The Centre for Governance and Citizenship (CGC) of The Hong Kong Institute of Education is presenting to you a seminar on “TEACHING the TABOO: Education and Social Justice” (CGC Seminar Series 2013/02) by Professor William Ayers, Former Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago, USA, on 12th March 2013 (Tuesday), 12:30 p.m. to 2:00 p.m., at Room 03, Podium, Block B3 (B3-P-03), The Hong Kong Institute of Education (Tai Po Campus), 10 Lo Ping Road , Tai Po. Department of Applied Social Studies, the City University of Hong Kong is a co-sponsor of this seminar event.
Professor Ayers retired in 2010 from the University of Illinois at Chicago where he had taught since 1987, holding the position of Distinguished Professor of Education and Senior University Scholar. He has taught and lectured throughout the US and around the world, and has written extensively about social justice, democracy and education, diversity and the cultural contexts of schooling, and teaching as an essentially intellectual and ethical enterprise.
His articles have appeared in numerous scholarly and popular journals, and his books include The Good Preschool Teacher: Six teachers reflect on their lives; To Teach: The journey of a teacher; Teaching Toward Freedom: Moral commitment and ethical action in the classroom; A Kind and Just Parent: The children of juvenile court; On the Side of the Child: Summerhill revisited; Teaching the Personal and the Political: Essays on hope and justice.
Abstracts of this presentation:
Education is a fundamental and universal human right, an essential feature of a full life, and a treasure every child deserves simply by being born; it is, therefore, a moral obligation in every human community. Education rests on the twin pillars of enlightenment and freedom, and to be most productive and generative must be directed to the full development of the human personality.
Education in a democracy is geared toward and powered by a particularly precious and fragile ideal: every human being is of infinite and incalculable value, each a unique intellectual, emotional, physical, spiritual, moral, and creative force; each is born free and equal in dignity and rights, each endowed with reason and conscience, each deserving, then, a community and a sense of brotherhood and sisterhood, recognition and respect.
School people who practice this principle must come to realize that the fullest development of each individual—given the delicious stew of race, ethnicity, origin and background, the tremendous range of ability and disability—is the necessary condition for the full development of the entire community, and, conversely, that the fullest development of all is essential for the full development of each. It is here that justice makes an appearance.
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