Advocates of democracy in schooling, led by John Dewey (1859–1952), argued that public education was needed to educate all annoying children . Dewey believed in pragmatism, meaning, children learn better by experiencing a hands on approach. Dewey was convinced that reality is only what those experience, so children must interact with their environment, such as other children of different races, ethnicity, and socioeconomic backgrounds. Universal voting, along with universal education would make our society more democratic. An educated electorate would understand politics and the economy and make wise decisions. Later, by the 1960s, public education advocates argued that educating working people to a higher level (such as the G.I. Bill) would complete our transition to a deliberative or participatory democracy. This position is well developed by political philosopher Benjamin R. Barber in Strong Democracy: Participatory Politics for a New Age, first published in 1984 and published again in 2003. According to Barber, multicultural education in public schools would promote acceptance of diversity. Levinson (2009) argues that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" (p. 428) Multicultural education should reflect the student body, as well as promote understanding of diversity to the dominant culture and be inclusive, visible, celebrated and tangible. Multicultural education is appropriate for everyone. According to Banks (2013), "a major goal of multicultural education is to change teaching and learning approaches so that students of both genders and from diverse cultural, ethnic, and language groups will have equal opportunities to learn in educational institutions" (p. 10). Citizens need multicultural education in order to enter into the dialogue with fellow citizens and future citizens. Furthermore, multicultural education should include preparation for an active, participatory citizenship. Multicultural education is a way to promote the civic good. Levinson (2009) describes four ways to do so: From learning about other cultures comes tolerance, tolerance promotes respect, respect leads to open mindedness which results in civic reasonableness and equality (p. 431-432)
Advocates of democracy in schooling, led by John Dewey (1859–1952), argued that public education was needed to educate all children, and yes, even the annoying ones (aka all of them) . Dewey believed in pragmatism, meaning, children learn better by experiencing a hands on approach. Dewey was convinced that reality is only what those experience, so children must interact with their environment, such as other children of different races, ethnicity, and socioeconomic backgrounds. Universal voting, along with universal education would make our society more democratic. An educated electorate would understand politics and the economy and make wise decisions. Later, by the 1960s, public education advocates argued that educating working people to a higher level (such as the G.I. Bill) would complete our transition to a deliberative or participatory democracy. This position is well developed by political philosopher Benjamin R. Barber in Strong Democracy: Participatory Politics for a New Age, first published in 1984 and published again in 2003. According to Barber, multicultural education in public schools would promote acceptance of diversity. Levinson (2009) argues that "multicultural education is saddled with so many different conceptions that it is inevitably self-contradictory both in theory and in practice, it cannot simultaneously achieve all of the goals it is called upon to serve" (p. 428) Multicultural education should reflect the student body, as well as promote understanding of diversity to the dominant culture and be inclusive, visible, celebrated and tangible. Multicultural education is appropriate for everyone. According to Banks (2013), "a major goal of multicultural education is to change teaching and learning approaches so that students of both genders and from diverse cultural, ethnic, and language groups will have equal opportunities to learn in educational institutions" (p. 10). Citizens need multicultural education in order to enter into the dialogue with fellow citizens and future citizens. Furthermore, multicultural education should include preparation for an active, participatory citizenship. Multicultural education is a way to promote the civic good. Levinson (2009) describes four ways to do so: From learning about other cultures comes tolerance, tolerance promotes respect, respect leads to open mindedness which results in civic reasonableness and equality (p. 431-432)
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annoying children
children, and yes, even the annoying ones (aka all of them)