring
an
al.).
text
One
activity
of
argument
defines
presenting
attempt
(Weddle,
critical
to
means
show
that
consciously
Scriven,
"reasoning"
the
reasons
as
in
Toulmin
"the
et
central
support
of
this definition
(Toulmin et al.
is that
Precisely what
"activity"
reasons?
it
standards
the
argument,
say
there needs to be a
of
often
is preferable to
number
claim,
nature
arise
and philosophy.
Philosophy
"reason"
the
confusion
Is
for
it
is vague
is involved
ordering
of
the
The problem
and
word
circular.
in presenting the
relationships
evaluating claims?
definition
13).
and
"Reasons"
setting
is used
"reasoning. "
This
in
is
less
circular
definition
"systematically
working
problem,
the
toward
toward
of
the
understanding
the matter"
"reasoning"
solution
of
(Scriven
of
is
a
phenomenon,
2).
Although
106
this
definition
captivates
a major
idea
in
saying that
as
to
the
definition
articulated,
found by this
invokes
this
mean in g
assumes
solution
or
of
an
can
"systematic."
once
exists
The
D.O.E.'s
when
that
constitute
support
mean
but
people
support
"reaso n. "
also
ca l l
are
one
selected
begs
from
Often,
but
way
pitted
that
constitutes
wants
the
can
be
Unit
students
able
question
to
about
(Weddle p a s s i m ) .
does
not
bases
used
to
other
standards
of logic
An
necessarily
of
is
ju d g e
than
what
support
beyond
the
and specified
(Feibleman 121).
incorporates
emotion.
against
emotion
and
is
regarded
humanity
arrives
at
consensus
(Scriven
2).
support
is
Resource
metaphysics
gets
it
being
standards
sometimes
problem
and
it
simply
exists
The
Support
Further,
truth
reason
also
argument,
of
that
"reasoning."
m eaning
is used
It
is
"Reason"
more
of
assumed
as
what
here
107
that
there
that
is
is
a human
totally
universal.
thought
divorced
Different
from
process
called
emotion
and
cultures
and
"reason"
that
people
of
it
is
diverse
any
single
logic
or
way
of
creating
to claim
logistic
among an
emotion
emotional
is
not
humanity.
such
an
Unambiguously
eas y
task.
Mo r e
to
overcome
combining
5).
with
(Fogelin 302).
reason
in
Reason,
to
P e r ha ps
philosophical
emotion
reason
is to
better
way
of
treating
"truth"
refers
even if emotion is
involved.
"universal
comm it s
To
one
to
say
a
that
there
position
are
not
unlike
truths"
religonist
How
108
close to a universal
agreement
a way
of
thinking comes
and
thinking
speech
"argumentation"
"good"
versus
enables one
".
and
truth"
Critical
better"
"debate."
"poor"
Neil
Postman
also
thinking,
(Scriven
f or
college
rubric
"how
to
of
what
is
to
"critical
critical
thinking
difference
Scr i v e n ,
13).
the
refers
that
the
means
in
Understanding
says
tell
taught
under
reasoning
. .to
and
is
departments,
or
thinking."
often
between
think"
(Postman
means,
"Critical
lies
"to
4).
reason
thinking"
means
arguments."
beginning
arguments
must
"whether
through"
One
The
and
basic
end
pass
of
an
through,
particular
(Toulmin et al.
principal
instruments
argument,
and
of
the
tests
argument
is
this
include
stages
for
the
checking
fully
reasoned
advocating
critical
23).
danger
of
falling
"neutral"
recognize
D.O.E.'s
prey
to
truths
with
the
that
proper
thinking
that
supposition
everyone
thinking.
after
that
there
necessarily
An
example
"critical
is
are
will
the
analysis"
109
"The goal
is
no
is the truth"
"truth"
intuition
but
or
objectivity
conclusion
subjective
one
argumentation
is
means,
emotions
means
for
som e
to
bias
at
by
12)?
T he
in
good
have
people,
even
if there
arrived
(Scriven
(Scriven 50).
and
but what
finally
supposed
says Scriven,
that
emotions
It is difficult to
in
computers,
for
the
How
one
selects
standards
biases.
escape
of
the
things
evaluation
to
are
be
used
analyzed
reflect
and
human
exclude
human
Even
thinking
that
feeling presupposes
"reasoning"
could
judgment made by
synonym
for
lack
of
emotion,
best
standards
maintained,
"reasoned"
danger
id eas
perspectives.
considering
thinking.
of
are
true
There
the
thinking
in
regardless
of
at
least
importance
of
history
history,
one
loses
reasoning
standards
in
denigrating
the
fare
the
opportunity
in
have
believing
are
F irs t,
often
critical
lurks
neutrality,
different
been
that
historical
pitfalls
in
in
critical
importance
of
the
seeing
contexts.
of
how
For
110
example,
Salem
witchcraft
trials
see
the
applying
second pitfall
a
way
of
seventeenth
involves
that
the
revolt
because
workers
U.S.
deterministic
it.
Each
and
from
is
from
standards.
The
Making
representative
people
nineteenth
a misuse
will
the
at
century
period
value
this.
rise
same
is another means
false
of
up
England
is
Invoking
for assessing a
judgments
contains
in
conditions
of h i s t o r y .
arriving
historical
arising
ev en ts.
undergoing
latter
and
situation
century
w o r k in g
historical perspective
social
consequences
social
they are
in
different
comparisons
Saying
that
social
explaining
historical
radically
possible
those
are
its
about
modes
and
involves
cultures,
and
history is not
texts,
standards
that
the
"supporting"
vary with
individuals,
other s u b j e c t i v e factors.
often a major topic in critical
Although
thinking
devote
thinking in historical
et
al.
129-135).
As
context
Toulmin
et
for
(Belth 126-154,
al.
ask,
"May
Ill
not people
in different
in
begin
history
from
cultures
different
course
quite
different
differently
(129).
in
Qualitative
adequate
support
for
or
at different
initial
presumptions?
of practical
cultures
assessments
of
not
claim
are
times
reasoning go
and
what
epochs?"
constitutes
alone
considered
literature,
thinking
texts
however.
As
one
writer
. the
ways
remarks,
can
authoritatively
reasoning,
along
presumptions,
with
"must
be
the
. . . have a history."
No
that
set
of
accepted
general
the
as
in
critical
which
s ay
a
of
kind
same
of
initial
authoritative
and
134).
that
constant,
open
critical
inquiry
is
arriving at ideas.
Broadly interpreted,
taking
varying
account
possibility
of
that
cultures,
conclusions
often
thinking
important
in
history,
are
and
laden
the
with
an
analysis
of
social
problems;
gathering
facts,
112
arranging
drawing
and
analyzing
conclusions.
the
meaning
Facts
can
of
be
facts,
and
gathered
in
and
critical
In gathering facts,
thinking texts
frequently
refer
In one text,
al.
63).
S tu den ts
documentation would
that
the U.S.S.R.
and 1953
was
is
skill
For example,
as k e d
necessary
"terror
(Toulmin et al.
statistics
well.
be
are
64).
kind
support
society"
the
of
claim
between
1949
taught
students
to
what
(Toulmin
in
critical
courses
as
figures
the
5000
years
men
war
1,245,000,000
list"
past
casualties.
men,
(Kahane 78).
women,
The
A
and
have
fought
14,523
case against
war
to
would
this
add
tragic
found,
such as
figures
from
the
Hiroshima
bombing,
113
By far,
courses
is
Part
the
of
the greatest
on
the
emphasis
analysis
problem,
says
in critical
thinking
of
facts
in
argument
form.
one
text,
is
choosing
among
logic,
empirical analysis,
156).
fallacies,
recognizing
appropriate
analogs,
bad
comparisons,
and
and
so forth
statistics,
assessing
One
the
text
has
of
would
living
not
is
low,
necessarily
(Weddle 98-99).
Students
quite
low
text
are
as
asked to
Some
the
low
quality
of
a section
income
living
assertions
level
standard
in arguments.
criticize
political
making
If a country's
in this
information,
then
mean
(Belth
arguments
contain
speech
no
new
quoted
in
Weddle.
. . .
consists
in
which
opting
tend to be cost
where
effective
missions
and
goals'"
"running
the
institution
Drawing good
possible
for
programs
(Weddle
69).
effectively"
conclusions
institution's
Weddle
means
primarily
says
the
that
same.
depends
upon
errors
in
construction.
Toulmin
et
al.
114
establish
six
elements
analysis.
Claims
support
claims)
the
argumentation
and
entering
their
must
used must
be
into
grounds
an
(facts
established.
be presented.
The
holds
have
to
must
withstand
te x t
writers
be
tr y
by
in
separately.
under
established.
possible
argumentation
encountered
or conditions
(Weddle
developing
categorizing
th e
argumentation
and
Identifying
authority
behind
evaluating
comparisons,
sources,
and
areas,
however,
type
of
or
the
the
argument
the
argument
25).
type
Other
of
of
good
problems
discussing
making
them
questioning
the
generalizations,
examining
overlap
to
is needed.
se n s e
fallacies,
which
Finally,
rebuttals
used
Support,
argument
the
m eaning
for Weddle.
greatly
with
of
These
what
is
What Logic Is
Philosophy
ostensibly
departments
designed
to
develop
and
Irving Copi's
offer
log ic
critical
courses
faculties.
Introduction
to
Logic
say
that
115
logic sets standards for the way people reason and forms
the basis for clear and critical thinking.
These
logic
logic.
Students
ascertain whether
the premises
be,
as
they are
are true,
well.
the
Deductive
relationships
among
symbolize
arguments
deductively
valid,
conclusion
logic
is
already
if
necessarily must
the
study
of
established
i.e.;
and
formal
t r u ths .
enumerative
(Copi, Baum, W e d d l e ) .
These logic courses
do
not,
in
the
main
departments,
Niemeyer,
the
have
for
reasoning
in mind
programs.
speech
their
For example,
departments,
where
taught
present
as
possible
language,
However,
listeners
arguments
(Brock).
D.O.E.,
logic
traditionally were
what
is
others
oratory
forcefully
control,
to
thinking
in English
and
to have
and
seem
critical
taught
in order
Voice
non-philosophy
and
and
structured and
and
rhetoric
the
speaker
convincingly
command
of
as
t he
departments
needed
to
recognized
"describe,
that
interpret
(Brock 19).
students
and
as
evaluate"
11 6
Symbolic
lo gic
attempts
to
translate
ordinary
However,
it
There is
reason to believe
symbolic
logic was
to
that
the
original
intent
symbolize mathematical
Barkely Rosser,
originator
of
the
of
relationships.
system
J.
commonly
used
says
in proving theorems
and
doing
applied
logic
reasons
examined,
for
what
accepting
follows
t he
is merely
assumptions
mechanical
are
If
not
(Feibleman
119 et s e q . ).
Informal
faulty modes
l a ng ua ge.
logic
includes
of reasoning,
The
fallacy
study
of
fallacies,
partly b y wrong
of
amphibole,
uses
for
of
or
the
exa mp le,
a word or phrase
(Baum 138).
117
scientific
method
and
basic
probability.
probability
is
usually
logic course
mechanical
No
and the
in
one
section
nature.
Both
logic
relationships
among
does
elements
not
have
serve
substitute
logic
upon
for
as
well
philosophy.
human
invention
as
Logic
would
is
n ew
not
open
have
in that
set
for
of premises.
made
discover
established procedure
that
Inductive
a regularly
to
and
using
logic
as
presupposes
the
imposed
upon
the
world.
supposition
called
things
that
"inference."
given
certain
there
Humans
is
will
arrangements
example is transitivity.
If x is
is larger
is
occurs
than
when
conclusion,
z,
there
as
then x
is
when
no
psychological
be
of
different
to
things.
conclude
A
simple
larger than y,
larger
universal
able
process
than
z.
agreement
cultures
and
A problem
about
enter
the
the
118
picture.
Here,
one
mus t
go
beyond
logic,
and
mere
critical thinking.
Philosophers like E.A. Burtt offer a useful insight
into critical thinking.
learn from each other"
views,
Even
Burtt
(Burtt. 32).
differing points
so,
ideas
of
a re
In critically held
view must
subject
be
to
accounted
change
the
purposes
for
which
the
"freely
idea
is
for.
due
to
or a change
fitted.
An
generated
and
the
withstand
challenges.
held
opposing views,
idea
generates
idea's
wea k
subjected ",
of"
More
is
than
points.
. .to
(Broad 19).
critically
of
whether
simply
says
can
accounting
for
successfully
Broad
idea
that
discussing
an
idea
must
the
be
Reasoning,
critical thinking,
and logic
others
say
or
present
as
irrespective of
refutation.
Persons
119
holding
views
co nt rad i c t i o n s ,
uncritically
wh i l e
the
i gno re
ideas
are
who
talk
(Hoffer 128),
in the
here
ended fashion.
just
about
problems
and
the
".
subj ec t
to
. certitude
of
holy
deals
With philosophy,
with
not
i nt ernal
answers,
with
it
however,
no
matter
in an open-
critically
held.
Critical
thinking
stands
against
the
logic,
or
backdrop
of
the metaphysics
being
aware
A philosopher
that
".
(Hoffer 8).
says
as
carefully
logical
relating
truth
elements
can
be
reasoned
according
Philosophy also
that is not
to
out
by
critically
is an inquiry into
Speculative
Philosophy
in vol ve s
guesses
at
the
120
open
mind.
it
One
still
common
directs
denominator
of
holding
considered
as
ideas
absolute.
to
ingredients
and
it.
It involves
numerous
subjective
seems
challenge.
evaluative
to
keep
to
be
There is an ongoing
Philosophy
many
up
a person
is
No
a process,
techniques
elements
enter
ranging
into
formal
used.
how
and
to
The accumulation
of
from
is
logic
instruction.
evaluation
idea
facts
language
never
ends,
learn.
does
biases.
mean
noted,above,
that
just
philosophers
the
carry
selection
of
no
standards
This
for
As
good
if the bias
no
is
is recognized,
On
a person who
for Niemeyer,
Marx,
in
complete.
beliefs,
it could be
method
which
says
Instead
of Marxi sm
considered
that
inquiry
his
to
a m et hod of
must
preface
set
inquiry,
continue
of
a
forever.
121
It is persistent
inquiry with
an open mind,
after
all,
it
of
is
philosophy
teaching
explains
philosophy
why
but
the
is
D.O.E.
can
nevertheless
logic.
exhibit
an
extensive
variety
that
ideology
exists.
D.O.E.
system
The
id e o l o g i c a l .
of
id e a s
appearing
to
are
not
next
of
open
chapter
logic
to
question,
examines
to make
its
how
an
the
curriculum
CHAPTER EIGHT
HOW THE D.O.E. PRESENTS ITS COURSES
The D.O.E.
System of Logic
any
new
truths
into
the
that
the
measure
Niemeyer
inherent
of
says
right
that
system
of
does
ideas.
not
In
logic
of
living"
values
concepts
(Niemeyer,
in
an
can
contain
Between
134).
ideologically
based
real
(133).
He
faults
ideology
ideological
one
deprivation
".
participation"
based
(134).
on
Niemeyer
refers
social
for being
order is
rather
than
to the deductive
or closed argument.
A
true,
deductive
a
argument
argument
necessarily
is
truth
means
true
deductive
preserving
axiom
is
arguments
truth
that
and
and
premises
follows.
operates
Rigid ideologies
are
cannot
122
the
conclusion
if
be
"closed
are
T he
strictly
are cast
systems."
questioned.
It
An
is
123
principle
or
set
of
principles
upon
which
all
other
integrity
(Hempel
495).
Axioms
may
or
may
not
is to be
deductive.
For
example,
let
us
say that all dogs are chipmunks and that all chipmunks
are elephants.
If we accept
This argument is
for
experimenter establishes as a
observation.
the observation,
going
The
observer
"contaminates"
real
or
inductive
because
the
in
a xioms
is
not
true
because
information,
do
it
not
is
true
rely
do
upon
contain
critical
any
new
thinking,
and
124
in producing
new way
of
information.
The D.O.E.
teach
deductively
it
D.O.E.
th e
are
looking at
as
same
justifies is closed,
curriculum
the
because
the
set
of
used to
system
the
unquestionable,
and
the
D.O.E.
House
statement
in its
Un-American
on Americanism,
A.V.C.
Activities
which
and F.E.C.E.A.
the
D.O.E.
curriculum,
Committee
relies
says
that
upon
the
basis
for
Americanist
axioms in logic
fails
to
asserted
(Florida
question
in
the
revolution;
that
was
radically
perfect
union
By m ak in g this break,
would
be
allowed
judged
analogous
to
Curricular material
are
"self-evident"
Whether
it
is
by what
type
as
truly
of
order,
system
it
65).
truths
can be
rigid or flexible,
U.S.
State
Constitution.
flexible document
The
principles,
born
of
political
economic
separated
itself
".
order to establish a
. .in
."as
the
from
the
Constitution
old
states.
inside
the
system
and
what
wou ld
be
125
prohibited.
Titles
permitted,
as
homeowner's
consent.
will
well
be permitted
respect
to
in
nobility,
as
then,
the
inside
and
operate
to
as
"natural
troops
the
manner
that
logic
deduction
system"),
what
both with
Americanist
specific
truths
system
not
without
system,
to
are
declares
structures.
according
"naturally'1 in a deductive
example,
Constitution
legally
same
for
billeting
The
functions
principles,
Much
of
a re
rules.
derived
(often referred
the
Declaration
in
the
rights
U.S.
the
system.
people
certain people.
liberty,
with
justice,
the
spirit
and
of
An ything
have
right
Despite
its
general
welfare,
Aristotle's
blacks,
the
not
propertyless--could
to
abolish,
pronouncements
but
in
democracy,
destructive
but
about
keeping
the
1789
Fifty percent
native Americans,
vote,
of
according
and
to
the
change with
the
original Constitution.
A
times.
rigid deduction
An ideologue's
system does
view of
not
the world
is
similar;
it
arguing
people
in
for
outdated
their
places
ways
is
of
what
thinking.
happened
Keeping
after
th e
126
British
but
monarch
the
was
overthrown
traditionalist
two
ideologue
hundred
with
years
an
ago,
eighteenth-
Nothing
in the
abusing
the
peoples'
shapes
the
relationships
as
the
anti-trust
in
Laws many
for
times
action,
right
to
and
are
trust.
between
statutes
minimum
still
law
and
to problems
workers
dignified
business
and
reactions
today,
Statutory
often
society,
wage
laws.
long overdue
do
not
enjoy
the
adequately-paying
job
with
the
is
non-legal
circumstances,
Six
showed what
h ow
to
behave
in
at
that
least as much as
students
th e
though,
are
often
any
law.
really being
told
workplace
and
how
that
in
its
free
enterprise
courses.
Workers
often
on
shaped
the
by
abortion
rearing
"outside,"
social
i ll e g a l ,
and
especially
constraints.
positive
"family
values,"
if
For
the
ex amp le,
reinforcement
and
demands
social
of
are
making
child-
disdain
for
127
childlessness
act
to
maintain
the
economic
system
by
boundaries
instance
prevailing
woman
by
ideas
has
to
of the
physical
of
pay
system
how
at
circumscribed
necessities
people
least
are
$10
should
a
behave.
week
imposed
for
If
in
by
a
pantyhose
this worker
is
ostracism.
Thus,
social
systems
are
not
rigid
is,
itself
all
booklet presents
idealized
market,
other
systems.
a lasting one,
It is to
maintain
One F.C.E.E.
course
"pure/perfect competition" as . . . a n
market"
where
all
goods
are
of
th e
same
the
right
to be
in a state of equilibrium.
against
quality,
is
th i s
as
quantities
of
desired
goods
are
always
model,
when,
in
fact,
of
governments
to plan
and act
128
phenomena.
One
variety with
cannot
these
dogmatically-held
people
should
be
is,
set
social
say that
only
the
scientist
prison."
Charles
"Th e
says,
For
social
unlimited
social
at
conclusions
may
be
example,
"market"
systems
from
likened
when
a
to
business
market,"
"might be
Lindbloom
and analyze
Looking
pr emi se s
policy.
political
institutions"
fo r
deriving
of
employed.
policy making,
account
limited devices.
deductively--that
imprisoning
to describe
says
as
one
prominent
characterized
that
"it
as
imprisons
the
the
principles
grounded.
upon
second,
that
system
reputedly
system
that
they
are
"all elements
functionally
will
t end
to
or
variables
W.
static
obtains"
in
interdependent;
act
and
react
is
which
on
and
each
if even for
Ross
Ashby
systems
as
terms
these
self-maintaining
them
to
or
how
129
the
human
b od y
keeps
itself
stable
(101).
Nadel
so it can assess
input
acceptable
survivability.
system
to
in
Systems
assume
that
models
system's
the
with
economies
says
environment
and
those
Nevertheless,
authoritatively
a nd
acceptance
428).
Of
authority.
so
the
it
society's
cour se ,
Even
through
if
it
though
static
entity
merely
".
to
to
(Nadel 407).
in
t he
order
system,
which
a
society,"
members
is
those
the
process
to
values
members
maintaining
. .
of
are
tries
(Easton,
the
".
values
allocates
takes
the political
for
the
manipulates
disturbances
allocated
does
of
system
In the process,
interactions
persist
controls
maintain itself.
can change.
th a t
of
adaptability
try
determines
it
for
type
ability
ability
what
accounting
political
This
partially
means
conformity
(401).
The
output
Adaptability
change
survive.
often
system
to
to
to
the
Systems
who
have
maintaining
system still
itself
for
a
is
the
130
benefit
of
those
in
control
(Systems
432).
The
best
system a
"theoretical
Advocating
that
norm"
or point
empirical
relations
(Easton, Political
system
should
remain
of
System
the
same
(Rosser
6,
Feibleman
15,
Copi 51-54).
close
examination
Enterprise
courses
e x er ci ses
its
vagueness
of
terms
comparison
of
systems,
students
the
shows
of
three
deductive
"truths"
the
major
teaching
and
A.V.C.
dictation
to be
used
ways
the
Free
D.O.E.
methodology:
concepts,
and
and
faulty
to
the
parallel
teachers
in discussion.
and
These
is a poor way
to
teach
economic
awareness
and
international understanding,
need
for
the
D.O.E.
to
use
different
approach
to
131
By m aking generalizations
it
This
is
the
principle
behind
the
fallacy;
one
into a deductive
argument
dubiously
so
conclusion.
"All
as
For
giraffes
giraffe
is
animals,
one
to
"demonstrate"
example/
are
tall
short
fallacy
of
animals.
animal."
cannot by
equivocation
Therefore
While
transitivity
sound
a ll
is
short
giraffes
are
is a short animal.
The A.V.C.
political
wages,
economy
higher
freedom and
on earth."
assigned
"the
standards
Furthermore,
to
t hi s
to
indigenous
to
living,
is
"freedom,"
shall
United
The
and
liv ing ,
produces
higher
greater
personal
system of
economics
the
2 33. 0 6 4 ) .
which
any other
course
the
itself,
one
of
liberty than
preferable
Statutes
legislation,
present
free-enterprise
States"
words
(Florida
higher
"preferable"
Communism
Minimally,
are
we
as
economy
Revised
standards
of
unqualified
in
find a picture
132
For
ex amp le,
material
says
competition
highest
with
t he
"The
results
constant
economic
well
living"
have
needs
relatively
the
w as
al.,
the
has
only
left
higher
wages
than
each
off than
35).
Even
criterion
"highest
While
the
in the world"
CH-310
of an economy,
qualification.
standard of living.
that
and
been
being
motive
(sic)
nation
growth
curricular
profit
economy has
(Goddard et
approved
living of any
generation of Americans
if
of
in the Am erican
standard of
"a
D .O.E.
U.S.
standard
workers
comparable
for
do
workers
but
that
is mitigated
(Weddle 92).
If
public
family
transportation,
has
may
n ot
be
then
a
the
good
number
of
cars
indicator
of
living
standards.
Factually,
economic growth,
and
the
addition,
the
U.S.
has
not
experienced
numerous
recessions
discussion
needs
to
since
include
that
the
Poverty levels,
constant
Depression,
time.
In
quality
of
environmental
133
contamination,
considered
a nd
factors
mounting
personal
qualifying
t he
debt
phrase
may
"well
be
off"
states
that
communism
is
not
the
preferable
to
economy.
Even by
saying
the
has
that
enterprise"
U.S.
economy,
it
is
mixed
rather
difficult
to what
legislation,
the
one
to
than
by
"free
imagine
that
U.S.
system
cannot
argue
has.
Under
favorably,
the
say,
however minimal,
in the U.S.
found "preferable"
criticism
is preferable to the
on
this
point
lack of it
(Florida
there can be no
Revised
Statutes
233.064).
The second problem area with the D.O.E. methodology
is
faulty
teachers
selected
disparate
parallelisms.
must
compare
criteria.
that
one
Besides
systems
Co mmunism
c an
not
using
vague
according
and
to
Americanism
compare
them
terms,
a
are
few
so
sensibly
134
If a curriculum
of competing,
systems,
system is
another
H.U.A.C.'s
D.O.E.,
example
definition
makes
no
of
of
comparison,
"Americanism,"
mention
only a political
faulty
of
an
declaration.
adopted
economic
"Free
t he
by
the
system;
it
is
enterprise"
is
an
as
Center
for
"communism"
one.
In the
1962 A.V.C.
"political
Economic
an
ideology"
Education
economic
It is economic
system
in that
it
law,
and
course
as
"Communism"
D.O.E.
approved
material
well
as
is
ca l l s
political
of
that
of a society
it
wants
individualism"
to
through
shall
be
abolish
"the
Because
definition
allocation
of
both
of
the
"private
replacement
u s e d . " It
property
of
the
and
market
resources
Soviet
is political
is
political
the
a nd
focus
of
economic
"Americanism?"
Later
the C.E.E.
course
135
booklet
contradicts
i t sel f
s om ewh at
by
saying
that
utopian
neither
and
non-attainable
private
property
nor
ideal
where
government
but
th er e
and
is
coercion
the
C.E.E.
system
own
defines
where
individuals
investment
individuals
and
"Free
in
businesses
enterprise"
and
"An
businesses
competition
to
as
produce
w it h
and
risk
other
distribute
(Goddard et al.,
"mixed
economy,"
con tro l
says
d i ff ere nt ly.
CH-310
the
6)?
C.E.E.,
However,
Every
but
economy is a
each
aspects
of
emphasizes
the
Soviet
(Goddard
et
al.,
CH-3 10
economies
8).
The
of the
method
Soviet
of
Union
methodology,
think,
Niemeyer's
method
of
v io lat es
cri tical
teaching
telling
the
students
whole
t hinking.
means
and teachers
injunction
Using
instilling
in
to
the
the
what
promote
deductive
minds
of
136
the
world's
curriculum
best
high
system.
school
elements
of
the
freedom,
opportunity,
security."
categories
of
and market"
justice,
the
importance
is
best
of
in
keeping
students
t hat
under
people
their
(Goddard
asked,
et
the
U.S.
(Goddard
that
et
and
"Identify
the
command,
other
et al.,
CH-310
21).
reputedly
by
sell
also
goods
do
"free enterprise."
"freedom"
If the D.O.E.
that
are
be
about
destroy
the
Free
individual,
not
freely
"American
th e
implication,
goods,
communism
to
The
tells
students
learn
wants
values
the
socialist
consumer
would
communist
CH-310
or
Although
students
is
systems,
34).
choose
or
relative
mandate,
planned
freely,
9).
the
objectives,"
A.V.C.
conditions
al.,
System"
the
freely
CH-310
what
world
whereas
select
include:
growth,
considering
"centrally
cannot
al.,
half
premises,
to
traditional,
economic
with
or desired?"
Enterprise
"Identify
without
careers
" U nde r
successful
system
must
systems:
different
material,
pursue
to
system
economies"
told
enterprise
efficiency,
teachers
economic
free
are
economic
t he
teachers
American
Also,
In
(Goddard
given these
then he is to
insists
upon a
137
logical
approach
dishonest
to
to
say
teaching
that
critical thinking.
using
Still,
its
curriculum,
logic,
alone,
is
it
is
teaching
in the classroom.
Deductive
never
states
systems
that
do
precisely
system
ever
this.
is
Even
permanently
pattern."
He
condition to an ideal,
bodies
in
Problems
physics
arise,
is
to
admit
perfect,
but
willingness
However,
"Marxism"
ideals.
Political
however,
One
imperfections
logic is used.
the
when
System
that
to
it
is
overlook
278-280).
idealization
w ay to avoid these
regardless
of
what
equilibrium
(T h e
compares
the
best
we
imperfections
is
problems
type
of
system is not
have,
in
the
shows
system.
"communism"
does
not
measure
up
to
the
"communism" as
"the
while
it
138
does
not
subject
meeting
the
opportunity
exists
while
in
c ap italism
to
ideologue's
(Goddard
accepting
demanding
et
similar
claims
al.,
of
CH-310
imperfections
that
the
Soviet
tests
freedom
10).
in
such
the
system
as
and
disparity
U.S.
system
measure
up
to
some i d e a l .
The D.O.E.
for
analysis,
purpose.
the U.S.
For
shaping
example,
the
analysis
C.E.E.
for
some
acknowledges
end
that
disruption
in
shortcomings
job,
are
allowed
and
family
job changes
life
evidenced
by the
Although
the
U.S.
and
might
income
economy,
much
loss.
millions
these gross
cause
of
Such
homeless
imperfections
similar
problems
"freedom
economies.
m ay
be
is not
they
want
al.,
CH-310
available
in
of
their
33).
job,"
own
Of
course,
Ideologues
because
it
does
but
field
change
in many
assured
possible.
in
are
the
they
of
centrally planned
say,
cannot
endeavor
if a person
"individuals
work
the
solve
et
in the U.S.
is
opposing
the
where
(Goddard
expect
not
they
such
is not
system
problems
of
to
the
139
type
that
exist
in
the
ideologue's
own
country.
The
feedback
logic
too
comprehensive picture of a
Niemeyer's
Othe r
standards
m or e
of a
limited
social
way
to
ways
satisfactory D.O.E.
instructive
get
exi st
to
program.
teach
an
understanding of systems.
Logic
re late
is
to
s e le c t e d
useful
each
in seeing
other.
Ev e n
a rbi trarily,
new
how
if
social
th es e
entities
do
en ti t i e s are
interrelationships
among
about what
is
logic
could
be
d e vic e
to
rai se
happening
u se d
as
in
creating
what
would
society.
pedagogical
questions
in
brainstorming
and cr i t i c i s m s
courses.
appear,
In effect,
about
the
Logicians do this
at
first,
to
be
somewhat
system
is
machine."
upon
combined
tongue-in-cheek
a computer
This
program
artificial
hierarchical
example
data
to form atoms
of
designed
an
as
equilibrium
an
"ideology
intelligence program
base in
which,
which
in turn
are
relies
elements are
combined to
140
form p l a n s .
of
how
ideologies
The major
might
instructive
act
point
out
world
is
that
affairs
dramas.
rather
coherent
coherent
fiction
which
writers
could
knowledge
highlight
ordinary
do
look,
n ot
Each
which
says
be
critical
called
that
any
one
Logic
type
It
no
m e tho d
uses
models
perceived
upon
in
the
. . mirrors
only
(Bertalanffy
13).
claim has
or
by
technology
focuses
".
of reality"
thing
what
normally
model
in that
same
given
can be
can
the
exists.
problems
discourse.
Logic
which
(Boden 75-76).
Science
and
behavior
model
to
be
must
made
always
have true
In other
words,
the
conclusion
probability.
seemingly
suggests
That a principle
contradicts
that
ideological
follows
open
with
could be
already
systems
thinking.
only
a re
few
degree
admitted which
established
not
truths
compatible
axioms
of
held
by
with
t he
141
system.
The
closed
system
is
more
difficult
to
for encountering
inductive
logic
methods
include
an
components.
A number
systems
seeks
Competitive
within
or
game
are
relationship
these
study the
while
relationships
of
questions
While
goals
system,
subject
models
among
manner
individuals
systems
theory.
Here,
some
about
t he
between
methods
asked
the
have
and
groups
is
the
fundamental
intellectual
and
utility
itself.
themselves,
individual
their
which
maintaining
among
being
in
the
they
State.
are
not
courses
fail
to
analysis is needed.
account
and
for
which
for which
a
critical
142
together.
At
least as important as
the
issue
of
logic
The D.O.E.
hodgepodge
of
isolated
generalizations.
defend
Although
system
may
framework
within
criticized,
and
why
happen
events
forestall
favorable
major
Niemeyer
which
improved.
and
ones.
This
is
to
appears
international
approach
be
from
is the best
to
and
unsubstantiated
structural
biased,
theory
at
can
Theory
enables
unfavorable
g oa l
fa c t s
one
least
be
provides
to
especially
preserve
want
to
understanding
saying uncritically
in the world
and that
it
the
is
when
economy
for
to
enhance
important
However,
that
actions
and
requires
is
reasons
take
political
do.
it
to
articulated,
circumstances
is
device
a
as
fostering
different
U.S.
system
competitive
143
are required to
assumption.
overcome
this
More than
narrowminded
CHAPTER NINE
CONCLUSION: ALTERNATIVES TO THE D.O.E. PROGRAM
heightened
about
the
freedom
consciousness
role
and
Enterprise
on
institutions
critical
acts,
the
play
thinking.
because
of
the
part
of
educators
in
limiting
The
A.V.C.
well
academic
and
defined
Free
ideology
established to
any
policy
instructors
they
are
challenges
dictates
at
all
doing
and
to
the
levels
it.
If
general
teaching
of
ideology,
need
decide
a system and
in
to
take
conscience
stock
public
then
of
what
whether
they
but
100
universities
are
curriculum
conjunction
in
helping
to
with
and the
prepare
the
Florida
the
state
D.O.E.
Council
on
144
145
the
teaching
sponsorship
wary
of
because
D.O.E.
of
ideology.
Besides
the
curriculum,
academicians
legal
is
doing
232.246(1)(b)(5)).
the
willingness
U.S.
force
society.
still
( Florida
Heightened
to
exists
assess
Critical
university
should
for
what
Revised
thinking
the
St a t u t e s
consciousness
critically
be
also
what
means
happens
in
role
goods
and
services
are
generally
a vai lable,
People,
for
without
the
most
part,
can
choose
as
restricted
by
the
where
to
live
Freedom of expression is
government
as
it
is
in many
governmental
authority
is
not
t he
only
for m
of
restriction.
Materials
program
for
repeatedly
"capitalist and
310
presentation
economics
m ak e
socialist
passim).
sponsored
the
In
for
the
of
the
comparison
system"
appearing
between
Center
the
portion
to
between
(Goddard et
offer
D.O.E.
a l ., CHbalanced
two
economies
the
D.O.E.-
Economic
Education
booklet
The
146
said
to
be
the
answer.
Government regulations
The
material
claims
that
In socialist
countries,
claims
choose
freely,
buy what
or
32-34).
charged
D.O.E.
labels
mandate
they
such
side of
for
text,
as
people
want
assertions
labeling ideas as
only one
the
(Goddard
"free"
or
or
story not
critical
thinking
urgent
economy
problems.
that
if
There
not
al.,
jobs
CH-310
emotionally-
"dictator."
Merely
"atheistic"
and giving
only defeats
Niemeyer's
but
et
"socialist"
the
cannot
denies
students
the
are
man y
addressed
features
may
cause
of
this
serious
or
country,
go
the
money,
to
just
people
any
cannot
place.
"free enterprise"
buy
In
the
many
things
areas
and religionist
Most
people
either
comprehensive
health
care
destitute with
a major
medical
them
into
poorly
(Freudenheim).
or
a re
made
treatment,
maintained
Superfluous
do
charity
variety
in
of
they
the
ideology
stop free
no t
have
financially
thus
forcing
hospitals
goods
and
147
services
often
selecting what
causes
they
people
"want"
to
as
waste
as
standing
rethink
support
with
this
issue,
humanity.
eac h
The
other
for
there
supply
the
may
of
in
the
in
longest
and if people do
be
no
planet
individuals
sa m e
time
Waste in production
much
job
or
to
competing
educational
Lack of
of
their
contribution
to
their
product
present
workplace
as
collective
a
viable
ownership
D.O.E.
and
alternative
is
courses do
control
despite
not
of
the
examples
of
by employees.
Neither does
frequently
the
general
followed
by
the public
media.
Severely
proposing
established order,
soviet-style
Soviet
example,
Union
has
see this
does
system
may
its
the Revolution,
Human life,
is
or
criticizing
serious
not
debated
alternatives
automatically
preferable.
m ay
unique
not
the
work
committees
What
system,
to
th e
imply
that
works
in
here.
for
in
the
Cuba,
Defense
the
for
of
cannot be measured
148
materially.
id e a
that
human
encouraged
D.O.E.
humane
to
for
to try other
methods
tried,
of
addressed
systems
varying
the
upon
the
person
is
even
the
That,
failing
may
result
Alternatives
to
to
in a
think
nuclear
was tin g
human
education
with
that
poignantly,
all.
predicated
means
world affairs
us
is
philosophically.
More
critically about
holocaust
dignity
think
says.
society
cold
often provide
and
social
degrees
war
Different
organization
of
issue
answers.
success.
by
have
been
Others
have
attempting
to
form
peace
and
understanding
The D.O.E.
program does
promoting
rigidly-held
precisely
ideas
described as antiquated.
attitudes.
subject
critical
the
that
thinking.
opposite
can
at
through
best
be
some
matter
mindedness,
is
single
and responsibility"
."
are
".
mindedness
(173).
.
(or
directness,
open-
whole-heartedness),
Through education,
people can
149
workplace.
"Essential
to
both
Bowles
the
and
success
coalition
of
students,
worker's
organizations"
in
citizens
their own
Gintis
of
the
teachers,
capable of
lives
and
in
hav e
shown
that
program
would
be
community
(250).
Some
groups,
and
attempts
at
at
first
Niemeyer's
citizens
is
a school
gla nce ,
goal
and
of
address
in England
would
seem
producing
the
founded
to
".
1921
accomplish
critically-thinking
concerns
of
Dewey,
Bowles
in
and
cold war
. . uncreative
citizens w ho want
docile,
uncreative
capable
wise
and
voted
of
thinking
realistic
upon
by
is
that
long
others
really
harmful
answer
is no,
life.
and,
anyone
are
to
given
decisions.
students,
behavior
as
(Neill 4).
not
anyone
and
can
All
a
do
hurt.
else?"
then objectors
chance,
will
school
rules
general
as
she
"Is
(Neill
to Mr.
principle
or
what
make
he
Mr.
344)
wants
X
are
of
as
doing
If
the
are acting a n t i
150
However,
regulations
the
but
Head-Master
with
stipulation
children.
that
the
they
mandatory,
but
regularly.
at
levels,
concluded that
".
children
but
grow
older,
British
. . valuable
attendance
are
to
as
Class
approves
beneficial
various
the
the
ultimately
they
education
educational
is
not
go
more
commission
research
is
(Neill
promoting
85).
Summerhill's
Niemeyer's
happy
"misfit"
says,
ideal
the
"genuine"
(Neill x i v ) .
"My
view
realistic.
is
developing"
appear
critical
values
of
mutual
individual
who
to
be
thinking
by
self
will
respect
not
be
that
child
is
innately
adult
wise
and
suggestion
environment,
4).
Neill assumes
sense of self-government,
Another supporter,
success
the
in
Union."
In
cold
antagonism
war
of
of any kind,
remarkable
advocates
same
In
thi s
Eric Fromm,
teaching
sown
achieved
paragraph,
are
laissez-faire
by
though,
his
in
the
the
".
Soviet
seeds
accusation
.*
of
that
151
"old-fashioned methods
in
full
this
strength"
view
inimical
in
to
of
(Neill
saying
freedom"
oppose
the
i).
"The
Neill
very
(122).
advocates of Summerhill,
should
authoritarianism
lends
nature
The
are
of
credence
to
society
is
implication
Soviet
Union.
applied
While
is
that
freedom,
Summerhill
may
go even
the
further than
Soviet
like
fo r
Participant
Loblolly
offer
public
school
the A.V.C.
All
School
children,
Education
still
(122).
of
societies
in
for
young
adults,
Summerhill's
Union
those
in
anarchy,
but
one
and
Gainesville,
T he
Tallahassee,
themselves
system,
in
as
Center
for
Florida,
f or
alternatives
if
they
cannot
to
the
subscribe
to
expect
radical
larger
cooperative
scale
economic
decision making.
Mexican
Ejido
attempts
systems
Numerous
cooperatives
(Infield p a s s i m ).
have
been
th a t
examples
and
The Mi ccouskee
made
promote
exist,
the
Land
to
create
popular
such as the
Israeli
Kibbutzim
Cooperative,
and
152
the
Leo n
County
Tallahassee,
Food
and
Florida,
Vegetable
have
cooperatives
proved
to
be
thriving
in
(Felder
cold
schools.
war
mentality
Any
attempt
engendered
to make
by
changes
Summerhill-type
nationwide
also
touching
ev e r y
aspect
of
the
student's
life.
It must
economic
and
"...
social
justice."
The
criteria
in terms of
used
"increasing
more
justice
fu n d a m e n t a l
would
dependent
t h eir
upon
lives,
be
approach
to
say
whether
and
this
that
to
establishing
the
persons
means
can
quality
have
people
to
of
(158).
social
life
control
are
is
over
generally
distinction
should
be
used
to
find
out
how
this
153
basic principle
in society.
".
. .as
and
justice
can be
extended
to
everyone
that
".
deliberately
above
of
the
conducted
models
for
advantages,
but
that
spawn
helped
is
is conscious
theory
practice"
social
each
is
the
U.S.
of
itself
All
may
with
..."
education
(332).
change
faced
of
the
responses
to
of
have
same
as
the
their
mentality
communism
and
There
with
the
are
three
U.S.S.R.
(Compton passim).
containing
what
"communism,"
Winston
ways
the
since
United
the
end
States
of
World
has
dealt
War
Two
U.S.
expressed
Churchill,
in
and
in
its
allies
speech
Fulton,
12
Missouri,
of
refer
to
March
1947.
speech
on
as
the
Soviet
Union
had
dropped
countries
spread.
ringing the
On
4 April
Soviet
1949
an
curtain"
By lending support
Union,
Truman
"iron
communism
signed
the
would
North
154
specifically designed
to "contain" communism.
The second cold war response was telling the world
how loyal the American people were to their country and
the
ideals
of
capitalism.
This
response
encouraged
Europe
so c i a l i s t
hoped
people
countr ie s
as sistance.
Inside
investig ati on s,
living
would
the
motivated
in
revolt
U.S.
by
Sponsors of Radio
eastern
and
n um e r o u s
S e n at or
call
European
for
U.S.
congressional
Joe
McCarthy,
Various
as
July
one
of
25
responding to
1963,
and
s u mmi t
talks
such
evidence
from
each
other.
None
of
these
bloated
countries.
military
budgets
strategies
has
as evidenced by
sustained
by
bot h
155
There
must
e ducators
to
educators
are
be
change
to
not
undergoing
towards
its
Summit
helpful,
cold
the
part
of
environment
if
changes
However,
fundamental
like
t ho se
the United
States
in
attitude
Socialist
conferences
are
on
war
ab o u t
(156).
chief rival,
Republics.
while
this
bring
envisioned by Apple
is
willingness
only
c ha ng e
and
window
test
ban
dressing
treaties,
as
long
as
to
take
social
uncritically
aggressor
A.V.C.-type
studies
accept
against
aggression
by
United States
and
insist
that
texts
that
the
t he
"free
courses,
relying
Th e r e
being the
stu dents
Union
worl d."
For
is
the
example,
upon
are
legitimate
Soviet
nationally
no
U.S.
notes
opposing
State
or
view,
instigator of
Department
discussions
such
as
the
thinking
approach
to
social
studies
(McClenaghan 493-498).
If a world understanding is to be created and is to
be
lasting,
there must
be
World
156
peace
can
come
about
through
this
European
includes
countries
"socialist"
Moreover,
and
it
a mutual
each other.
appropriately
and
not
friends
an
fundamental
referring
of
"communist,"
involves
and
the
or
to
Soviet
eastern
Union
captive
understanding of
as
nations.
not
only
how
have failed.
strategies
have
"spread of communism,"
not
worked.
by
traditional
worked.
bloated
war
answer
to
this
of
budgets.
One
Instead
these
and
Clearly,
strategies
problem
is
is
the
have
not
different
California
great
distance
critical
social
adopted
program
in
1985
curriculum
that
goes
for
criteria
while,
at
the
same
157
ti m e
mitigating
Florida's
the
A.V.C.
upgrading
program.
academic
Standards
were
elements
As
designed
sense
to
for
technology"
by
the
Model
all
and
for
for
Curriculum
our m em bership
relationship
our
teachers,
a guide
calls
students
to
".
growing
1).
our
need
dependence
on
After b e i n g reviewed
advisory
prep ar ing
in groups
nature,
committees
to
spawn
(California State
numerous
response
have
history,
our
well-being,
helped
of
and institutions,
standards,
".
which
courses
and
field
standards to be
of
study
in
the
to
the
high s c h o o l s .
California
study
of
standards
History-Social
say
that
Science
is
"Integral
the
examination
analyzing,
and
writing
resources."
of
the
states,
".
As
critically,
using
This
speculating
variety
of
California
curriculum
the
report
on
standards
interpreting,
of
t hat
history
does
world.
n ot
only
They
deal
need also
with
to
white
158
males ,
n or
is
civilization"
it
only
an
artifact
of
Western
In particular,
in
world
interrelations
peoples.
context,
between
Western
synonymous.
It
stressing
Western
history
should
and
developing
societies
world
avoid
the
and
history
other
are
compartmentalizing
not
of
civ i l i z a t i o n s .
capitalism
students
with
industrialism,
and
course
its
such
.
critics
terms
.
as
should
besides
. consider
familiarizing
"capitalism,
mercantilism,
communism,
and
socialism"
democracy,
as
democracy,
socialism,
(California
State
standards
occasionally
liberalism,
well
HS-40
to present
as
the
socialism,
and
"Ideologies
of
communism,
-
H S - 4 1).
slips
students with
and
The
fascism"
catalog
of
such as "A course should show that the United States has
an economy characterized by
structure,
distribution
interaction
in
of
the
U.S.
market
forces
.
and
is
result
government
of
an
policies"
159
. appreciation
comparison
to
of
other
While
it also
modern
refers
democratic
political
to
values
ideologies,
the
in
including
thus
avoiding
the
cold
war
name-calling
the
fa rm e r s ,
environment,
slaves,
and
labor history,
common
la b o r e r s ,
spend time
as
on
civil
Watergate),
different
studies
course
should
public
issues
and
as
children
corruption
(such
Americans,
say
that
ability
openly
standards"
specifically
information,
"An
such
teachers are to
native
standards
teach
intellectual
thinking skills
judging
The
and
Also,
political
imperialism,
religions.
controversial
rigorous
rights,
of
people,
women,
roles
to
using
social
examine
the
most
t he
critical
include defining
problems,
solving
and
and
problems
(California
State H S - 2 4 ).
There is none of the Florida
D.O.E.
rhetoric about
the U.S. economy being the best in the wo rld or that the
benefits of other systems
is
concern
for
the
should
cold
war
not be
and
taught.
California
There
urges
" . . .
160
continuing
resulting
post-war
in
Vietnam,
control debates
be
preoccupation
expected
Central
that
there
critically
governmental
policy
for
is
to
system,
about
policies,
arenas.
solution
America,
be
the
While
arms
it may
undercurrent
of
all
systems
including
California
eliminating
an
security"
and
with
those
and
in
current
the
may
not
have
cold
war
hysteria,
foreign
guaranteed
but
it
that
of
the
offer
in
taking
this
adopting
We
it is that
the
socioeconomic
U.S.
way
of
problems.
approach
some
should
is,
by
practices
the
a system that
solving
The
accept
some
Soviet
glasnost
used
and
in
has much
urgent
Union
Soviet
U.S.
already
is
perestroika,
in
the
U.S.
such
as
work
together
in
solving
the
world's
problems,
we
space,
as
well
as
on
earth,
both
Soviet
and
U.S.
161
peoples
together.
can
further
On
the
the
other
we
hand,
human
as
long
their hard-line,
cannot hope
whole
race
as
still
working
states
puerile
Communism is
by
it
like
cold war
is
1988,
Florida's
law
AP PENDIX A
THE AM ERICANISM VERSUS COMMUNISM ACT
233.064
course
(1)
The Legislature of the state hereby finds it
to be a fact that:
(a)
The political ideology commonly known and
r e f e r r e d t o as C o m m u n i s m is in c o n f l i c t w i t h and
contrary to the principles of Constitutional Government
of the U n i t e d S t a t e s as e p i t o m i z e d in its N a t i o n a l
Constitution,
(b)
The successful exploitation and manipulation
of youth and student groups throughout the world today
are a major challenge which the free world forces must
meet and defeat, and
(c)
The best m ethod of meet ing this challenge is
to have the youth of the state and nation thoroughly and
c o m p l e t e l y i n f o r m e d as
to
t h e e vils, d a n g e r s
and
f a l l a c i e s of C o m m u n i s m
by g i v i n g t h e m a t h o r o u g h
understanding
of
t he
entire
communist
movement,
including
its
history,
doctrines,
objectives
and
techniques.
(2)
The public high schools shall each teach a
c o m p l e t e c o u r s e of n ot
less t h a n 30 hours, to all
students enrolled in said public high schools entitled
"Americanism versus C o m m u n i s m . "
(3)
The course shall provide adequate instruction
in the history, doctrines, objectives and techniques of
C o m m u n i s m a nd sh all be
for th e p r i m a r y p u r p o s e
of
i n s t i l l i n g in t h e m i n d s of t h e s t u d e n t s a g r e a t e r
appreciation of democratic processes, freedom under law,
and the will to preserve that freedom.
(4)
The course shall be one of orientation in
comparative governments and shall emphasize the freeenterprise-competitive economy of the United States as
the one which produces higher wages, higher standards of
living, greater personal freedom and liberty than any
other system of economics on earth.
162
163
(5)
The course shall lay particular emphasis upon
the dangers of Communism, the ways to fight Communism,
the evils of Communism, the fallacies of Communism, and
the false doctrines of Communism.
(6)
The state textbook council and the Department
ofEducation shall take such action as m ay be necessary
a n d a p p r o p r i a t e to p r e s c r i b e s u i t a b l e t e x t b o o k a n d
instructional material as provided by state law, using
as one of their guides the official reports of the House
c o m m i t t e e on U n - A m e r i c a n A c t i v i t i e s a n d t h e S e n a t e
I n t e r n a l S e c u r i t y S u b c o m m i t t e e of t he U n i t e d S t a t e s
Congress.
1988 Revised Florida Statues
APPENDIX B
THE FREE ENTERPRISE AND CONSUMER EDUCATION ACT
233.0641 Free enterprise and consumer education program
(1)
This section may be known and cites
"Free enterprise and Consumer Education Act."
as
the
(2)
The public schools shall each conduct a free
enterprise and consumer education program in which each
student shall participate.
(3)
Acknowledging that the free enterprise or
competitive economic system exists as the prevailing
economic system in the United States, the program shall
provide detailed instruction in the day-to-day consumer
a c t i v i t i e s of our society,
w h i c h i n s t r u c t i o n m ay
include, but not be limited to, advertising, appliances,
banking, budgeting,
credit, g o v e r n m e n t a l agencies,
guarantees and warranties, home and apartment rental and
ownership, insurance, law, m edicine, m o t o r vehicles,
professional services, savings, securities, and taxes.
The program shall provide a full explanation of the
factors governing the free enterprise system and the
forces
influencing
p r od uct ion ,
d i s t r ib uti on ,
and
consumption of goods and services.
It shall provide an
orientation in other economic systems.
(4)
In developing the consumer education program,
the Department of Education shall give special emphasis
to:
(a) Coordinating the efforts of the various
disciplines within the educational system and activities
of the divisions of the Department of Education which are
concerned with consumer education.
(b) Assembling, developing, and distributing
instructional materials for use in consumer education.
(c)
Developing programs for inservice and preserves
teacher training in consumer education.
(d)
Coordinating and assisting the efforts of
private organizations and other governmental agencies
which are concerned with consumer education.
(5)
The commissioner of Education shall, at least
30 days prior to the 1975 session of the Legislature,
164
165
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Janik. An
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Thinking.
BIOGRAPHICAL SKETCH
Upon graduating from Kennebunk
Jeremy
Horne
Maine,
later
attended
Nasson
receiving
his
College
in
Springvale,
A.B.
degree
from
affairs
in 1967.
that
the
in political
State University
in Washington,
U.S.
State
in
he
science
1969.
and
He
from
Based on
concluded
Department
Johns
in
U.S.
his
War
in the
in public
states.
logic
teaching
at
Currently,
beginning,
Louisiana
schools
graduate
Horne
and community
from
assistant
1982 to
intermediate,
State
1970s,
early
University
1984
and
from
teaching
and a
advanced
19 8 4 - 1 9 8 5 .
174
175
The
widespread
especially
the
Enterprise
laws,
of
the
rigidity
Am ericanism
made
University
of
in
versus
school
Communism,
him determined
Florida
curricula,
to
take
philosophy
and
Free
advantage
department's
w/
i f
Si
Ellen S . 1 H a r i n g
Professor of Philosophy
'
J.
Robert D'Amico
Associate Professor of Philosophy
Norman N. Markel
Professor of Speech
Samuel D. Andrews.
Associate Professor of Foundations
of Education
December 1988
Dean, Graduate School