Between Self and Horde: The School

Autor/in	Hawkes, T. Elijah
Titel	Between Self and Horde: The School
Quelle	In: Schools: Studies in Education, 7 (2010) 2, S.184-229 (46 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
Schlagwörter	Stellungnahme; Principals; Progressive Education; Public Schools; High Schools; Urban Schools; Interaction; High School Students; Context Effect; Social Environment; Social Values; Social Change; Grouping (Instructional Purposes); Small Group Instruction; Teaching Methods; Educational Environment; New York + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Reformpädagogik; Progressive Erziehung; Public school; Öffentliche Schule; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interaktion; High schools; Student; Students; Schüler; Schülerin; Studentin; Soziales Umfeld; Sozialer Wert; Sozialer Wandel; Grouping; Gruppenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	For millions of years, human beings evolved and then lived in small social groupings that were intergenerational, with simple divisions of labor, oriented to common tasks and values. It was a limited existence in many ways, but there was community and continuity. And now, very suddenly in evolutionary time, we have built the teeming cities and sprawling suburbs, virtual worlds, and institutions for the global trading of goods and ideas and selves. These new circumstances propel us down vastly different pathways than we were built to travel, and this is a wellspring of our civilization's discontent. For those of us wrestling with how to improve our society's institutions, and how to better raise our children, humanity's past in small communities needs to be better recalled. In this essay, a New York City public high school principal discusses his interactions with several students, their stories, and the broader social contexts--present and past. The bloody visions of a young man aching for revenge provide the point of departure. The moral of the story is that our work in schools should embody aspects of the life that our species has so long known: the small group, the primacy of the past and inherited experience, the place of the elder, the continuity and common values of a community. John Dewey surfaced this almost a century ago in his demarcation of what progressive education really is. As in so many aspects of our lives, progress is most likely found by returning to what we knew before. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10