Daniela Ghitulescu
Project No. 2020-1-RO01-KA229-080403
Project funded by the European Commission
Project No. 2020-1-RO01-KA229-080403
European students responsible, motivated, intelligent emotionally and usefully
The power or right to act, speak, or think as one wants.
The state of not being imprisoned orenslaved.
the
of society
TO
do what
to do
TO BE – who
to be.
“My freedom ends where another's freedom begins.” -
John Stuart Mill
The freedom for students to learn, explore, and challenge ideas while building and sharing your own opinions is the foundation of what is called academic freedom.
- Your professor wants you to have the freedom to learn.
- Academic freedom protects your right to your own ideas and views.
- Academic freedom is not the same as Freedom of Speech.
- Respect and support the academic freedom of professors.
- Exercise your academic freedoms within the Principles of Community.
- Respect and support the academic freedoms of other students.
- Recognize your academic freedom is not unlimited.
- Follow up if you feel your academic freedom has been constrained.
Freedom without some accompanying guidelines is dangerous to children in every dimension of lifephysically, emotionally, socially, psychologically, and mentally.
Educators must recognize that students desire their freedom, but must be given that freedom only in doses commensurate with their maturity.
Freedom within a properly defined structure that clearly defines limits is a means by which the teacher provides for the security needs of his/her students.
To do anything less is inherently unfair to students, who are often desperate for the need of authority figures to provide the structure in their lives that they do not know how to provide for themselves.
If everyone had unlimited freedom, there would be no protections. We, as members of a society, agree to give up certain freedoms in exchange for safety. This is the social contract.
Interestingly, you must then decide which freedoms you deserve as part of the moral social contract and which you don't. Examples of limited freedoms by this logic are drunk driving, murder, rape, and robbery.
Essentially, consider any situation in which the exercise of a freedom could result in a negative consequence. There will be people that argue said freedom should be limited so as to avoid the negative consequence.
If you were to give a child too much freedom then they will not be able to live with the rules of life as they grow up.
Freedom is when you let them be what they want to be and let them do what they want to do.
When they grow up, they will see that it will not be like that when it hit them hard, it will only end up hurting them.
The pressure could be too much to take which could lead them to depression, suicide, or drugs.
Another possibility is that they could choose to do another things that would easy for them, things at the other side of the spectrum.
Children can become very demanding and aggressive with what they think they deserve, and something terrible usually occurs when you tend to ignore them.
However, too many limitations or over-protectiveness of parents can also lead to the same thing.
So as a parent, you must understand the value of giving your child the exact amount of freedom that will not compromise both you and your child’s relationship
parents have been accused of child neglect.
may not have the community support they had in previous decades if something goes wrong.
face increased risks
Freedom can be a disadvantage when you do not have the maturity, knowledge, or strength of character to wield it responsibly.
are people who will choose to do dangerous or stupid things that become a burden to the people around them for no other reason than because “it is their right.”
may also have mental health impacts. It can result in decreased well-being in university students in the
areas:
parenting appears to reduce the developmental effects of growing up with too much adult intervention.
The marginalization of a student may be due to cultural differences, knowledge gaps, and socioeconomic status, which result in the need for supplemental support within education learning environments. Identifying and developing collaboration policies and strategies to bridge the transition of marginalized students into the margins of conducive learning environments can also enhance teacher readiness for the marginalized student and lead to student academic and social success. Teacher readiness calls for embracing collaboration in order to contribute to the academic success of marginalized students.
They affect the victims of discrimination in a double-negative way: not only do these accompanying attitudes and behaviours violate the rights of the victims, they also impede their education and development.
People, especially children who are systematically discouraged, marginalized and reviled, lose confidence and selfesteem, which in turn impacts on their motivation, psychological and physical health, as well as their ability to learn.
1. Human rights, peace, tolerance, and values education – education that focuses on instilling values that encourage understanding and respect for difference
2. Multicultural education – education that raises awareness, celebrates diversity and responds to experiences of discriminated groups.
3. Anti-racist education – education that focuses on the practices of racism and accords minorities an active role in fighting racism.
4. Critical race theory – education that focuses on deconstructing power relations, institutional structures and systematic barriers, and acknowledges ‘racialized groups’ as an analytical tool.
5. Critical pedagogy – education that focuses on critical thinking, empowerment and social transformation.
6. Citizenship and civic education – education that promotes an idea of ‘learning to live together’ as one community.
Experience has shown that successful curricula to teach respect and fight discrimination of all types are those that are integrated into every aspect of the existing curricula.
Some ideas for integrating education to fight discrimination and teach respect into existing curricula include:
• Applying mathematical skills like data analysis, problem solving, percentages, ratios, and probabilities to represent and explore diversity.
• Pupils should be critically engaged in history by proposing alternative solutions to social problems, and analysing the sources for these problems. Pupils should also think critically about historical narratives and the ways they can be used to reinforce stereotypes or inequalities. Practices like counter-storytelling encourage pupils to examine histories of marginalized groups to see how they tell an alternative history and interpretation of events and figures.
• Literature, music and the arts offer ample opportunity to learn about a diverse range of cultures, ethnicities and underrepresented groups.
• Sexual education should include learning about diverse families, including single parents, LGBT parents, and children who are not biologically related to either or both parents
• Pupils should above all learn to think critically in all subjects, and learn how to question and analyse common perceptions and narratives.
• In all subjects, pupils must be taught to act against injustice and discrimination. This means empowering pupils to recognize discrimination, to speak out against it and to learn how to assist them in their cause
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