Sie sind bereits eingeloggt. Klicken Sie auf 2. tolino select Abo, um fortzufahren.
Bitte loggen Sie sich zunächst in Ihr Kundenkonto ein oder registrieren Sie sich bei bücher.de, um das eBook-Abo tolino select nutzen zu können.
There is a clear relation between the way children are raised and the way the world is heading. Famous philosophers and educationists such as Kant, Dewey, Montessori and Freire, exposed clearly the direct link between the social and political abuses of their time and the way in which children were brought up. From their analysis they each conceived the ambition of making the world a better place through educational reform. For various reasons it is not fashionable these days to make any kind of direct connection between child upbringing and ‘the state of the world’. The project of…mehr
There is a clear relation between the way children are raised and the way the world is heading. Famous philosophers and educationists such as Kant, Dewey, Montessori and Freire, exposed clearly the direct link between the social and political abuses of their time and the way in which children were brought up. From their analysis they each conceived the ambition of making the world a better place through educational reform. For various reasons it is not fashionable these days to make any kind of direct connection between child upbringing and ‘the state of the world’. The project of child-rearing gradually became focussed on individual development. In this book, Dutch child-psychologist Micha de Winter argues that there should be much more to child-raising, education and youth policy – for example, to learn to understand and practice democratic citizenship, humanity and freedom. What does it mean to live in a democratic society, how do you resist the seductions of ‘them-versus-us’ thinking which both offers the feelings of security and of belonging to a group and at the same time invites the risk of dehumanizing and excluding the other? Socialization from this perspective is a common responsibility that requires an educative civil society.
Foreword; Acknowledgements; 1. Politics as Suppernanny: Bringing up children, youth policy and Isaiah Berlin’s two kinds of freedom; 1.1 Child-upbringing as behavioural therapy; 1.2 Simplification and polarization; 1.3 Isaiah Berlin and the two concepts of freedom; 1.4 Liberating the debate on socialization; 2. The survival of the fittest child; 2.1 Introduction; 2.2 Child mortality: natural phenomenon or problem?; 2.3 Present-day child policy; 2.3.1 Child-raising contracts; 2.3.2 The approach to the problem of loitering youths; 2.4 To conclude: youth policy and improving the future; 3. The modernity of child abuse; 3.1 Children and modernization; 3.2 Child abuse and the ‘At Risk’ policy; 3.3 Child abuse and social context; 3.4 A social control theory of child abuse?; 3.5 Contextual interventions; 3.6 Conclusion: A modern problem demands a more modern response; 4: The educative civil society as remedy: Breaking the stressful double bind of child-rearing and socialization; 4.1 Introduction; 4.2 The double-bind as a social phenomenon; 4.3 The role of child-rearing experts; 4.4 The double-bind of parenthood and modernization; 4.5 Rigid ‘prevention’; 4.6 Problems of a ‘public health’ approach to problems of children in society; 4.7 Free and not-so-free choices; 4.8 The ‘educative civil society’ as remedy; 4.9 Bonding and bridging; 4.10 A social-critical point of view; 4.11 Finally: how does one strengthen the educative civil society?; 5: Socialization for the common good: The case for a democratic offensive in upbringing and education;5.1 Introduction; 5.2 The common good as the goal of child-upbringing; 5.3 Children’s upbringing as essential interest of society; 5.4 ‘Democrats are made, not born’; 5.5 Moralizing or democratizing; 5.6 Family upbringing and democracy; 5.7 Democracy and education in parent-education; 5.8 The public child and the ‘socialization-gap’; 5.9 Finally: The need for a democratic offensive in upbringing andeducation; 6: Evil as a problem of upbringing and socialization: Hate, dehumanization and an education that stands for the opposite; 6.1 Introduction; 6.2 Educational sciences and improving the world; 6.3 The roots of evil; 6.3.1 Socio-political backgrounds; 6.3.2 Worldviews; 6.3.3 Hate; 6.3.4 Sources of hate; 6.3.5 Dehumanization and moral exclusion; 6.3.6 ‘Killing with decency’; 6.4. Educational remedies; 6.4.1 Influencing worldviews; 6.4.2 Influencing psychological constructions; 6.4.3 Influencing the social construction of cruelty; 6.5 Human rights and critical idealism; 6.6 Raising children against evil requires instruments as well as morality; References; Notes.
Foreword; Acknowledgements; 1. Politics as Suppernanny: Bringing up children, youth policy and Isaiah Berlin’s two kinds of freedom; 1.1 Child-upbringing as behavioural therapy; 1.2 Simplification and polarization; 1.3 Isaiah Berlin and the two concepts of freedom; 1.4 Liberating the debate on socialization; 2. The survival of the fittest child; 2.1 Introduction; 2.2 Child mortality: natural phenomenon or problem?; 2.3 Present-day child policy; 2.3.1 Child-raising contracts; 2.3.2 The approach to the problem of loitering youths; 2.4 To conclude: youth policy and improving the future; 3. The modernity of child abuse; 3.1 Children and modernization; 3.2 Child abuse and the ‘At Risk’ policy; 3.3 Child abuse and social context; 3.4 A social control theory of child abuse?; 3.5 Contextual interventions; 3.6 Conclusion: A modern problem demands a more modern response; 4: The educative civil society as remedy: Breaking the stressful double bind of child-rearing and socialization; 4.1 Introduction; 4.2 The double-bind as a social phenomenon; 4.3 The role of child-rearing experts; 4.4 The double-bind of parenthood and modernization; 4.5 Rigid ‘prevention’; 4.6 Problems of a ‘public health’ approach to problems of children in society; 4.7 Free and not-so-free choices; 4.8 The ‘educative civil society’ as remedy; 4.9 Bonding and bridging; 4.10 A social-critical point of view; 4.11 Finally: how does one strengthen the educative civil society?; 5: Socialization for the common good: The case for a democratic offensive in upbringing and education;5.1 Introduction; 5.2 The common good as the goal of child-upbringing; 5.3 Children’s upbringing as essential interest of society; 5.4 ‘Democrats are made, not born’; 5.5 Moralizing or democratizing; 5.6 Family upbringing and democracy; 5.7 Democracy and education in parent-education; 5.8 The public child and the ‘socialization-gap’; 5.9 Finally: The need for a democratic offensive in upbringing andeducation; 6: Evil as a problem of upbringing and socialization: Hate, dehumanization and an education that stands for the opposite; 6.1 Introduction; 6.2 Educational sciences and improving the world; 6.3 The roots of evil; 6.3.1 Socio-political backgrounds; 6.3.2 Worldviews; 6.3.3 Hate; 6.3.4 Sources of hate; 6.3.5 Dehumanization and moral exclusion; 6.3.6 ‘Killing with decency’; 6.4. Educational remedies; 6.4.1 Influencing worldviews; 6.4.2 Influencing psychological constructions; 6.4.3 Influencing the social construction of cruelty; 6.5 Human rights and critical idealism; 6.6 Raising children against evil requires instruments as well as morality; References; Notes.
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309