PREFACE
Controversy is the basis of change and， hopefully， improvement. Its lack
signifies the presence of complacency， the authoritarian limitation of view-
point expression， or the absence of realistic alternatives to the existing
circumstances. An articulate presentation of a point of view on a controver-
sial matter breathes new life into abiding human and social concerns.
Controversy prompts reexamination and， perhaps， renewal.
Education is controversial. Arguments over the most appropriate aims， the
most propitious means， and the most effective control have raged over the
centuries. Particularly in the United States， where the systematic effort to
provide education has been more democratically dispersed and more varied
than elsewhere， educational issues have been contentiously debated. Philos-
ophers， psychologists， sociologists， professional educators， lobbyists， govern-
ment officials， school boards， local pressure groups， taxpayers， parents， and
students have all voiced their views.
This book aims to present opposing or sharply varying viewpoints on
issues， both fundamental and of current concern， in the field of education.
Those that address fundamental issues， such as the purposes of education，
the control of schooling， the moral development of the young， and the
equalization of opportunity， are taken from the works of prominent and
seminal thinkers whose ideas are much discussed.
With the background provided by the examination of arguments on
fundamental issues， the student is better prepared to analyze specific issues
currently undergoing heated debate. These include \"choice\" plans for
schools， home schooling， preventing urban dropout， cultural literacy， multi-
cultural
educahon， discipline， tracking， mamstreaming， bilingual education，
and sex education.
I have made every effort to select views from a wide range of thinkers--
philosophers， psychologists， sociologists， professional educators， political
leaders， historians， researchers， and gadflies.
Each issue is accompanied by an introduction， which sets the stage for
debate， and each issue concludes with a postscript that summarizes the
debate， considers other views on the issue， and suggests additional readings.
By combining the material in this volume with the informational background
provided by a good introductory textbook， the student should be prepared to
address tile actual problems confronting the schools today.
My hope is that the students will find challenges in the material presented
here-provocations that will inspire them to~aetter understand the roots of
educational controversy， to attain a greater awareness of possible alternatives
in dealing with the various issues， and to stretch their personal powers of
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