Socialization and Civil Society: How Parents, Teachers and Others Could Foster a Democratic Way of Life
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.
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CHAPTER 1 POLITICS AS SUPERNANNY Bringing up children youth policy and Isaiah Berlins two kinds of freedom
CHAPTER 2 THE SURVIVAL OF THE FITTEST CHILD
CHAPTER 3 THE MODERNITY OF CHILD ABUSE
CHAPTER 4 THE EDUCATIVE CIVIL SOCIETY AS REMEDY Breaking the stressful double bind of childrearing and socialization
CHAPTER 5 SOCIALIZATION FOR THE COMMON GOOD The case for a democratic offensive in upbringing and education
CHAPTER 6 EVIL AS A PROBLEM OF UPBRINGING AND SOCIALIZATION Hate dehumanization and an education that stands for the opposite
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according active actually aimed approach autonomy become behaviour Blokland chapter child abuse child-raising child-rearing child-upbringing children and adolescents children’s upbringing citizens concerned conflict context critical culture debate dehumanization democracy democratic democratic citizenship developmental educative civil society environment evil example experts fact Furedi Geert Wilders genocide hate hatred human hygienists ideal ideological important increasingly individual influence interests interventions involvement John Dewey Lerner lives Maria Montessori means modern moral exclusion negative freedom neglect neighbourhood Netherlands Noguera normative nuisance one’s parents peace education perpetrators perspective Peter Stearns play political positive freedom possible precisely prevention principles problems professionals programmes promote psychological psychologist question responsibility risk factors role Rwanda scientific social capital social control social control theory Social Darwinism social hygienists supernannies thinking Tutsis upbringing and education upbringing of children Veenendaal violence Welzer western worldview young youth policy