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ERIC Number: EJ1147542
Record Type: Journal
Publication Date: 2017
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0009-4056
Difficult Conversations: As Important to Teach as Math or Science
Sherman, Andrew
Childhood Education, v93 n4 p292-294 2017
Carl Honoré, a noted author, broadcaster, and lecturer, visited GEMS World Academy Chicago, to discuss the "slow movement," which asks parents to reconsider how they spend time with their children. The concept of slow parenting encourages parents to "slow down" to enjoy the experience, thus enhancing the quality of the time they spend with their children. At GEMS, students are encouraged to have conversations about the many social, racial, and political issues that divide societies around the world. Students are encouraged to carry on those conversations in open and engaged environments that promote collaboration. Both parents and teachers must learn how to proactively support children as they navigate the world with a global mindset. Parents can carve out a space to spend time discussing these challenging issues with their children, serving as a catalyst to better understand global events. Author, Andrew Sherman advocates intentionally and deliberately teaching even the youngest learners the value of recognizing and respecting multiple perspectives and how to form their own opinions while understanding and accepting those of their peers. Sherman advances the philosophy that educators and parents share a responsibility to provide the necessary tools and experiences that prepare students to lead, engage with one another, and be prepared to hold conversations that do not always align with their own opinions. Allowing children to open their eyes to the world outside physical borders and internal comfort zones will help them to create a more a respectful, educated society while using the world as their classroom.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Grant or Contract Numbers: N/A