The author argues that we are failing to prepare today's young people to be responsible American citizens—to the detriment of their life prospects and those of liberty in the United States of the future. He identifies the problems—the declines in civic purpose and patriotism, crises of faith, cynicism, self-absorption, ignorance, indifference to the common good—and shows that our disregard of civic and moral virtue as an educational priority is having a tangible effect on the attitudes, understanding, and behavior of large portions of the youth in our country today.
Throughout history, personal liberty, free markets, and peaceable, voluntary exchanges have been roundly denounced by tyrants and often greeted with suspicion by the general public. Unfortunately, Americans have increasingly accepted the tyrannical ideas of reduced private property rights and reduced rights to profits, and have become enamored with restrictions on personal liberty and control by government. In this latest collection of essays selected from his syndicated newspaper columns, Walter E. Williams takes on a range of controversial issues surrounding race, education, the environment, the Constitution, health care, foreign policy, and more. Skewering the self-righteous and self-important forces throughout society, he makes the case for what he calls the "the moral superiority of personal liberty and its main ingredient—limited government." With his usual straightforward insights and honesty, Williams reveals the loss of liberty in nearly every important aspect of our lives, the massive decline in our values, and the moral tragedy that has befallen Americans today: our belief that it is acceptable for the government to forcibly use one American to serve the purposes of another.
This volume of the International Social Studies Forum offers papers presented at the 2016 Social Studies Education Forum International Conference that was held in Berlin, Germany in June, 2016. The authors are a cross section of international educators. The issues and research structures noted in the volume focus on how education can mend the walls dividing societies, both internally and externally, across the globe. Papers on understanding how to use democratic and civic education to off set differences in cultural perspectives to understanding how educational policy influences choice and activism are represented throughout.
This book acknowledges the existence of high quality nonfiction children’s literature that may serve as a basis for conversation about civic engagements and our roles as global citizens. It touches on our social history, and offers ideas for how educators might be able to engage readers in healthy and useful dialogues on what it means to be human and how nonfiction texts attempt to reconstruct this reality in this quest to recognize our collective humanity.
Teaching Young Adult Literature Today introduces the reader to what is current and relevant in the plethora of good books available for adolescents. More importantly, literary experts illustrate how teachers everywhere can help their students become lifelong readers by simply introducing them to great reads—smart, insightful, and engaging books that are specifically written for adolescents. Hayn, Kaplan, and their contributors address a wide range of topics: how to avoid common obstacles to using YAL; selecting quality YAL for classrooms while balancing these with curriculum requirements; engaging disenfranchised readers; pairing YAL with technology as an innovative way to teach curriculum standards across all content areas. Contributors also discuss more theoretical subjects, such as the absence of lesbian, gay, bisexual, transgender and questioning (LGBTQ) young adult literature in secondary classrooms; and contemporary YAL that responds to the changing expectations of digital generation readers who want to blur the boundaries between page and screen. This book has been updated to reflect the wealth of new YA literature that has been published since the first edition appeared in March 2012, and to reflect new trends in technology that influences how adolescents are reading and responding to literature.
Are you an American? According to the U.S. Census Bureau, increasing numbers of people are claiming "American" as their national ancestry. In our melting pot of cultures, they are taking a stand as authentic representatives of the American nation. This growing social phenomenon serves as the launching point for a discussion of what twenty-first century Americanism means--its roots and its significance--and the unrelenting assault from multiculturalists who believe that the term "American" either signifies nothing or is a badge of shame. Author James S. Robbins describes the foundations of the American ideal, the core set of beliefs that define American values, and the ways in which these standards have been undermined and corrupted. He also makes the case for the benefits of an objective standard of what it means to be an American and for returning to the values that turned America from an undeveloped wilderness to the most exceptional country in the world.
Barry C. Lynn, one of America's preeminent thinkers, provides the clearest statement yet on the nature and magnitude of the political and economic dangers posed by America’s new monopolies in Liberty from All Masters. "Very few thinkers in recent years have done more to shift the debate in Washington than Barry Lynn." —Franklin Foer Americans are obsessed with liberty, mad about liberty. On any day, we can tune into arguments about how much liberty we need to buy a gun or get an abortion, to marry who we want or adopt the gender we feel. We argue endlessly about liberty from regulation and observation by the state, and proudly rebel against the tyranny of course syllabi and Pandora playlists. Redesign the penny today and the motto would read “You ain’t the boss of me.” Yet Americans are only now awakening to what is perhaps the gravest domestic threat to our liberties in a century—in the form of an extreme and fast-growing concentration of economic power. Monopolists today control almost every corner of the American economy. The result is not only lower wages and higher prices, hence a concentration of wealth and power in the hands of the few. The result is also a stripping away of our liberty to work how and where we want, to launch and grow the businesses we want, to create the communities and families and lives we want. The rise of online monopolists such as Google and Amazon—designed to gather our most intimate secrets and use them to manipulate our personal and group actions—is making the problem only far worse fast. Not only have these giant corporations captured the ability to manage how we share news and ideas with one another, they increasingly enjoy the power to shape how we move and play and speak and think.
Concepts of civic learning and democratic engagement are central to the purpose of higher education, especially for community colleges. This volume: establishes a philosophical framework for civic learning and democratic engagement in community colleges, details several approaches to enhancing the civic capacities of students in these institutions, provides best practice examples and lessons learned from practitioners in the field, and addresses some of the sticky issues such as: What are the outcomes of civic learning programs and practices? How might civic competencies transfer to other settings? Is there a connection between civic skills and those valued in the workplace? This is the 173rd volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
The Developmental Science of Adolescence: History Through Autobiography is the most authoritative account of the leading developmental scientists from around the world. Written by the scholars who shaped the history they are recounting, each chapter is an engaging and personal account of the past, present, and future direction of the field. No other reference work has this degree of authenticity in presenting the best developmental science of adolescence. The book includes a Foreword by Saths Cooper, President of the International Union of Psychological Science and autobiographical chapters by the following leading developmental scientists: Jeffrey Jensen Arnett, Robert Wm. Blum, Jeanne Brooks-Gunn, B. Bradford Brown, Marlis Buchmann, John Bynner, John Coleman, Rand D. Conger, James E. Côté, William Damon, Sanford M. Dornbusch, Nancy Eisenberg, Glen H. Elder, Jr., David P. Farrington, Helmut Fend, Andrew J. Fuligni, Frank F. Furstenberg, Beatrix A. Hamburg, Stephen F. Hamilton, Karen Hein, Klaus Hurrelmann, Richard Jessor, Daniel P. Keating, Reed W. Larson, Richard M. Lerner, Iris F. Litt, David Magnusson, Rolf Oerter, Daniel Offer, Augusto Palmonari, Anne C. Petersen, Lea Pulkkinen, Jean E. Rhodes, Linda M. Richter, Hans-Dieter Rösler, Michael Rutter, Ritch C. Savin-Williams, John Schulenberg, Lonnie R. Sherrod, Rainer K. Silbereisen, Judith G. Smetana, Margaret Beale Spencer, Laurence Steinberg, Elizabeth J. Susman, Richard E. Tremblay, Suman Verma, and Bruna Zani.
Peter Berkowitz identifies the political principles social conservatives and libertarians share, or should share, and sketches the common ground on which they can and should join forces. Drawing on the writings of Edmund Burke, The Federalist, and the high points of post-World War II American conservatism, he argues that the top political priority for social conservatives and libertarians should be to rally around the principles of liberty embodied in the US Constitution and pursue reform in light of them.
