Answers about Decade – 1950s
They learn from experience. Decisions made about what content is appropriate should be made with ideologies of the school community in mind. Decisions concerning social and moral education should be chosen by the school so that they represent its students as fairly as possible. For instance, if the majority of the student base consists of Native Americans, teaching the history of indigenous Americas and influence of colonisation would be more suitable than teaching only about the story of the Europeans.
Similarly, teaching only Intelligent Design to students in a mixed-religion community would not be appropriate. Such decisions over what to teach should be made based upon the preferences of both the community (students, parents) and the school’s faculty and administration. Subjects should be chosen to coincide with the ideology of the community, without limiting the applicability and relevance of subjects taught. The Relationship Between Stress and Mental Health Sociologists have identified the “stress process” as a framework to understand the impact of stress on mental health outcomes.
Stress can stem from various sources, including life events and chronic strains associated with specific social roles and contexts. While discrete life events may cause temporary distress, research suggests that chronic strains have a more significant and long-lasting effect on psychological well-being. After high school, you need to take your career ahead with the help of a college degree. This doesn’t mean that your study stops here.
If you have the zeal to learn, you can always go back to your learning phase anytime with the help of adult education diploma. Many dreams of having a better designation along with a hefty salary package. For that you need to upskill yourself and only continuing education can help you. Unfortunately, it would be impossible to structure a curriculum that is specialised to each student’s personal ‘domain’. If a teacher attempted to create such a course, she would be quickly overwhelmed.
Instead of rigidly incorporating them, the class should feature discussions and assignments flexible enough to allow the integration of different domains of student interest. Others, who uphold a more traditional understanding of “socialisation,” feel that traditional school subjects should be “the means by which the culture of the race would be transmitted to the vast majority of Americans” (15 Kliebard). Groups representing social interests often push to see them represented in school curriculum—proponents of Intelligent Design are one example of such groups.
Another example of teaching beliefs in the classroom would be selective history often exhibited in U.S. History textbooks, such as the omission of discussion of controversial conditions survived by African-Americans and Native Americans. It is debatable how appropriate it is to teach beliefs and morals this way in school. Take for example a high school level English classroom. The first few tests given in reading, writing, grammar, and vocabulary should be paid particular attention to.
If the student has trouble with reading comprehension, or using and appropriate, ‘academic’ style in papers, the teacher should make a mental note of this (or brief notes on paper, if her class is particularly large or her student’s handicaps specific). In case of continuing education courses, you are free to choose anything.
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