I You've Got To Be Carefully Taugh

You've Got to be Carefully Taught, from Oscar Hammerstein and Richard Rogers South Pacific:

You've got to be taught
To hate and fear
You've got to be taught
From year to Year
It's got to be drummed
in your dear little ear
You've got to be carefully taught

You've got to be taught
To be Afraid
Of people whose eyes
are oddly made
And people whose skin
Is a different shade
You've got to be carefully taught

You've got to be taught
Before it's too late
Before you are 6 or 7 or 8
To hate all the people
your relatives hate
You've got to be carefully taught.

The Question: What does the charter mean?  Read the One Voice Charter, then ask yourself what does it mean?  Did I really understand it? Do they want me to understand it?
What is your opinion?  

The One Voice Charter of The Institute of Elemental Ethics and Education.

    This paper represents a segment of discovery observed through dissertation research.
1 The current focus, herein, specifically conveys the vital need for a pedagogy of language that enables educators as well as students to negotiate Self and Other through communication and dialogue within a
unique speech community formed in classroom dynamics.
    More precisely, a gap exists demonstrating the lack of vision in recognizing that educators are Interpersonal Communicative Practitioners within
classroom communities of speech. This absence of understanding the critical role of communicative
connection is reflected in classrooms around this country from K-12, and within colleges and universities.
Most disastrous, is the loss of opportunities to improve educational and social inequities through effective
communication practices and action. The breadth of research investigated crosses all academic
disciplines; with a concentration on communicative studies, sociology of language, education theories,
cultural, critical, race, sex-gender studies, as well as emancipatory pedagogy and praxis. 
The topic is much too vast for a comprehensive discussion herein. Therefore, fundamental research and experiential knowledge concerning the role of educators as Interpersonal Communicative Practitioners is demonstrated. Pivotal areas include: Understanding and Negotiating Self and Other, Ritual of Social
Interaction, Classroom Communities of Speech and Emancipatory Pedagogy and Praxis.

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41-45, M
Jul 14, 2010