Download Educating Youth for a World beyond Violence: A Pedagogy for by H. Shapiro PDF

By H. Shapiro

In a time of unparalleled social and monetary situation, this publication represents a problem to the orthodoxy that shapes our imaginative and prescient of academic objective. It argues that now, greater than ever, there's a ethical relevant for educators to imagine accountability for assisting to lead to a tradition of peace and non-violence in either our state and through the global as a complete. Shapiro has located his imaginative and prescient of schooling in a broader quest for social and ethical switch. His framework is one rooted within the severe pedagogic culture which sees education’s fundamental goal as nurturing democratic values, civic involvement, and a dedication to a extra simply and compassionate tradition.

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Additional info for Educating Youth for a World beyond Violence: A Pedagogy for Peace (Education, Politics, and Public Life)

Sample text

As educators we cannot regard our work as the sole catalyst of such change (this is too often the case when we expect education alone to solve our social problems). But, by the same token, educators can certainly make an important contribution to this revolution—through what we choose to teach and the methods we employ, the kind of relationships we create in our schools and classrooms, and the kind of role models we offer to our students. In this book I do not seek to offer any kind of blueprint, plan, or recipe for the work of educators committed to this kind of transformation.

The preciousness of a single life is precisely why the Talmud states that to destroy one life is to destroy a whole world. The second principle is that human beings need, for their fulfillment, to live as part of a community. The need to live lives of connection and care is not because it facilitates some advantage to the individual in the way of a social transaction, but because the completion of our very humanity depends on us being with others in loving and reciprocal relationships. Without this connection human life is stunted and empty.

Clearly there are moral themes that would appropriately be part of the education of children both young and old, though obviously engaged with different degrees of sophistication and complexity—just as there are matters for critical debate and discussion that fit a more mature group of students. I leave how the themes and issues raised in this book might be engaged, discussed, and encountered with students of different age groups and backgrounds to the knowledge and experience of teachers. ” That is certainly unlikely— especially if teachers and principals wish to hold onto their jobs!

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