All Children Thriving: A New Purpose for Education

Autor/in	Cantor, Pamela
Titel	All Children Thriving: A New Purpose for Education
Quelle	In: American Educator, 45 (2021) 3, S.14-26 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Role of Education; Well Being; Child Development; Talent Identification; Public Education; Misconceptions; Educational Attitudes; Evidence Based Practice; Skill Development; Cognitive Style; Learning Processes; Equal Education; Transformative Learning; Holistic Approach; Interdisciplinary Approach; Service Learning; Student Projects; Active Learning + Suchen Sie Ihr Suchwort? Bildungsauftrag; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Begabtenanalyse; Talentsuche; Öffentliche Erziehung; Missverständnis; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Pädagogische Transformation; Holistischer Ansatz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Service-Learning; Schulprojekt; Aktives Lernen
Abstract	"Whole-child development" can mean different things to educators, researchers, other child- and youth-serving professionals, and policymakers. Multiple bodies of research and methods of analysis affirm that child development (and human development in general) is dynamic, bi-directional (i.e., the child and context influence each other), and individualized. It results from each person's biology, developing brain and body, psychology (social, emotional, and cognitive development), and gene expression, and from each person's parental, familial, educational, communal, environmental, cultural, and societal influences. The takeaway? Learning happens everywhere all the time, among all young people in all settings. But no single system--neither public schools nor youth development organizations--can fully address the whole child or involve the whole community. This is because education leaders and equity advocates, like the leaders of related systems (such as child welfare, family supports, juvenile justice, and youth employment), think, see, and act using the language, goals, and metrics of their individual systems. Typically, they do not have the capacity or incentives to integrate broader youth ecosystems aimed at learning and thriving. In this article, and in the real-world school- and community-based work it represents, Pamela Cantor and her colleagues have chosen to focus on thriving because they believe that their approach to whole-child development will enable programs and policies (both in and out of school) to promote positive and healthy development for all young people, including those who have experienced significant adversity and oppression. Everyone involved will need to understand, believe in, and embrace the dynamism and complexity of learning, development, and thriving as integrated processes and not seek to oversimplify them at the expense of many learners. Cantor begins with a discussion of some current misconceptions and distinctions about resilience and thriving, why current educational systems demand so much resilience from least-advantaged youth, and thus why resilience is not enough. She then offers a more comprehensive description of the her vision for whole-child development. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01