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Tamira Chapman

Harvard deans urge renewing civic education | Harvard Magazine Mar-Apr 2012 - 0 views

  • What strikes us about these passages is not their antiquity, but their wisdom. Today, many Americans have lost pride in their government. At a time when universities trumpet their place in the world—and within Facebook—but say little about their place in the Republic, these calls to educate citizens who will sustain the nation have new and vital meaning. It is time to reimagine higher education’s civic mission.
  • They are positioned not only to foster innovation, which is essential to national prosperity, but also to teach the public responsibilities associated with invention and entrepreneurship.
  • American democracy depend
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  • “A Republic, if you can keep it,” as Benjamin Franklin described our form of government, will not persist through momentum alone.
  • We see civic education as the cultivation of knowledge and traits that sustain democratic self-governance. The synergistic components of civic education in American colleges and universities are a tripod of intellect, morality, and action, all grounded in a knowledge base of American history and constitutional principles.
  • Civic education cannot flourish if intellect is privileged over morality and action, as is usual today.
  • As science either marginalized or helped transform other subjects, citizens’ responsibilities for the public good were squeezed out of the mission of higher education. Moral philosophy became a marginal
  • The student movement of the 1960s
  • Its antiauthoritarian agenda and tactics notwithstanding, the student movement sought to reassert the educational importance of common values and social mission.
  • In the mid 1980s,
  • Service learning flourished
  • A student volunteering at a soup kitchen…very much enjoyed the experience and felt that it had made him a better person. Without thinking through the implications of his statement, he said, “I hope it is still around when my children are in college, so they can work here, too.”Finding a Way Forward
  • Instead of a prescription, we offer a framework for conversation about the intertwined roles of intellect, morality, and action.
  • civic education needs to be spread across the curriculum.
  • transgressions are likely to be treated legalistically, rather than as teachable moments.
  • Action. Civic learning is about the effect of human decisions on other people and on society at large.
  • Integrate civic education into core requirements and concentrations or majors.
Karlin Burks

U.S. Department of Education - 0 views

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    Government website
Tamira Chapman

Change.edu: Rebooting for the New Talent Economy - 0 views

  • used to joke that education was one of the few things people were willing to pay for and not get.
  • Over three decades, for-profit schools added students at more than six times the rate of traditional colleges and universities. However, that growth also sparked controversy over their marketing techniques to attract students and led recently to tougher regulations. The new rules require for-profit education companies to offer programs that prepare students for “gainful employment” so they can pay down their school loans and reduce their ratio of debt to income. Those changes have slowed new enrollments significantly, so it is unclear whether for-profit schools will continue to outpace more traditional institutions of higher education in the future.
  • For all institutions — public, non-profit and for-profit — better measurement is essential to increasing graduation rates and success in the workplace. I am in radical agreement with Rosen that data can and should be used to motivate schools to improve, and that greater transparency and accountability will encourage students and government funders to support the institutions that demonstrate the best outcomes.
Tamira Chapman

Helsingin Sanomat - International Edition - Home - 0 views

  • “And if the official school licence is once again denied, maybe we’ll have better luck in a couple of years’ time”
  • The school, which has operated independently without state ratification since the autumn of 2010, applied for the official school licence again last year.      The licence would give the school the right to issue school certificates and receive state aid.      Currently the school perseveres with the help of the EUR 250-300 student fees and voluntary contributions.      In the autumn, 15 year-round pupils started with the school. In addition, there are a certain number of “seasonal students”.
  • The government can grant private communities or foundations the right to organise basic education, if it can be established that there is a need for it.      The curricula of the school and the finances of the organiser also have to be in order. The granting of the licence is discretionary.
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  • There are now 72 private schools in Finland offering basic education. Their pupils constitute about two per cent of all the comprehensive-school-age pupils in the country.
  • Some of the schools are “ordinary” private schools originating from the era prior to the introduction of the comprehensive school system.      Some, in turn, represent certain ideologies, such as Christianity, or certain pedagogical trends, such as the Steiner or Freinet approaches.
Heather Mills

FREE -- Teaching Resources and Lesson Plans from the Federal Government - 0 views

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    More than 1600 federal teaching and learning resources organized by subject: art, history, language arts, math, science, and others -- from FREE, the website that makes federal teaching and learning resources easy to find.
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