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Following a similar study in the United States, 210 Canadian school children were asked their flag preferences. Both the Union Jack and the Red Ensign were rated high, with a slight preference for the Union Jack. Appreciation of the U. S. flag, although initially high in the lower grades, dropped off somewhat at the high school level. Results with the U. N. and Russian flags were very similar to those for American children: the U. N. showing steady growth in preference; the Soviet, persistent rejection.
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This article argues that public schools play a key role in producing and transmitting American civil religion. Data from classroom observations, college-age informants, and the author's experiences reveal that civil religion in schools is manifested in daily rituals such as the pledge of allegiance; in holiday observances, with activities such as music and art; and in the social studies curriculum. Analysis of these data permits one to describe the beliefs, symbols, and rituals of American civil religion. The data further show that the practice of civil religion in schools plays a dual role: while it socializes American youth to a common set of understandings, it also sets off subgroups of Americans whose backgrounds or beliefs prevent them from participating fully in civil religious ceremonies.
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To determine attitudes toward world powers as well as their own national/ethnic group, 960 boys and girls divided into Arab-Christian, Arab-Moslem, Jewish non-Orthodox, and Jewish Orthodox groups, in grades 2 through 12, gave responses to a projective test of flag preference. Factors of ethnicity, religion, sex, and grade level evaluated by analysis of variance indicated some similarities, but also important differences between the various groups. In ranking the flags non-Orthodox and Orthodox Jews had very high agreement, Christians and Moslems had high agreement, but combined Arabs versus combined Jewish groups showed little agreement. Christians and Moslems showed some differences. Sex and grade level were not major factors in attitude differences.
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This study examined children's conceptions of flags as social conventions and understandings of the symbolic and psychological consequences associated with transgressions toward flags. Seventy-two children, at 6, 8, and 10 years, answered general questions about flags as social conventions and judged flag-burning scenarios in which intentions of agents and consequences for recipients were varied. Flag-burning acts were motivated by symbolic, accidental, or instrumental intentions and occurred in public or private. Children at all ages viewed flags as social conventions (i. e., alterable), and symbolic acts of flag-burning occurring in public locations were judged more negatively than private transgressions. Age differences were found in evaluations of instrumental violations and in justifications used to evaluate flag-burning incidents. Overall, findings suggest that despite age-related increases in understanding of flags as meaningful collective symbols, children at all ages considered transgressions to be important and to have moral consequences (i. e., psychological harm).
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- children and symbols
- American civil religion (1)
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