ebook img

ERIC ED374503: Character Education. PDF

18 Pages·1994·0.62 MB·English
by  ERIC
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview ERIC ED374503: Character Education.

DOCUMENT RESUME EA 026 074 ED 374 503 Character Education. TITLE Wisconsin Center for Educational Research, Madison. INSTITUTION National Center for Effective Schools. PUB DATE 94 NOTE 19p. Viewpoints Serials (022) Collected Works PUB TYPE (Opinion/Position Papers, Essays, etc.) (120) Focus in Change; n15 Sum 1994 JOURNAL CIT MF01/PC01 Plus Postage. EDRS PRICE Codes of Ethics; *Curriculum Guides; Educational DESCRIPTORS History; Elementary Secondary Education; *Ethical Instruction; Moral Development; *Moral Values; Socialization; *Values Education *Character Education IDENTIFIERS ABSTRACT Character education is a contentious and fractionated topic, yet one that has been revisited with stubborn persistence in the history of American education. To explore the complexity of the character-education debate, this theme issue presents interviews with three national figures. First, a broad perspective is provided by Theodore R. Sizer, who directs the Coalition of Essential Schools and the Annenberg National Institute for School Reform at Brown University. He believes character and intellect are inseparable, describes what good character must be, and discusses the need to restructure education in order to accommodate small communities where He describes the a dialogue among staff and students is necessary. structural constraints that impede educative efforts, such as the day, and the lack of a press force "coverage" that dominates a school interview, Kevin Ryan, sense of community among staff. In the second director of the Center for the Advancement of Character and Ethics at Boston University, seeks a return to a classical curriculum. He believes that study of the great works of literature and history can provide a "moral compass" that is lacking in today's public schools and society. In the third article, James Leming, professor of curriculum and instruction at Southern Illinois University, provides efforts in the United a historical overview of character-education attention States. He explains why in times of social unrest public examines the issue turns to schooling and character development, and of indoctrination. Finally, Florence L. Johnson, director of the National Center for Effective Schools, argues that schools, rather than focusing on character education, should establish strong nurturing support systems for all students, particularly those already at risk. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** C.) O ITANGE U) sA. SUMMER 1994 NO.15 THE NA TIONAL CENTER FOR EFFECTIVE SCHOOLS CHARACTER EDUCATION U 5 DEPARTMENT OF EDUCATION 011tre of Educatonar Research and improvement E DU "ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document NIS been reproduced as rectuved from the OerSOn Or orgemzettOn bugtnaling I 0 Minor changes have been made to improve -__ ,eptodur,on oushly Points rtI new or outmona stated ,n INS u ment do not necessarily represent othcm, OE RI position or ("ono "PERMISSION TO REPRODUCE THIS MATERIAL IN OTHER THAN PAVER COPY HAS BEEN GRANTED BY 2 THE TO EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)- BEST COPY AVAILABLE 4'4 AO:V.:14 FOCUS IN CHANGE SUMMER 1994 NO.15 THE NATIONAL CENTER FOR EFFECTIVE SCHOOLS realistic and Sizer provides a H,lucation of some character educators that char- pragmatic view of the structural con- acter education programs will succeed straints that impede educative efforts in accomplishing the desired goals of in many schools, and argues that the reducing youth violence and other individual teacher cannot succeed in Most people would agree that anti-social behaviors? an environment where the press for Next, how is good character defined good character is something to which and once defined, how can it be 'coverage' dominates the school day people should aspire, and probably and where a sense of community is not achieved? Is it the school's respon- would agree that schools should present among staff. sibility to educate for good character? educate youth for character as well as Next we hear the views of Kevin If so, what specific actions can the intellect. However, when pressed for Ryan, who directs the Center for the school take to encourage the develop- specifics, these same people might be Advancement of Character and Ethics ment of both intellect and character? less certain how to proceedexactly at Boston University. Ryan seeks a re- What barriers exist to such educative what the school can do to promote turn to a classical curriculum, to 'great' efforts? Are there structural aspects of good character in youth. Also, when works of literature and history, believ- the school that need to be changed pressed for specifics, they might ques- ing that within them moral lessons and tion whether educative efforts to before efforts to educate for character answers for youth can be foundwhat can succeed? achieve good character in youth ac- he terms 'a moral compass.' Finally, what is the history of the tually lie within the school's purview. Ryan believes that today's public character education movement in the Admittedly, character educat.vr. is schools possess a sterile curriculum United Statesand how might that in- a contentious and fractionated topic. void of moral lessonsand that form the present debate? Current yet one that has been revisited with schools must act to fill a profound renewed attention to character educa- stubborn persistence in the history of moral vacuum that permeates tion echoes public interest and money American education. Many advocates America:- society. expended in the 1920s, when similar of specific programs for character but much mildercries of dismay Third, we learn about the history of education believe that a core set of in the character education efforts about youthful behavior were heard. values common to all Americans ex- United States from James Leming, ists in our collective past, a set of Are there lessons educators can learn professor of curriculum and instruc- from this previous movement? values that if retrieved and inculcated We sought answers to these and tion at Southern Illinois University and in youth could bring about the result a widely recognized scholar on moral other questions from three national of lowered youth violence and other and values-related issues. Is the current figures. First, a broad perspective is anti-social acts (Lockwood, 1993).t character education movement provided by Theodore R. Sizer, who Why is character education so con- dramatically different from that of the directs the Coalition of Essential troversial? It sounds simple enough: 1920s? What legacy is left us by that Schools and the Annenberg National decide what values to promote and earlier effort? Institute for School Reform at Brown through the systematic use of a cur- More largely, Leming sketches the University. Sizer, former Dean of the iculum loaded with moral issues, tenor of the times that encourages Graduate School of Education at Har- bring these to students' attention. Why renewed interest in character educa- vard University, believes character and is the full story that surrounds efforts tion, explaining why in times of social intellect are inseparable. In his com- to educate for character much more unrest public attention turns to illustrates what good ments, he complicated? To discover answers to schooling and, in turn, to character character must be, and the need to these questions, in this issue of Focus development. He examines the issue of structure schools differently to accom- we take on this topic and in Change variety of from a indoctrination, explaining when it is modate small communities where a examine it justified and cautioning of its dangers. relentless dialogue among staff and perspectives. We conclude with the perspective of between staff and students is not only First, how much and what type of Florence L. Johnson, NCES Director. welcomed, but necessary. evidence exists to support the claims Educational Leadership, 51(3), 72-75. tLockwood, A. L. (1993, November). A letter to character educators. i° er *.r.- -14% T.... . 0 '......., .. . that "It isn't sentimental to say families." good schools are like good 4 BEST COPY AVAILABLE ANNE TURNBAUGH LOCKWOOD OW should schools educate for when he was a high school principal. riots, school choir from rural a character? Given the current "We were visited by a delegation from Michigan visited that school, all structure of most public schools, how the People's Republic of China," he blond, blue-eyed white kids. The can educators cope with increasing says, "grey old men who were the question became: Should the faculty demands upon their time and energies? equivalent of state commissioners of cancel the school assembly where these Does educating for character demand education. In our school we had a visitors would sing? The faculty decid- a restructuring of schools as they cur- significant number of Asian Amer- ed not to. rently exist? Is it the school's responsi- icans, Chinese Americans, and also a "One of the seniors, a male African bility to take on the task of turning out high number of kids from Taiwan, American, came down to the podium good citizens, people of good charac- Vietnam, and Singapore. Many were and in a brief speech first expressed ter? What does good character mean? from families which had fled the Peo- fury about what happened in Los We posed these and other questions ple's Republic of China." Angeles and then expressed the state- to a long-time authority on school. Obviously, the impending visit was ment that these people behind him reform, Theodore R. Sizer, who is a source of controversy, even poten- a these terrified white kidswere guests professor of education and chairman tial action on the part of these and that the anger should stu- not be of the Coalition of Essential Schools dents. As Sizer explains, the students directed at them. He wanted them to at Brown University. Throughout his caucused and decided not to protest feel welcome." at distinguished career, Sizer has been the visit. "They concluded that these The school environment in which the forefront of issues confronting edu- visiting Communist representatives this incident occurred comprises what cators interested in and directly work- were first and foremost Chinese and Sizer calls a principled school. "That ing on school reform. In 1994 Sizer only secondly Communists. Further- kid showed enormous courage," he became director of the Annenberg Na- more, they were guests in our school says, "and in my experience that tional Institute for School Reform. and should be treated therefore with an example of high behavior is Well-known for his books, Sizer is respect. Not only did these students character. Certainly it demonstrates the author of Horace's Compromise: welcome the non-English-speaking empathy and seeing something in its The Dilemma of the American High but they decided visitors, among fullness, but those qualities have been School (1984) and Horace's School: themselves, among the Cantonese- stressed this in deliberately small Redesigning the American High speakers and the Mandarin-speakers, school, where the adults are very self- School (1992). In his work with the who would be the guides. They conscious about how they relate to Coalition and the Annenberg National dressed up so I barely recognized them each other, knowing as they do that Institute for School Reform, he is and were wonderful ambassadors for the kids watch them. In a huge high directly eriNed in furthering school these visitors." school, that would not have worked." restructuring efforts nationwide. To Sizer, this example is particularly He adds: "That school has 450 telling of good character. "It is students, and a very simple a trivial cur- example of an untrivial characteristic," riculum. They take math/science for Good character, Ted Sizer says, is he says. "The young people figured out two and a half hours and then the like pornography: difficult to define how those traveling Chinese Com- humanities for two and a half hours, but easy to recognize. Following up on munists must feel; they thought about team-taught. Every kid is part of an his statement, he enlarges: "You come the implications of a potential boycott advisory that includes about 15 into a crunch in a school, and there are of the visitors, and they made a princi- youngsters and an adult. They stay in some kids you trust, and some you pled decision. I consider that an exam- that advisory during their high school don't. You know there are some kids ple of good character. Basically, their years. It is a deliberately personalized, who will always tell you the truth and own views were put second, and the very simple school where the faculty will do it in a discreet way. There are welfare of the visitors was put first." work visibly as teams and in tandem. kids who can be counted on to be In another incident, Sizer remem- There is endless talk about developing thoughtful and understand the im- bers a dramatic occasion in an inner- good habits." plications of things before they act. We city Coalition school, where the Good habits are not incidental to say those arc kids of good character." student population was largely com- the development of good character, Painting a picture of good character, prised of low-income minority youth. and in Sizer's view, the school does Sizer sketches a scene from the 1970s "On the day after the Los Angeles have a roleand a responsibilityto BEST COPY AVAILABLE Educating for Character 4 continues, "it is impossible to teach Why so much rhetoric and such lit- be actively involved in the education structure of well anything about thoughtfulness. A the "It's action? tle of character, which he sees as embedd- teacher who faces 150 kids a day in schools," Sizer responds, "and the fact ed in intellecta far from incidental waves from period to period is simp- that many people really don't care. symbiosis. ly a finger in the dike. There is little They don't care collectively. In all the Although 'character' has been the he or she can do alone." hullabaloo in the last ten years over source of much rhetoric, what precise- Instead, there must be care and at- goals and standards there hasn't been ly does it mean? Is there a succinct tention on the part of the staff to their anything significant about the implica- definition that educators can use to own behavior, thoughts, and actions tions of producing a civic-minded, de- guide their efforts? In his reply, Sizer before expectations for youth can to the work of Lawrence cent population." refers tests and begin to be fulfilled. Sizer points out standardized Instead, Kohlberg. "Good character has at its hypocrisy present in many schools. "If manipulation of college admissions heart the intellect. It has to do with we're against violence, what about the dominate the landscape in many getting into the habit of thinking about violence to be found in sports such as schools, he says. "What counts in the consequences of things and mak- ice hockey? If we're against violence, schools are test scores, and they have ing some judgment about the impor- we should be against violence, period. nothing to do with the quality of the tance of the consequences against Not only that, but schools help kids individual who displays those scores. some principle. to pad their applications to college by Therefore there are no incentives for "For Kohlberg, it was justice. That telling them they need more cxtracur- taking seriously how to create adult is not the only principle, but ultimately riculars, like Stamp Club and chorus. communities which ere worthy places good schools are about helping kids "That is dishonesty," he stresses. for kids to be er;ucated." get into good habits. Certainly one of "Most schools conspire with kids to lie Although many advocates of the habits is being empathetic, being to colleges. Kids are smart. They pick character education espouse lists of almost instinctively able to and dis- that up and understand that is what values to be taughtand their lists posed to consider the consequences of one does. We do it on our taxes, and dif- vary widelySizer dismisses their things before making a decision or tak- we lie to people on things of great im- ferences. "They are only lists," he says. ing an action. The youngster who portance like admission to college." "There is a short list in any moderate- thinks before she acts is more princi- Constant debate and dialogue ly good schoolmuch less very good pled than another, and a more princi- among studentsbut most important- schools: There will be no violence, not pled youngster could be called a per- ly, among staffare not only recom- only physical violence, but psycho- son of good character." mended, but necessary to promote logical violence. There will be truth- Is the character education move- good character, Sizer maintains. fulness. There will be no cheating. ment effective in achieving its desired "Character really means the habits that This is a list upon which most Amer- goals of improved student behavior? arise from thoughtful behavior. If kids icans from Ralph Nader to Phyllis Sizer maintains that instead of produc- are always expected not only to strug- Schlafly could agree, but even these ing the desired outcomes, the move- gle over important questions, but also characteristics are ignored beyond the ment has been stymied by its own get into the habit of figuring out good rhetoric." rhetoric. "We have all sorts of goals questions that they should ask on their The chasm between rhetoric and ac- and standards for schools, and they own, those habits are more likely to tion is a very large issuewithin which talk about good character, but nobody stick than others. the quest for character can be found. asks to define it. Even if defined, "If school is nothing more than the This education for character, like all nobody asks: 'What are the implica- transmission of other people's answers educative efforts, begins with the col- tions for practice?' to other people's questions and deper- lective of the school, not the individual "It's all talk," he says dismissiveiy, sonalized tests, all that does is rein- teachers. "Unless the school is itself a is like so many things in "but it force bad habits and we end up with federation of small communities, it is schools. We want a rigorous academic things like the cheating scandal at the very hard to do anything," he says education, but we interrupt classes Naval Academy." matter-of-factly. "A community which with the public address system. Kids Doesn't this scenario of a per- is basically thoughtless and which pick this up and realize the class can't sonalized school environment where treats most youngsters by category, be very important if it's interrupted great attention is placed on living out such as slotting them into the tenth with an announcement about the good character presuppose certain grade and the honors track, essential- cheerleaders. So the gap between talk dispositions on the part of teachers? ly depersonalizes them. and action is very, very wide, par- "Absolutely," Sizer replies. "It is the "If schools depersonalize kids," he ticularly in this area." Educating for Character 5 character "Good has at its heart the intellect." and assistant principals still control single influence on the development of collectivity of the school that counts, them. In a couple of cases in Califor- decent kids." not teachers one by one. It is not just nia, that was ultimately the only way But what about schools with a poor how I in my classroom behave, it is to deal with the large dysfunctional climate, bickering among staff, no how I as an adult relate to all the other community that had emerged over the feeling sense of community, and little adults in the school, from the janitor years within the adults." of teamwork or collectivity? What can to the principal." Are dysfunctional schools similar to turn that negative situation into a As just one aspect of school struc- "Exactly," families? dysfunctional climate conductive to the development ture that inhibits the development of Sizer agrees. "It isn't sentimental to say of good character? good character in students, he refers like good that good schools are In such situations, Sizer believes the to the traditional system of teacher ap- families. The analogy really works, adults must come to grips with their pointments as a major impediment to particularly when we talk about things own dysfunctionalitya provocative developing good character in students. like character and decency." statement. "That requires time," he "We have a medieval system," he But what happens once the school says, "and time is money. It means observes. "Teachers are licensed on the staff is removed to a conference center taking the whole faculty for a week to basis of something they studied at for a week? What must occur before a conference center to work with some university; they are treated on they can confrontand deal with them. Another alternative is that the the basis of that license, not as a their own dysfunctionality? school boards simply shut the school, human being. Many cities will move various "After attending their disperse everybody, and reopen it with teachers across schools on the basis of meetingsand listeningyou get the building serving as a holding tank their licenses and seniority. This has them all together if you have the ability for three or four smaller schools They nothing to do with the nature of the to do so, and read quotes to them. are independent in that they are not adult community of schools, the You say: 'This is what I heard. I am a house system where the principals nature of which is the most powerful Photo: lob,: F.,raste 7 BEST COPY AVAILABLE 6 Educating for Character not attaching names to these. Let me tion movement who are trying to get it coming and going." read to you thirty statements that I religious instruction into the public The difficulty of establishing the have heard in the last twenty-four character education schools via type of school community necessary to hours,' and you read them." programs? fully educate for character as well as The result, Sizer says, can provoke "The pressure on schools in our pro- for intellect is enormous, Sizer reflects. ject from religious groups," Sizer considerable anger. He illustrates by "It is very difficult to get the subject describing Patricia Was ley's studies of notes, "focuses more on matters of into the real discourse of the school schools going through change. "Three general conduct and personal privacy community; difficult to consider what years ago, she and a team started a ser- than strictly sectarian or theological might have to change in order to ac- ies of systematic visits to six high schools ideas. Some of our schools have been commodate certain conclusions about in New Mexico, Kentucky, New York, attacked for asking kids to keep jour- what it would take to have a school and Pennsylvaniaall comprehensive which is morerather than less- nals on the argument that it's an inva- - sion of a kid's privacy." high schools. She and her team spent likely to get kids into the habit of be- a week or two twice a year at each He sees this as an interesting argu- ing thoughtful and therefore exhibiting school, listening and recording. They ment. "The prayer issue is a stalking good character." would take down quotes, and then horse," he says. "Kids pray at school He notes wryly: "At the same time, they wrote portraits, which were sent all the time before their exams. Prayer the topic is one about which it is very to the full faculty each time. in the school seems relatively trivial to easy to be self-righteous, with the "Predictably, the portraits first me in the sense that it doesn't affect shaking voice, the quivering lower lip, caused an explosion, even though the the functioning of a school profound- the question: 'How can students do portraits essentially were language that ly. What affects the functioning of a these dreadful things?'. You get the was direct quotes. In the next stage, school profoundly is when a kid dies worst of both worlds. You get a lot of Was ley included some outsiders who and the line between the religious highly emotional talk which goes would go to the school to listen to the world and the secular world absolutely nowhere, and then when you really get fury of the community, kids, parents, disappears." a community to look at itself, it's very and teachers. Their purpose was r) He adds: "I don't know how you difficult to get very far with it." ascertain whether in fact the anger mei can keep religion out of serious history Again Sizer looks back to his years because the research team didn't get it or literature courses. How do you ex- as a high school principal to provide right or whether the anger was because plain the Renaissance without explain- yet another example. "On a summer this research team identified a massive ing religion? There are all kinds of curriculum committee, someone problem that no one wanted to religions, from soldiers in a war do- wanted to see whether the committee address. ing what seem to be utterly irrational members could agree on ten of the 420 "The team has now gone through things like charging into a hail of gun- graduates in whom we took special this six times in these schools, and in fire at Gallipoli. That shows a kind of pride. The list was quite easy to put many ways that process is necessary irrational commitment. Is irrational together. to really get underneath a school. The commitment related to any kind of "Then the committee asked what it very process of making available to a commitment to something which you was about each youngster that caused faculty its own voices is a form of cannot prove scientifically?" us to take such pride in him or in reform. As a research project, her, and what of that substance we it Thoughtfully, he says: "Maybe it is. doesn't have objectivity in the tradi- Isn't that religion? I don't know how could properly assign as a school ef- tional sense, but it goes a lot deeper you teach these courses without deal- fect, how much of it were certain than most research, because it gets into ing with religion, and I don't know habits the kid arrived with, and how the marrow of the collective bones." how you deal with a community much were evolved in the school." What Sizer calls "mirror-holding" in particularly in a time of real grief He says with finality: "That discus- a school is a starting place. "Of course without dealing with religion. That sion took us away from SAT scores folks don't want to do that," he doesn't mean proselytizing, but to pre- and into this very murky area of the shrugs. "Folks want to have courses on tend religion isn't part of the human quality of the kid. By the end of the character development, which in the face of condition is to is summer the committee was absolute- fly mindless." real ity ." ly stymied. The discussion didn't go One topic on which Sizer has writ- Still, the line between secular and anywhere, but it was an example for ten is the link or distance between the me: Probably the most important sectarian is a fine one, and he admits public schools and religion. Are there it is difficult. "It's a very tough call, thing you do in a school is the one factions in the current character educa- and as a high school principal I caught which seems to defy collective action." E' , 8 BE 1" COPY AVAILABLE 1 44 r.z TURNING AND TURNING IN THE WIDENING GYRE THE FALCON CANNOT HEAR THE FALCONER; THINGS FALL APART; THE CENTRE CANNOT HOLD; MERE ANARCHY IS LOOSED UPON THE WORLD, THE BLOOD-DIMMED TIDE IS LOOSED, AND EVERYWHERE THE CEREMONY OF INNOCENCE IS DROWNED; THE BEST LACK ALL CONVICTION, WHILE THE WORST ARE FULL OF PASSIONATE INTENSITY. W.B. YEATS -1- ' 4 . IIIIMI1=1111=111111111111MV ANNE TURNHAUCH LOCKWOOD I fact that youth is a period of time thing? What ought we have done? MO gain the perspective of an long- when people are in this wax-like state What's the correct human response in time advocate for schoolwide and need to attend to the issue of character education programs, we this situation?" developing good character." Yet Ryan finds hope in renewed consulted with Kevin Ryan, Director The malleability of youth places a public interest in issues of character, of the Center for the Advancement of heavy responsibilitywhether it is de Ethics and Character at Boston which he swiftly defines. " 'Character' facto or deliberateon schools to comes from a Greek word, 'to University, where he is also professor mold character, he believes. "It is im- engrave,' and it acknowledges the fact of education. We asked: What is char- possible to have a child for 180 days that people come into life and con- acter education? How does a school a year in a social environment where sciousness in a very plastic way in or district reach consensus on whose there are rewards and punishments, many dimensions. Although 'char- values to teach? What evidence, if any, where issues of values are continually acter' is an old word, it is experienc- exists that such programs are effective part of their livesand while they are ing a renaissance, mainly because it in achieving their stated goals of im- in this plastic stateand not address speaks to a more dynamic approach proving behavior? the ethical, moral, and character Ryan is the co-author (with Edward domain." Wynne) of Reclaiming Our Schools: A He adds: "It's inevitable that a Handbook on Teaching Character, school has some sort of a moral im- Academics, and Discipline (Mac- (... pact, but we see plenty of examples of millan, 1993). A former high school W e need schools in wealthy and not-so-wealthy English teacher, he has written or communities where there is no serious edited 15 books, including Those Who attention to issues of character. The Can, Teach and The Roller Coaster to make sure results are quite troubling. If schools Year: Stories by and for First Year do not address moral issues, parents Teachers, as well as over 80 articles. are very much within their rights to be that people are, His primary academic foci are moral enormously angry." education and teacher education. Enlarging upon his theme, Ryan Ryan has received awards from the at a minimum, notes: "In a way, the state puts a gun University of Helsinki, the Association to the heads of parents and takes the of Colleges for Teacher Education, child. For many people, there is no and the Association of Teacher good people." choice about which school their child- Educators. In 1990 he was the reci- ren will attend. Therefore, it is very pient of Boston University's Scholar troubling to have the child in a school Teacher Award. that does not address the moral con- Ryan explains that the Center for cerns of parents in a satisfactory way." the Advancement of Ethics and to trying to help a child develop a But who determines what comprises Character addresses the needs of a satisfactory treatment of parents' moral compass, develop himself or schools and teacher education institu- moral concerns in our pluralistic socie- herself as a moral individual." tions, working to renew interest in that youth are ty? Ryan acknowledges that con- Ryan believes character education. straints on some public schools might especially plastic around issues of right pushfrom necessitythe emphasis and wrongand that places a moral To Kevin Ryan, it is clear why disaf- but he away from moral issues, imperative on schools to shape values fection with public schools is on the believes it is possible to achieve a dif- and beliefs. "Forming a character increase: public educators, he says, ferent scenario in which an emphasis means forming both 2 noral sensibility have folded their tents and abandoned on character is paramount. and also the enduring habits by which the moral arena, leaving parents "There may be no solution within one lives one's life, such as a sense of hungry for moral answers for their the current structure of public responsibility and diligence about children. "We have stopped asking the schools," he says. "It may be that the doing assigned tasks. Character educa- moral question: What's the right thing lies behind state compulsion that tion tries to get both the student and to do?" Ryan says emphatically. "We public education runs against the issue the institution to be attentive to the no longer ask: Did we do the right 10 AVAILABLE BEST COPY

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.