Educating for Character: How Our Schools Can Teach Respect by Thomas Lickona
By Thomas Lickona
Demands renewed ethical schooling in America's colleges, providing dozens of courses faculties can undertake to educate scholars admire, accountability, labor, and different values that are supposed to no longer be left to oldsters to coach.
Dr. Lickona's twelve-point software bargains sensible concepts designed to create a operating coalition of folks, lecturers, and groups within the curiosity of establishing personality into the lives of kids at the present time.
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Additional resources for Educating for Character: How Our Schools Can Teach Respect and Responsibility
From a Marxist position, and in spite of attempts to understand class as a relational concept, when empirical data is examined, it is usually done so with reference to location in the occupational structure for those under scrutiny. As such, the debate over the existence or otherwise of a new middle class is reduced to the task of claiming the petit bourgeois or service worker as a member of either a proletariat or a bourgeoisie. 18 LOCATING THE NEW MIDDLE CLASS Membership of the proletariat is claimed as a form of selfemployed labour aristocracy or as workers involved in the means of mental production or even as non-productive workers, in the sense that they are seen as a drain on surplus value rather than creators of it.
Therefore, we must forsake the essentialism implied in the will to decide in abstracto, by pure theoretical fiat, what group is what and where its ‘boundaries’ lie groups and boundaries are made and unmade in history, not in theory. , 1992). This form of analysis has been characterised by Bagguley et al. thus: Realist models of the social world distinguish between relatively enduring social entities which have causal properties, and specific, contingent events to which the social entities give rise.
To claim that such occupational change results from the logic of capitalism or the development of industrial society says little of the relations between employers and employees, the trade unions and growth of professional associations, of changes in occupational culture, of the developing relationship throughout the twentieth century between education, t r a i n i n g a n d p ro f e s s i o n a l i s a t i o n a n d , f i n a l l y, o f t h e competing claims, resources of and struggles between each and all of the above.