Literaturnachweis - Detailanzeige
| Autor/in | Gibbs, Jeanne |
|---|---|
| Titel | Rather than "Fixing Kids"--Transform the Environment. |
| Quelle | (1998), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adjustment (to Environment); Change Strategies; Children; Educational Environment; Elementary Secondary Education; Humanistic Education; Humanization; Interpersonal Competence; Psychological Needs; Resilience (Personality); Social Environment |
| Abstract | The philosophy of "Tribes" and the process of the "Tribes Learning Community" are described. The mission of Tribes is: "To assure the healthy development of every child so that each has the knowledge, skills and resiliency to be successful in a rapidly changing world." Central to this approach are two paradigms: (1) "Rather than fixing kids, fix the environments of the systems contributing to and sustaining their problems"; and (2) "Rather than diagnosing and labeling weaknesses, involve teachers, parents and students to identify, appreciate and celebrate each young person's strengths and importance to self and others." Human resilience is increased when systems foster caring and supportive relationships, positive and high expectation, and opportunities for meaningful participation. School cultures containing these components assure the development of physical, emotional, cognitive, social, and moral competence. Training in social skills is provided to facilitate the "learning community." The community building process of Tribes makes it possible to create a transformational culture supportive of all students, which enhances the potential of the school to meet everyone's basic human needs and create an environment in which academic excellence is possible. (Contains nine references.) (EMK) |
| Anmerkungen | CenterSource Systems, 85 Liberty Ship Way, Suite 104, Sausalito, CA 94965; Tel: 415-289-1700; Fax: 415-289-1702; Web site: www.tribes.com; E-mail: CentrSrc@aol.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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