(1976). Consumer Education and the Human Services. Consumer education has traditionally addressed activities related to the purchase of goods while the human services (e.g., health, education, and social welfare) have received far less attention. This condition stems from several factors, including the \doing good\ attitude of human service providers and the role of government as the provider of most human services. One way to see the nature of the issues is to compare the following consumer education activities in the human services with consumer education in the goods sector: values and decision making; price information; performance information; brand or provider comparisons; payment procedure; rights, responsibilites, and redress procedures; and consumer education and the economy. Consumer education and human services can each benefit from closer interaction. Human service work is consumer-intensive and the key to increasing productivity and consumer satisfaction lies in effectively engaging the consumer in the service. With the…
(2006). After the Makah Whale Hunt: Indigenous Knowledge and Limits to Multicultural Discourse. Urban Education, v41 n5 p482-505. This article examines the racist backlash against the Makah tribe for their treaty-protected right to hunt whales. It then explains some core epistemological aspects of indigenous peoples' struggles that are outside discussions in multicultural education. This article also offers a contribution to our understanding of schools as political institutions in cross-cultural situations. Indigenous values foreground the moral principles that are presented in the interrelationships between human, natural, and spiritual worlds. Culturally responsive education from an indigenous perspective is sublimely ecological and place based. Such perspectives tend to detonate most multicultural assumptions about modernity, postmodernity, and progress while asserting pedagogies drawn from the \sentient landscape.\ (Contains 3 notes.)… [Direct]
(2004). The Social Construction of Learning Disabilities. Journal of Learning Disabilities, v37 n6 p482-489 Nov-Dec. Underpinning the technical gaze that dominates learning disabilities theory and practice is the assumption that learning disabilities are a pathology that resides in the heads of individual students, with the corollary that remedial efforts also focus on what goes on in the heads of students classified as learning disabled. This article begins with a critique of the ideology of individualism that situates individual success and failure in the heads of individuals as a means of introducing an alternative perspective–social constructivism–that locates learning and learning problems in the context of human relations and activity. Extended examples are used to illustrate how the performative aspects of learning disabilities emerge in the context of human relationships. The primary argument developed here is that one cannot be learning disabled on one's own. It takes a complex system of interactions performed in just the right way, at the right time, on the stage we call school to make… [Direct]
(1976). Adventuring, Mastering, Associating: New Strategies for Teaching Children. All children have a right to learn what is most worth learning, but for some children this right has often not been realized. An important need is to define the elements of an \equal rights curriculum\ that meets the needs of all children. One of the important elements of such a curriculum is \adventuring.\ Through more extensive and intensive interaction with various environments and cultural realms, adventuring broadens children's base for learning and enlivens the whole educational process. \Mastering\ is another element of the equal rights curriculum. All children, including those who have been traditionally undertaught, must succeed in mastering the educational fundamentals and much more as well. \Associating\ is the final important curricular element. Children who may have been mistaught about racial-ethnic, gender, and class differences need the correction that comes from interacting with all kinds of children and from studying the social aspects of human behavior. This… [PDF]
(1978). Basic Assumptions in the Virginia Ratification Debates: Patrick Henry vs. James Madison on the Nature of Man and Reason. The identifiably different rhetorical behaviors of Patrick Henry and James Madison, as expressed in their Virginia debates, reflect each man's philosophical view of human nature and the role of reason in human behavior. Patrick Henry, expressing the pessimism of Calvinistic tradition, believed that people are intrinsically evil with a dominant drive toward self-interest. Government, according to Henry, is likewise evil because it is composed of human elements; consequently, the concept of checks and balances is absurd. Liberty and power originate with the people as a natural and individual right. Patrick Henry's rhetoric is absolute and filled with either/or formulations that allow for little deliberation. On the other hand, Madison expressed a complex view of human nature that combined Calvinistic pessimism with Enlightenment optimism. Emphasizing the positive aspects of human nature, he stressed the amount of trust that is implied in civilized society. Representatives are the…
(1992). The Evolution of the Bill of Rights. A Unit of Study for Grades 8-12. This unit is one of a series that presents specific moments in history from which students focus on the meanings of landmark events. By studying a crucial turning-point in history, students become aware that choices had to be made by real human beings, that those decisions were the result of specific factors, and that they set in motion a series of historical consequences. By analyzing primary sources, students will learn how to analyze evidence, establish a valid interpretation, and construct a coherent narrative in which all the relevant factors play a part. This unit contains teacher background materials and lesson plans with student resources. It is applicable in U.S. History or American Government classes where students study political ideologies during the Revolutionary and early Federal periods. The unit presents five lessons on the Bill of Rights: (1) the Virginia and Pennsylvania Declarations of Rights; (2) the debate at the Constitutional Convention; (3) simulated…
(2008). Child-Rearing: On Government Intervention and the Discourse of Experts. Educational Philosophy and Theory, v40 n6 p719-738 Oct. For Kant, education was understood as the \means\ to become human–and that is to say, rational. For Rousseau by contrast, and the many child-centred educators that followed him, the adult world, far from representing reason, is essentially corrupt and given over to the superficialities of worldly vanity. On this view, the child, as a product of nature, is essentially good and will learn all she needs to know from experience. Both positions have their own problems, but beyond this \internal debate\, the change in the content of education (i.e. child-rearing and schooling) is now furthermore due to a radical pluralism that has swept the world. Moreover, there may be differences in value between individual parents and between values held within the family and those held in society at large. Among other reasons this has put more generally children's (and parents') \rights\ on the agenda, which differs from thinking of education in terms of a \practice\. The paper develops this latter… [Direct]
(1979). Protection of Human Subjects: Implications for Social Studies Research. Current regulatory trends, policies, and procedures greatly affect social studies research using human subjects and evaluation of that research. The legal source of protection of human subjects is the National Research Act of 1974. The law stipulates that rights of research subjects must be protected and that the responsibility is on the researcher to inform the subject of procedures and possible consequences of the research. Problems occur because local review boards monitor the research activities of their organizations. They have the potentiality to extend and abuse their role through their power to define what constitutes research and to determine what research they can control. In reference to some policies and procedures instituted by human subjects committees of educational institutions, it appears that the rights of researchers themselves are violated. In regulating research, possibilities of violation of the first amendment, the American system of justice, and academic… [PDF]
(1992). The Connections between Language Education and Civic Education. ERIC Digest. Civic education "means explicit and continuing study of the basic concepts and values underlying our democratic political community and constitutional order" (Butts 1988, 184). It draws its content chiefly from four disciplines: political science, jurisprudence, history, and economics. Political science and jurisprudence provide an understanding of ideas, institutions, and procedures about law and government that protect individual rights and promote a government based on law, majority rule with minority rights, and the public good. The study of history gives us knowledge of our country's past, who we are as a people, and our successes and failures in realizing our country's political and legal ideals. And economics offers knowledge about how to use scarce resources to satisfy human needs and wants within a constitutional government based on the values of democracy and individual rights. However, language education, too, makes an important contribution to civic education…. [PDF]
(1985). Antipoverty Policy: Past and Future. Special Issue: Conference at Williamsburg. Focus, v8 n2 Summer. Summarized in this report are the proceedings of a conference sponsored by the Institute for Research on Poverty and the Department of Health and Human Services, and entitled \Poverty and Policy: Retrospect and Prospects.\ Each section of the report contains a summary of one conference session. Major themes include: (1) the effects of market income and government transfer programs on the trend in poverty over the past twenty years; (2) the effects of demographic change and income support programs on family structure; (3) the roles of the civil rights, legal rights, and welfare rights movements in reducing poverty; (4) the relative effects on low-income workers of macroeconomic events (unemployment and inflation) and of government employment programs; (5) the results of health and education programs for the poor; and (6) the political and budgetary realities that constrain antipoverty policies. The final section recommends areas for further research. (KH)…
(1981). The Dean as Person: Rights and Responsibilities. A Compilation of Presentations from the Executive Development Series I: \Have You Ever Thought of Being a Dean?\ (1980-1981). Volume IV. The rights and responsibilities of deans as persons as they serve as heads of baccalaureate or higher degree programs in nursing are considered by six deans who contributed to a continuing education workshop series. Rheba de Tornyay considers qualities and personal characteristics of effective and less effective leaders, professional image, rewards and costs, and success as a dean. According to Elizabeth C. Harkins, the person who becomes a dean is usually accustomed to successes in life, which enhance the character of the individual and increase self-esteem. Identifying lines of support, personal needs, the resolution of support, and risk-taking are addressed. Julia A. Lane considers attributes that enabled her to survive and experience a measure of success as dean, with attention to personal values, knowledge, and technical, human, and conceptual skills. Andrea R. Lindell suggests that the dean as a person must aspire to utilize self in a disciplined and knowledgeable way in a… [PDF]
(1971). Genesee Community College Faculty Master Contract, August 16, 1971 to August 15, 1973. This agreement between the Genesee Community College Board of Trustees and the Genesee Community College Education Association covers the period August 16, 1971 to August 15, 1973. Articles of the agreement include recognition, board of trustee rights, faculty and education association rights; membership, fees and payroll deductions; academic freedom; human relations; negotiation procedures; compensation and expenses; faculty contracts, security of employment, resignation and staff reduction; conditions of employment; vacancies and transfers; sick and emergency leave; leaves of absence; terminal leave; insurance protection; protection of faculty members; discipline of faculty members; grievance procedure; miscellaneous provisions; and duration. Appendices includes staff members excluded from the bargaining unit; salary schedules, coaching differentials, calendars, and administrative. (MJM)… [PDF]
(1984). The Authority of Truth: Religion and the John Peter Zenger Case. An appreciation of the religious milieu of the John Peter Zenger libel case of 1735 can help explain the nature of the Zenger defense as prepared by Alexander Hamilton, the meaning of the jury's verdict, and the ambiguous legacy of the trial for freedom of expression in the United States. In essence, the case was a disputation on "truth" and on how truth is revealed to humans. Because this issue lay at the heart of Protestant religion as well as of colonial politics, the Zenger case may be seen as an interesting intersection of the two. Indeed, the case and the jury's verdict were closely associated with the spirit of the Great Awakening of religion. Like the Great Awakening, the Zenger case reflected the skepticism about human authority felt by ordinary people who possessed a deep faith in the existence of God and of truth. Like the ministers of "awakened" congregations, who were willing to reject the authority of creeds and hierarchies, the Zenger jurors were… [PDF]
(1999). From the Ground up: Teaching Catholic Social Principles in Elementary Schools. The role of the Catholic school educator is to "help each student become the 'new creature' that each one is potentially, and at the same time prepare them for the responsibilities of an adult member of society." The potential referred to includes mental, physical, psychological, and spiritual growth. This resource and planning guide for integrating Catholic social teaching into the curriculum is a tool for elementary school teachers to use to achieve this goal by systematically and intentionally forming students who will assist with building "God's kingdom." In this guide, for grades K-8, Catholic faculty share their experiences, ideas, and materials with colleagues around the country. The guide will assist faculty to integrate effectively Catholic social teachings into the curriculum. It suggests tools to evaluate the living-out of these teachings. The guide emphasizes the following seven Catholic social teaching themes: (1) life and dignity of the human… [PDF]
(2008). Commentary on Community-Based Art Studios: Underlying Principles. Art Therapy: Journal of the American Art Therapy Association, v25 n1 p11-12. In this commentary, the author discusses the Open Studio Project, which he cofounded in 1995. The community studio, as perceived by the founders, is a place where anything can be expressed as a moment on life's continuum. Believing that meaning in art is renewed in the process of art itself, the project is not conceived at art therapy: there are no efforts to fix, cure, change, or interpret but merely to witness the flow of expression in the images that arrive and to learn from them. The writer both compares and contrasts U.S. and European studios. In both cases, the community studio deals with many who are at least a step or two away from the mainstream and keeps alive some important minority values as a balance to the main cultural thrust. The goal of the European community studio may be to create a dignified place in the culture for an artist who, due to disability or limitation, would otherwise remain unvalued. In the United States, the community studio may invite a wider range… [PDF] [Direct]