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Originally posted by FlyersFan
Karen Rouse
March 2, 2006
Denver Post
James McGrath Morris, an author who has written about academic
freedom issues, said Bennish's comments are acceptable for an adult
audience, but they are hard to defend in a high school classroom.
In a number of legal cases, courts have ruled that "up until the age of
majority, children are easily influenced ... in a way that they don't have
the faculties to sort out rights from wrongs," Morris said.
Originally posted by FlyersFan
Bush = Hitler
Originally posted by loam
Prove that teachers have the same level of political
influence on children as parents have...
Where are your answers to my other questions?
Originally posted by ADHDsux4me
So where do kids find out about non-Republican politics,
Originally posted by loam
Provide the precise legal citation.
Denver Post
Superintendent Monte Moses, who received a copy of the recording on
Monday from 850 KOA-AM radio show host Mike Rosen, said it appears
"a breach of district policy" occurred.
"Our policy calls for both sides to be present in the interest of
intellectual discourse," Moses said. Bennish's presentation
appeared to be unbalanced, he said.
The district is looking into whether the incident was an isolated one
and will ensure that a balanced viewpoint of the president's State
of the Union address is provided to students, Moses said.
Originally posted by FlyersFan
[Read Erik Erikson's stages of psychosocial development.
Stage V - 12 to 18 years (high school level)
The pschyosocicial crises at this age is Identity vs Role
Confusion. The significant relationships are peer groups,
models of leadership (teachers), and school. Teachers
and peers take on increasing importance while the influence
of the parent decreases.
QUOTE from Educational Psychology by Robert E. Slavin,
page 51 on Erikson - The question "who am I" becomes important
during adolescence. To answer it, adolescents increasingly turn
away from parents and toward peer groups. Erikson believed that
during adolescence the individual's rapidly changing psysiology,
coupled with pressures to make decisions about future education
and career, creats the need to question and redefine the pschyosocial
identity established during the earlier stages (with parents).
Adolescence is a time of change. Teenagers experiment with
various sexual, occupational, and educational roles as they try to
find out who they are and who they can be. This new sense of
self, or 'ego identity', is not simply the sum of prior identifications.
Rather, it is a reassembly or 'an alignment' of the individual's
basic drives (ego) with his or her endowment (resolution of
previous crises) and his or her opportunities (needs, skills, goals,
and demands of adolescence and approaching adulthood).
Originally posted by FlyersFan
"Our policy..."
Originally posted by loam
Originally posted by FlyersFan
"Our policy..."
Ah...a school policy is not quite a law, now, is it?
Originally posted by FlyersFan
As far as Child Psyhcology goes ... as far as Educational Psychology
goes... as far as Erikson, Freud, and even Kohlberg go ... the
parents are the primary influence until the tween years. This then
shifts to peers and school. And then in the actual teen years this
shifts to peer groups and those in leadership positions over the
child (teachers). Not caregivers anymore ... but those in leadership
positions. These are the ones that spend the most time with the
child, that have the most social impact, that have the greatest
influence on reasoning and social development.
This is for personal AND social development.
A good book is 'Childhood and Society' by Erik Erikson.
Kohlberg's stages of Moral reasoning has the Level II - Conventional
Level (where most teens are) as Stage III and Stage IV - boiled down
it is doing whatever pleases or is approved by those 'in charge' and
full respect for authority figures to maintain ones own social standing
and/or order.
Another good book - Kohlberg 'Stage and Sequence:
The Cognitive-Developmental Approach to Socializaton'.
Originally posted by FlyersFan
He violated school law.
He did not teach what his contract called him to teach.
He did not teach what the town and state required him to teach.
Originally posted by loam
I think you find the literature says otherwise with regard
to who has more political influence...teachers or parents...
Originally posted by loam
You still have not cited a single study that involves teacher vs. parent influence on political thought.
Originally posted by FlyersFan
I REALLY have to go. I'll be back later.
Social Studies
Gerry Camilli (Coordinator)
Rachel Advincula
Gretchen Aufderheyde
Jay Bennish
...
This department offers a wide variety of courses such as World Geography, Western Civilization, AP European History, Social Studies 11-American Studies, AP Human Geography, United States History & Government, AP American History, Introduction to Psychology, Contemporary Issues, The American Dream & Economics, and Comparative World Religions.
Students of World Geography learn about the spatial distribution of people, places, physical features, resources, and human activities. They will ask the questions asked by geographers as they study the world: What are the physical and human characteristics of places? Why are things located where they are? What is the significance of the location of things? What patterns are reflected in the groupings of things?
Five fundamental themes and analytical questions introduced. They are as follows:
* LOCATION: What is the location of this place on the map? What is its location relative to other places?
* PLACE: What are the physical and cultural characteristics of this place? What role do these two aspects of the environment play in the character of this locale? How are the people who live here affected by the physical characteristics of this place, and how do they affect the place?
* HUMAN-ENVIRONMENTAL INTERACTION: How do location and the physical environment affect the lives of people? What have people done to modify this setting, this environment we are studying? How have people adapted to this physical environment?
* MOVEMENT: What role have human migration, cultural diffusion, or the transportation of resources and goods had in shaping the world? How has the movement of people, ideas, and goods influenced life in this place? How is this place connected to other places by these movements?
* REGIONS: How are regions defined? Of what regions is a given place a part? How do regions change, how have they changed, and why? What is the significance of these changes?
Originally posted by ADHDsux4me
In another Thread I played Devil's Advocate for Pro Bushies, This time for the sake of Devils Advocate for pro-Not Bushie.
There is no Leftist Main stream Television media anymore (John Stewart the only), so I think maybe the teacher was trying to reach these kids by talking to them directly.
Turn on any major news station, and the pro-bushie lemmings groom their audience to love bushie.
Where else do our next generations have to turn to for ideals, but school?
Television is no good, it's all either a Dog and Pony show, similar to Keeping the masses stupidly entertained while Rome is in shambles, or it's hardcore 1 sided political views with 1 token democrat who gets ridiculed for "being outside the box"?
Originally posted by Benevolent Heretic
Why didn't the kid tape the whole class? Why didn't he tape on other days? My guess is because this is the one day that Jay Bennish said enough to 'make the appearance' that he's pushing his liberal political agenda on the classroom.