Building a Socially Supportive Environment. ERIC-IRCD Urban Disadvantaged Series, Number 16.

Autor/in	Gordon, Edmund W.
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Building a Socially Supportive Environment. ERIC-IRCD Urban Disadvantaged Series, Number 16.
Quelle	(1970), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Ability; Cultural Pluralism; Culture Conflict; Democracy; Educational Complexes; Educational Development; Educational Innovation; Educational Objectives; Environmental Influences; Heredity; Political Socialization; Social Environment; Social Responsibility; Social Structure; Social Systems; Staff Orientation; Staff Role + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kulturpluralismus; Kulturkonflikt; Demokratie; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Environmental influence; Umwelteinfluss; Erblichkeit; Politische Sozialisation; Soziales Umfeld; Soziale Verantwortung; Sozialstruktur; Social system; Soziales System; Personalberatung
Abstract	This paper examines the conflicts between and the inequities inherent in practically all present day social systems and suggests strategies for building a socially supportive environment. The study focuses on the practical implications of the nature-nurture controversy and contends that greater attention must be given to extrinsic factors in development and learning. Areas of ecological balance or personal-politico-social homeostasis and the problems involved therein are treated. Emphasis is laid on the regression noted in the implementation of programs to satisfy basic human rights and needs. In the context of the present state of political development in this country, abandonment of parliamentary democracy and movement toward realization of a truly pluralistic society is strongly advocated. In the attainment of the latter objective, a rededication to the purposes and goals of education is suggested, stressing on assisting the student in his development, refining that development, and preparing him to live a satisfying life; basic changes in the concept of the school's physical structure by decentralization into homes, farms, store fronts, etc. and by creating educational parks, shifts in staff to attune to the concept of individualization, and the building up of basic skills and self concept toward achieving affective, social cognitive, and political competence are recommended for reaching these educational goals. (RJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01