C-da,
You may find it interesting that we are taught about Facing History and be ever ready to question that if any bias is existing or not. We are also taught that democracy and free thought are important. Civic education and acountability systems for the society - are much more than the job of employee unions.
In any case, at the end of the game it is the job of the leaser to take the final decision - and that everyone abide by it.Most unions do not like any decision going against their (the main benefeciaries in the unions).
Anyway, democracy is better than dictatorship.
I wonder how the CEOs of the MNCs operate in publicly owned companies like General Electric (which has no family based owner) - when they do not like unionization of their workers.
Umesh
Note: forwarded message attached.
Note: forwarded message attached.
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--- Begin Message --- Thanks to a generous contribution of the organization Facing History and Ourselves, we are able to invite 25 of you to a one day workshop on civic and tolerance education on May 19 from 9am to 5pm. The workshop will take place at Facing History headquarters in 16 Hurd Road Brookline, MA 02445
If you are interested in attending this workshop please send a short statement of application by Friday May 6 to either Andrea Schidknecht or Jana Kiser ([EMAIL PROTECTED] or [EMAIL PROTECTED]) who are serving of chairs of the selection board for this program. In your statement please answer two questions: 1) Why are you interested in participating in this workshop and 2) In what ways do you plan to use the skills and understandings developed in this course in your professional activities during the next five years. We hope to be able to accomodate all of you who are interested in participating but please understand that space is limited and we may need to be selective. Priority will be given to those most likely to use the skills professionally and who plan to be in contexts where similar professional development programs may not be readily accessible.
A description of the institute is provided below.
Fernando
The institute explores Facing History�s content and methodology by connecting history to the moral questions inherent in a study not only of violence, racism, and antisemitism but also of courage, caring, and compassion.
The opening sessions consider individual and group behavior. How is our identity formed? How do we acquire membership in a group? Who is part of our �universe of obligation�?the circle of individuals and groups toward whom obligations are owed, to whom rules apply, and whose injuries call for amends? Participants also consider the relationships among perpetrators, their victims, and bystanders.
In the sessions that follow, participants examine the choices Germans and others made in the 1920s and 1930s. As they come to understand the way many of those choices undermined democracy, they begin to realize how hatred, indifference, denial, and opportunism, little by little, can shape a period in history. As they study Nazi policies of indoctrination and terror, they reflect on the fragility of democracy and the importance of freedom. As they learn how the Jews, �Gypsies,� and others were humiliated, isolated, and ultimately murdered, they discover that history is not inevitable.
The closing sessions consider questions of right and wrong, of guilt and responsibility. They also explore what happens to a history that is denied or revised. In these sessions, participants contemplate issues related to prevention by returning to themes developed in the opening sessions. Those themes are explored through models of participation.
Throughout the institute, participants explore new Facing History resources that illuminate themes developed in Facing History�s primary resource book Holocaust and Human Behavior. These materials include Race and Membership in American History: The Eugenics Movement, The Armenian Genocide, and study guides to such films as Facing the Truth with Bill Moyers, a documentary about the work of South Africa�s Truth and Reconciliation Commission. Participants will also receive password access to Facing History�s Online Campus at www.facinghistory.org. The campus provides opportunities to share curriculum outlines, discuss teaching strategies, and integrate technology into the classroom.
As participants work with these and other materials, they are encouraged to make connections to their own society and recognize universal themes. They also consider how to help their students connect the past to the questions raised by tragedies like the events of September 11th. What can we learn about democracy from the violent history of a failed democracy? About tolerance from horrific examples of neighbor turning against neighbor? About responsibility from accounts of educated adults who betrayed a generation of young people? About moral courage from a society that stressed blind obedience?
These questions and others like them are reflected in discussions and the journals participants keep. Educators also consider:
?methods for developing critical reading, viewing, writing, and thinking;
?techniques for approaching difficult topics with students;
?suggestions for integrating history with science, art, and literature in print and online.
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