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Essay / Research Paper Abstract
A 13 page paper discussing the “dangerous” ground of including moral education in the public schools. Among those schools that have been most successful in achieving impressive academic gains has emerged a paradox: academic excellence does not emerge in an atmosphere void of personal responsibility and dedication to the work at hand. Nor does it thrive in the environment in which there is no cooperative effort or attention to helping peers. It seems that we had to abandon values in order to realize their relative worth. As public schools are called to accountability for results as never before, there is also much more attention to character education. Bibliography lists 14 sources.
Page Count:
13 pages (~225 words per page)
File: CC6_KSeduChar.rtf
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Unformatted sample text from the term paper:
It was only a few years short of a century ago that Bostons public school board was examining the possibility of changing its entire focus on public education.
The "three Rs" were important of course, and every student emerging from public school needed to be literate. The emerging view at the time was that schools also provided
the single most effective setting for ensuring that the children of the community grew up to be functional and valuable members of the community while also possessing basic life skills.
It was during this time of great change of focus that boys began taking woodworking classes and every girl in secondary school took at least one home economics class.
The self-actualization movements of the 1960s and 1970s did much damage to the public schools and to their students (Weinberger, 1996). Concepts
of non-competition and grades reflecting effort rather than outcome gained great ground. Madeline Murray OHare won her Supreme Court case to have all prayer and all religious references removed
from public schools. Practical education suffered, as evidenced by the generation-long slide in achievement testing results, and any teaching that could be related to any form of religion opened
the school to lawsuits by parents disagreeing with the teaching. In essence, public education was cut adrift. Teachers and administrators effectively were
told they were to babysit the children of the community, that it would be desirable that the children learn something along the way but all teaching must be done in
such a manner as to not infringe on anyones rights or perceived rights, and above all, schools were to take no action that could be perceived as carrying the potential
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