Abstract
Abstract This article analyzes the implications that the expanding environments sequence holds for the social education of students. The analysis demonstrates that this sequence, in teaching that the various levels of government are separate, isolated political entities, fails to portray the political culture realistically. In being transmitted tacitly to students through the categories of thought used, the values inherent in this sequence tend to become part of subjective reality and are thus extremely difficult to unlearn. A different approach is suggested, therefore, that would bring all of the levels of political organization in the expanding environments sequence together at each grade level, thus emphasizing their interrelatedness and portraying the political culture more realistically.
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