I. The Cardinal Principals of Secondary Education is a set of seven guidelines established by the Commission on The Reorganization of Secondary Education to reform education. The Cardinal Principals of Education began as an idea in 1915, and was finished and published in 1918. There are seven Cardinal Principals:
1. The first Cardinal Principal is health.
2. Command of Fundamental Processes
3. Worthy Home Membership
4. Vocation
5. Civic Education
6. Worthy use of Leisure
7. Ethical Character
II. Health
A. According to the Bureau of Education (1918), “Heath needs can not be neglected during the period of secondary education, without serious danger to the individual and the race” (p.11). The school must teach good habits, provide health
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The ideal states to let the student investigate their own particular limits and aptitudes, in order to correctly select a vocation. Therefore showing the student that professional direction in the form of secondary school is crucial.
C. Aim students to develop an appreciation of the importance of the job to the community and a clear understanding of right relations between members of the chosen job.
VI. Civic Education
A. According to the Bureau of Education (1918), Civic education should develop in the individual those qualities whereby he will act well his part as a member of neighborhood, town or city, state, and nation, and give himself a basis for understanding international problems” (p.13).
B. All subjects should contribute to good citizenship, geography, social studies and history should have teaching good citizenship as the overall main goal.
C. Students must learn that all nations have worth and potential, and all equally contribute to our civilization.
VII. Worthy use of leisure
A. Adequate recreation inside and outside of school within the community is provided.
B. Ability to use common means of enjoyment, such as music, art, book-related, drama and other social interests together to aid in helping the
He examines these norms using public opinion surveys and other types of research, one of which proposes that modern day citizens are the “most educated, most cosmopolitan, and most supportive of self-expressive values than any other public in the history of democracy” (Dalton 2008, 2). He suggests there are two types of citizenships – duty-based and engaged (D...
...roductive, and responsible citizens that a proper civic education should teach basic principles of government, provide insights into representative institutions, and generally from good citizens.” Once again, he believed that in order to build a society that has responsible citizens, the fastest way is to have a good civic education to equip the children with such values. Since they do not have the definite worldview, it is easy to manipulate them in a good way. Lastly, he wanted the common school to do “a delicate political balancing act to cultivate a general political consciousness but not indoctrinate students in partisan political ideology” by believing that the school could perform “its civic, political, and cultural roles in a nonpartisan way.” So once again, he believed that common school has and is able to be a foundation to change the society after all.
Relating how the employee’s job responsibilities contributes to the overall effectiveness of the school and its mission statement.
Westheimer, Joel. "Politics and Patriotism in Education." Phi Delta Kappan 8(2006):608. eLibrary. Web. 19 May 2014.
Without an engaged citizenry, democracy will collapse. Conventional civic engagement has declined in the last three decades (Syvertsen et al 586). This includes voting, volunteering for a campaign, and giving money to a cause. These activities are all essential for a democracy to function successfully, and it should concern the American public that civic engagement is declining. Students who take college-level civics classes that incorporate real community involvement are more likely to vote and have lower levels of political alienation than those who do not (Youniss 102). The first step that Brookhaven College can take toward reversing this problem is offering a civics class that leverages the existing Service Learning program.
Nothing can more effectually contribute to the cultivation and improvement of a country, the wisdom, riches, and strength, virtue and piety, the welfare and happiness of a people, than a proper education of youth, by forming their manners, imbuing their tender minds with principals of rectitude and morality, [and] instructing them in...all useful branches of liberal arts and science. (Hochschild & Scovronick, 2003).
For example, educators have a fundamental obligation to fairly, accurately, honestly and constructively evaluate student work
Schools are like little communities of small people where children learn to deal with real life scenarios and develop life skills necessary for their debut into society. Children learn from example, and what better example of society is there than a school? Schools must assume responsibility over the ethics which they impart to the child as this will resound in that child 's later actions as a member of society. Eleanor Roosevelt discussed the importance of fostering good citizenship in students in her essay, "Good Citizenship: The Purpose of Education" because students use school as an example to emulate society. She writes, "The practical side of good citizenship is developed most successfully in school because in miniature one is living in a society, and the conditions and problems of the larger society are more easily reproduced and met and solved" (Roosevelt). Moral education also has an impact on government. Carl Becker, a distinguished historian, noted certain conditions required for the success of a democratic government in his essay, "Ideal Democracy". One of the conditions for the success of a democracy requires citizens to possess certain virtues and competencies, such as rationality and good will (Becker 152). The truth of such a claim becomes striking as one thinks back to King and his example of Talmadge as an educated governor holding office and wielding a
Attending public schools as a child, I remember learning the basic skills on how to add and subtract, read, and write. These basic skills are necessary in order to function in our society and work force in the United States. As we all know each child learns differently, some learn faster than others and some slower than others. Our public schools have become overcrowded and we do not have enough teachers to fit the needs of each student. Some students get left behind and are not learning the skills needed to move on to the next level. What these students are not learning they can learn in higher education such as a college or university. In this report, I would like to express the importance of a higher education. I will use the works of John Henry Newman, Jon Spayde and Mike Rose, all three writers believe in having an educated society. Our students’ needs are changing, there are a growing number of immigrants with children coming to the United States from all over the world. They bring with them the language and culture of their country. The age in which they arrive to the United States determines how well they learn English and what skills they will need to acquire to become productive in our society. The task of teaching our children the basic skills is becoming harder and harder each day, making it harder for our education system to achieve their goals. There are a high number of students graduating from high school who does not have the skills needed to meet the needs of the work force in our society. A higher level of learning is needed to make our society literate.
Within his research, Aaron T. Sigauke (2013) described how in some nations citizenship education is taught school-wide in all subjects and school activities, but this approach is the exception rather than the rule (p. 11). Traditionally, the teaching of citizenship is generally reserved for social studies classes and is not directly taught as a separate subject. Although the reasons vary as to why it should not be its own course, most educators and politicians agree that it should be indirectly taught in the social studies curriculum because it can be incorporated into the study of history and civics, as well as an analysis of the great citizens (military leaders, politicians, scientists, et al.) that contributed to the nation’s chronicle (Keating, 2011, pp. 762-765). When this practice is combined with national holidays and other local or state celebrations, then the study of civilization becomes more significant and meaningful for all of the students (Keating, 2011, p.
One of the things can be done using the result is to understanding the interrelationships among the civic learning outcomes and extending the research into post-graduate
My core educational values define what I believe is necessary tools students need to be successful. Such values are provided by the community of people (educators, parents, business partners) who touch the students’ lives. I value knowledge because without awareness of specific content, students are not able to truly feel a part of society. I value development of skills in order for students to apply their knowledge. When skills are applied, students demonstrate their knowledge and ability to function in our current world. I value critical thinking in our students so they can extend their knowledge and skills to solve complex problems benefitting our present and future. I value citizenship and feel that education has a responsibility to model and nurture character qualities in our students. Educating students is raising them equipped with tools that will enable them to function as contributing participants in a productive society. Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges.
Higher Education (University Level) – It should be provided according to aptitude. That is, if anyone meets the essential education standar...
In the role of a principal are many factors that influence the style in the administration of a school. These factors can be the vision and goal, communication, teamwork, collaboration among all stakeholders (Glickman, et al., 2010). In education, are encounter different philosophies that are determine by the school system (Moccozet, et al., 2009). These philosophies drive the mission and vision of a school, that varies from school to school and some of this schools incorporate the philosophies as part of their mission. The philosophies of education that are present in the chosen school are existentialism, and experimentalism (Glickman, et al., 2010...
3. Question c: Mention the considerations that a Life Orientation teacher must take page 3