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http://www.alhassanain.org/english/?com=book&id=778

http://www.alhassanain.org/english/?com=book&id=778

http://www.alhassanain.org/english/?com=book&id=778

In the mid-1980s, a community college in a parochial Appalachian town became a state university. The new university was created at the behest of a powerful state politician despite the opposition of the faculty, administration, and board of the community college. A college of education was created and an interdisciplinary general education program containing strands of pluralistic multiculturalism was designed. Consultants from other universities, drawn by the opportunity of "creating a university from scratch," brought technical and academic expertise but little in the way of understanding or strategies for implementation into the area's culture. When the local culture, which values remembering its cultural system in order to reproduce it, was "invaded" by a culture that values reflecting on its systems in order to "improve" them, conflict was inevitable. From the perspective of those viewing the university as a pluralistic culture forced upon them, the curricular changes being proposed were clear cases of cultural imperialism. The dominant local culture saw democratic pluralism as yet another way for progressives to push larger societal goals over the values of smaller communities. In the end, few of the "outsiders" lasted 4 years, and the proposed changes were subverted by inaction. The study reflects on the need to clarify the reasons for having a multicultural curriculum before engaging in a parochialist-pluralist dialectic. (SV)

This program book contains progress reports for the colleges that participated in the American Association of Community Colleges' (AACC) Exploring America's Communities (EAC) project, which works to strengthen the teaching of American history, literature, and culture at the community college level. Parts 1, 2, and 3 describe the National Conference on American Pluralism and Identity, including the conference's agenda and roster of participants. Part 4 provides progress reports from the following colleges: Alpena Community College (Michigan), Anoka Ramsey Community College (Minnesota), Atlanta Metropolitan College (Georgia), Bergen Community College (New Jersey), Black River Technological (Arkansas), Bronx Community College (New York), Butler County Community College (Pennsylvania), Carroll Community College (Maryland), Central Florida Community College (Florida), Chesterfield-Marlboro Technical College (South Carolina), Collin County Community College (Texas), Cumberland County College (New Jersey), Danville Area Community College (Illinois), Fresno City College (California), Hagerstown Junior College (Maryland), Harold Washington College (Illinois), Harrisburg Area Community College (Pennsylvania), Hudson County Community College (New Jersey), Indian Hills Community College (Iowa), Iowa Central Community College (Iowa), Itawamaba Community College (Mississippi), Kirkwood Community College (Iowa), Lakeland Community College (Ohio), Lee College (Texas), Leeward Community College (Hawaii), Metropolitan Community Colleges (Missouri), Mississippi Gulf Coast Community College (Mississippi), Monroe Community College (New York), Motlow State Community Colleges (Tennessee), Northhampton Community College (Pennsylvania), Nunez Community College (Louisiana), Rancho Santiago College (California), Rockland Community College (New York), San Antonio College (Texas), Santa Rosa Junior College (California), Southeast Community College (Kentucky), Tarrant County Junior College (Texas), Tulsa Community College (Oklahoma), Tyler Junior College (Texas), Valencia Community College (Florida), and West Los Angeles College (California). (HAA)

Addressing the issue of desegregation and its implications for cultural pluralism in the school curriculum, this report states that it is in the desegregated setting that the institution through its officials, staff, and curriculum can interact with all children in a manner which demonstrates respect for student and his heritage, recognizes the needs of students, facilitates the acquisition of survival skills, and encourages individual and group problem solving to improve conditions of life for all persons. A brief discussion focusing on the rationale for cultural pluralism in the school curriculum provides comments by persons who have researched school curricula and found them inadequate relative to their treatment of Third World people. A listing of what some state groups are doing about cultural pluralism is provided. A series of recommendations for developing a curriculum that speaks to the realities of cultural pluralism are listed. In addition to modifying the instructional material, other facets of the school environment that must be present if cultural pluralism is to be realized are noted. Some of the possible strategies that the educational units or institutions might employ in institutionalizing the recommendations are delineated. (Author/AM)

"A Study in the Logic of the Early Greek Philosophy: Pluralism: Empedocles and Democritus" is an article from The Philosophical Review, Volume 10 . View more articles from The Philosophical Review . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2176262

Micronesia is a multicultural society which must develop an educational system to meet viable cultural options. The society harmoniously blends Spanish, Oriental, German, and American influences in its language, racial structure, religion, and architecture, but not in its educational system. Education has traditionally been tailored to the needs of the political or religious authority in power rather than to an intercultural commitment. Education for self-identity will have to make accommodations with the contradictory contributions of past administering authorities as well as foster respect for indigenous institutions. A present shortcoming of both the formal and nonformal educational systems is the stereotyping of various minority cultures. To combat this problem, Micronesian schools should stress curriculum which incorporates material on outer islanders, placing particular emphasis on biographies of Micronesians who have achieved stature. On the nonformal level, wider exposure of museum collections, applications for grants for cultural preservation, and emphasis on the relevance of historical Micronesian sites can encourage cultural pluralism. Micronesia has always been a multicultural society, and education must awaken to this fact and contribute to the building of a new social order. (Author/DB)

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Human being is endowed with intellect. The standard and domain of intellectual exposure are different and diverse. Consequently, it gives birth to diversity in opinions and perspective that eventually results in mutual disagreement. A deep assessment of the human life indicates the fact that diversity exist in almost all aspects of human life. The diversity of opinions, perspectives and narratives can be found with reference to culture and civilization, economy, entrepreneurship, modern scientific disciplines, politics and religion. The diversity is an indication of the evolution in human intellect. When the diversity is misunderstood as a negative connotation then it turns into conflict that results into incalculable and disastrous impacts on society. Pluralism plays a pivotal role in the evolution of diverse human society and multicultural civilization and a pluralistic society can tread the phases of socio-cultural development more conveniently and productively. If a society becomes an arena of religious intolerance, hatred and biasness then the fate of society becomes uncertain and bleak. It is need of the day to create awareness and pursue research studies regarding pluralism while keeping in view the golden traditions of Abrahamic religions. The present paper is an attempt to explore the fundamental principles that deal with religious tolerance and pluralism in Abrahamic religions. This paper will help to create awareness about the need and importance of tolerance and pluralism and will suggest recommendations for implementation of those principles both at state and society levels so that the culture of tolerance, pluralism, mutual understanding and human dignity are promoted in wider interest of a unified and peaceful society.

For all of the accusations levied against Tucker Carlson for being an aGeNt oF PuTiN, it's surprising that no one ever brings up or questions their shared belief that plurality is the basis of a functioning society. I have some thoughts about it, myself. I will give Tucker a little bit of credit, though. He did give much needed credence to the point that you can oppose the bombing of white Ukrainians without supporting its Jewish president. This is EPISODE 858 of So to Speak w/ Jared Howe!

For all of the accusations levied against Tucker Carlson for being an aGeNt oF PuTiN, it's surprising that no one ever brings up or questions their shared belief that plurality is the basis of a functioning society. I have some thoughts about it, myself. I will give Tucker a little bit of credit, though. He did give much needed credence to the point that you can oppose the bombing of white Ukrainians without supporting its Jewish president. This is EPISODE 858 of So to Speak w/ Jared Howe!

For all of the accusations levied against Tucker Carlson for being an aGeNt oF PuTiN, it's surprising that no one ever brings up or questions their shared belief that plurality is the basis of a functioning society. I have some thoughts about it, myself. I will give Tucker a little bit of credit, though. He did give much needed credence to the point that you can oppose the bombing of white Ukrainians without supporting its Jewish president. This is EPISODE 858 of So to Speak w/ Jared Howe!

final presentation of the results and debate of the project âWhere does pluralism in the Bulgarian media begin and end through the eyes of journalists?â The study investigates what changes have occurred in the national and local newspapers in the times of crisis on one hand, and in the times of rapidly developing technologies, on the other. It seeks to answer two questions â whether pluralism has ended in the local press and what new beginning user-generated content can offer the national print media. The first part of the research consists of structured qualitative interviews with journalists at local newspapers from all over the country. The second one is based on qualitative interviews with the editors-in-chief of the major national dailies and weeklies and a quantitative survey amongst 115 journalists at the same newspapers. The aim of the first part is to raise awareness of the problems in the local print media. The second one examines how the user-generated-content (blogs, social networking sites, and comments in news sites) influences the everyday journalistic practices and to what extent it adds to pluralism in the national press. The project is part of The Open Society Institute's program "Pluralism in the media in times of crisis". In Bulgarian.

final presentation of the results and debate of the project âWhere does pluralism in the Bulgarian media begin and end through the eyes of journalists?â The study investigates what changes have occurred in the national and local newspapers in the times of crisis on one hand, and in the times of rapidly developing technologies, on the other. It seeks to answer two questions â whether pluralism has ended in the local press and what new beginning user-generated content can offer the national print media. The first part of the research consists of structured qualitative interviews with journalists at local newspapers from all over the country. The second one is based on qualitative interviews with the editors-in-chief of the major national dailies and weeklies and a quantitative survey amongst 115 journalists at the same newspapers. The aim of the first part is to raise awareness of the problems in the local print media. The second one examines how the user-generated-content (blogs, social networking sites, and comments in news sites) influences the everyday journalistic practices and to what extent it adds to pluralism in the national press. The project is part of The Open Society Institute's program "Pluralism in the media in times of crisis". In Bulgarian.

Eric July joins the panel to discuss pluralism becoming the new system of government and Ilhan Omar's latest claim that dogs are treated better in America than migrant children. Learn more about your ad choices. Visit megaphone.fm/adchoices

Eric July joins the panel to discuss pluralism becoming the new system of government and Ilhan Omar's latest claim that dogs are treated better in America than migrant children. Learn more about your ad choices. Visit megaphone.fm/adchoices

xiii, 91 p. : 26 cm

xiii, 91 p. : 26 cm

xiii, 91 p. : 26 cm

xiii, 91 p. : 26 cm

xiii, 91 p. : 26 cm

The National Project on Ethnic America has been focusing considerable attention over the past few years on the multi-cultural dimensions of American education, and particularly those areas in need of revision, reform and innovation. We have designed an approach which extends beyond "ethnic studies," to a more comprehensive rubric that we call "ethnicity in education." It pursues three major activities: (1) devising new curriculum materials; (2) raising the consciousness of teachers and other school personnel; and, (3) designing programs. Last fall we wrote to the 50 state education agencies, requesting information on the status of their activities in the ethnic studies area. Thus far, we have heard directly from about 40 states. With the help of additional statistics gathered by HEW's Office of Education we compiled a preliminary report: In some states, there is no apparent interest whatsoever in ethnic studies. In others there is a considerable amount of legislation and policy on the books, but limited evidence of implementation. And in still others, with no law or policy, there is a tremendous amount of local activity. Thirty-three states publish materials including curriculum guides, teaching supplements, bibliographies, textbook listings and audio-visual aids which they distribute to local school boards. Twenty-six states have formal policy statements on ethnic studies which are purportedly implemented by local school districts. Moreover, 13 states currently have laws on the books which mandate the inclusion of ethnic studies in the curriculum, and four more have passed bilingual laws. (Author/JM)

In the mid-1960's, the American Jewish Committee published a report on suburban schools' failure (or inability) to teach children about "human differences." Since then, there have been significant changes and solid progress in some school systems: new textbooks and supplementary materials have been published; new courses have been added to teachers' training. Ethnic, really multiethnic, ferment is now accepted as part of the 1970's social climate. But now the difficult task is just beginning, especially in the schools. There are many ways school administrations, teachers, and curriculum developers interpret "ethnic studies." Most of the materials reviewed in this publication were extensions of traditional education methods. Yet, as the examples suggest, the area of ethnic studies offers many possibilities for innovation that go beyond adding textual content or new individual learning packets. There are many needs for sensitivity, self-understanding, and a better grasp of the complexities of American reality among all children. Similar needs exist among teachers. Publishers are beginning to shape materials more along truly multiethnic, pluralistic lines. One purpose of this paper is to point to useful examples so that each school or system does not feel compelled to "reinvent the wheel." In short, new curricula in ethnic studies, or adding an ethnic dimension to existing curricula, need not be difficult. (Author/JM)

In 1996, California's Rancho Santiago College (RSC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. To enhance instruction about American pluralism and identity, RSC's team developed a project to give students the opportunity to explore these issues in the local community. The project was also intended to provide students with a chance to learn experientially and cooperatively by visiting designated sites in the vicinity in teams and reporting their findings to their classes. The "City as Text" course was originally introduced to students in a U.S. History Honors course, and was subsequently applied in fall 1996 in two different classroom situations: English composition and Mexican American history. Students compared social and cultural phenomena at the classroom, campus, and city levels. Students in all courses shared how exciting it was to learn a subject matter under different and exciting circumstances. The project received full support from the college chancellor and the instructors. As the project developed, it became apparent that a certain level of consciousness-raising needed to be done. The project has helped to enhance both instructional approaches and inter-cultural relations on campus. (HAA)

The Religious Pluralism Funders Circle (RPFC) is the Inclusive America Project’s diverse network of funders from 40 organizations and growing who share an interest in and support the system of religious pluralism. The RPFC provides a connection point between philanthropic leaders and those in other sectors who work on issues related to religious pluralism, such as academia, civil society, faith institutions, and government.

The Religious Pluralism Funders Circle (RPFC) is the Inclusive America Project’s diverse network of funders from 40 organizations and growing who share an interest in and support the system of religious pluralism. The RPFC provides a connection point between philanthropic leaders and those in other sectors who work on issues related to religious pluralism, such as academia, civil society, faith institutions, and government.

The Religious Pluralism Funders Circle (RPFC) is the Inclusive America Project’s diverse network of funders from 40 organizations and growing who share an interest in and support the system of religious pluralism. The RPFC provides a connection point between philanthropic leaders and those in other sectors who work on issues related to religious pluralism, such as academia, civil society, faith institutions, and government.

Pluralism in a Medieval Colonial Society: The Frankish Impact on the Melkite Community During the First Crusader Kingdom of Jerusalem, 1099-1187 1980.. Digitized from IA40330208-07 .

Pluralism in a Medieval Colonial Society: The Frankish Impact on the Melkite Community During the First Crusader Kingdom of Jerusalem, 1099-1187 1980.. Digitized from IA40330208-07 .

Pluralism in a Medieval Colonial Society: The Frankish Impact on the Melkite Community During the First Crusader Kingdom of Jerusalem, 1099-1187 1980.. Digitized from IA40330208-07 .

Pluralism in a Medieval Colonial Society: The Frankish Impact on the Melkite Community During the First Crusader Kingdom of Jerusalem, 1099-1187 1980.. Digitized from IA40330208-07 .

Bibliographical footnotes

This document is an intermediate planning report of the Antioch New Directions Program. This program will direct much of the energies and resources of Antioch College, Ohio toward achieving the parallel aims of student pluralism and social change. Described in this report are assessments of methods and tasks to be accomplished for these dual objectives. To insure student pluralism, a minimum of 80 low-income, minority group working class students will be admitted each year, beginning in 1971. A comprehensive program of academic, personal, and financial supportive services and a full-scale academic program centered around the problems of minority and oppressed peoples will be instituted to help these students succeed in college. A number of research activities, focused on the identification and solution of social problems, will be directed in large measure by people from low-income and minority backgrounds, and a major fund raising campaign will be launched to finance this program. (KG)

This collection of training materials describes an educational philosophy for elementary level instruction called cooperative pluralism. This approach complements and strengthens traditional multicultural educational approaches while blending them with cooperative learning and democratic education. The following materials are included: (1) brief comments on cooperative pluralism by distinguished experts; (2) a glossary; (3) a definition of cooperative pluralism; (4) a description of the approach and practical strategies for implementation for teachers; (5) an essay on the meaning of culture; (6) the text of a letter written by an American Indian upon learning that the United States wished to purchase tribal lands; (7) a one page comparison of Western and Asian culture; and (8) a letter from a principal to teachers on the aims of education. The following materials are appended: (1) a diagram of Lake Washington School District Curriculum Model; (2) a "Core Skills Continuum"; (3) definitions of five key terms; (4) a diagram of the Bainbridge Island School District's cooperative pluralism curriculum; (5) a letter from a non-Anglo mother to an Anglo teacher; (6) an order form for a poetry book; (7) a training evaluation form; and (8) an advertisement for multicultural teaching aids. (JB)

This collection of training materials describes an educational philosophy for elementary level instruction called cooperative pluralism. This approach complements and strengthens traditional multicultural educational approaches while blending them with cooperative learning and democratic education. The following materials are included: (1) brief comments on cooperative pluralism by distinguished experts; (2) a glossary; (3) a definition of cooperative pluralism; (4) a description of the approach and practical strategies for implementation for teachers; (5) an essay on the meaning of culture; (6) the text of a letter written by an American Indian upon learning that the United States wished to purchase tribal lands; (7) a one page comparison of Western and Asian culture; and (8) a letter from a principal to teachers on the aims of education. The following materials are appended: (1) a diagram of Lake Washington School District Curriculum Model; (2) a "Core Skills Continuum"; (3) definitions of five key terms; (4) a diagram of the Bainbridge Island School District's cooperative pluralism curriculum; (5) a letter from a non-Anglo mother to an Anglo teacher; (6) an order form for a poetry book; (7) a training evaluation form; and (8) an advertisement for multicultural teaching aids. (JB)

This collection of training materials describes an educational philosophy for elementary level instruction called cooperative pluralism. This approach complements and strengthens traditional multicultural educational approaches while blending them with cooperative learning and democratic education. The following materials are included: (1) brief comments on cooperative pluralism by distinguished experts; (2) a glossary; (3) a definition of cooperative pluralism; (4) a description of the approach and practical strategies for implementation for teachers; (5) an essay on the meaning of culture; (6) the text of a letter written by an American Indian upon learning that the United States wished to purchase tribal lands; (7) a one page comparison of Western and Asian culture; and (8) a letter from a principal to teachers on the aims of education. The following materials are appended: (1) a diagram of Lake Washington School District Curriculum Model; (2) a "Core Skills Continuum"; (3) definitions of five key terms; (4) a diagram of the Bainbridge Island School District's cooperative pluralism curriculum; (5) a letter from a non-Anglo mother to an Anglo teacher; (6) an order form for a poetry book; (7) a training evaluation form; and (8) an advertisement for multicultural teaching aids. (JB)

This collection of training materials describes an educational philosophy for elementary level instruction called cooperative pluralism. This approach complements and strengthens traditional multicultural educational approaches while blending them with cooperative learning and democratic education. The following materials are included: (1) brief comments on cooperative pluralism by distinguished experts; (2) a glossary; (3) a definition of cooperative pluralism; (4) a description of the approach and practical strategies for implementation for teachers; (5) an essay on the meaning of culture; (6) the text of a letter written by an American Indian upon learning that the United States wished to purchase tribal lands; (7) a one page comparison of Western and Asian culture; and (8) a letter from a principal to teachers on the aims of education. The following materials are appended: (1) a diagram of Lake Washington School District Curriculum Model; (2) a "Core Skills Continuum"; (3) definitions of five key terms; (4) a diagram of the Bainbridge Island School District's cooperative pluralism curriculum; (5) a letter from a non-Anglo mother to an Anglo teacher; (6) an order form for a poetry book; (7) a training evaluation form; and (8) an advertisement for multicultural teaching aids. (JB)

This collection of training materials describes an educational philosophy for elementary level instruction called cooperative pluralism. This approach complements and strengthens traditional multicultural educational approaches while blending them with cooperative learning and democratic education. The following materials are included: (1) brief comments on cooperative pluralism by distinguished experts; (2) a glossary; (3) a definition of cooperative pluralism; (4) a description of the approach and practical strategies for implementation for teachers; (5) an essay on the meaning of culture; (6) the text of a letter written by an American Indian upon learning that the United States wished to purchase tribal lands; (7) a one page comparison of Western and Asian culture; and (8) a letter from a principal to teachers on the aims of education. The following materials are appended: (1) a diagram of Lake Washington School District Curriculum Model; (2) a "Core Skills Continuum"; (3) definitions of five key terms; (4) a diagram of the Bainbridge Island School District's cooperative pluralism curriculum; (5) a letter from a non-Anglo mother to an Anglo teacher; (6) an order form for a poetry book; (7) a training evaluation form; and (8) an advertisement for multicultural teaching aids. (JB)

In this live debate at UCLA, we ask: Does the Quran endorse religious exclusivism, pluralism, or something in between?

In this live debate at UCLA, we ask: Does the Quran endorse religious exclusivism, pluralism, or something in between?

In this live debate at UCLA, we ask: Does the Quran endorse religious exclusivism, pluralism, or something in between?

In this live debate at UCLA, we ask: Does the Quran endorse religious exclusivism, pluralism, or something in between?

In this live debate at UCLA, we ask: Does the Quran endorse religious exclusivism, pluralism, or something in between?

In this live debate at UCLA, we ask: Does the Quran endorse religious exclusivism, pluralism, or something in between?

Lindley Armstrong Jones (1911-1965) is yet another of those 'lost' composers, buried in the sands of time, who are occasionally uncovered to stand as monuments to the reworkings of history. Like Atlantis, Troy, the Sphinx, the Piltdown Man, and the ...

Talk delivered to the Couchiching Institute on Public Affairs (CIPA) Conference in 1985.

Talk delivered to the Couchiching Institute on Public Affairs (CIPA) Conference in 1985.

Talk delivered to the Couchiching Institute on Public Affairs (CIPA) Conference in 1985.