Violence in Schools

Few people would dispute that a cessation of violence is a noble goal; that those few people are then a minority who not only don't get their way but are forced to change their way is what "society" is all about. Certainly if the "pursuit of happiness" were part of the U.S. Constitution its application by this minority would be tempered by the right to life possessed by the others their violence is inflicted on.

Before one can implement a program one must have a philosophy to guide development as well as implementation. There are two choices: reason and emotion. "A moral being must be able to keep his natural impulses in check, to control himself, to do what is required by the w

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and kicks you, and this exchange continues until both you and he are suspended for a week. Your parent then is mad at you for ruining your clothes, and might even have to take off from work to watch you while you spend the week at home (though unfortunately this does not happen and the suspension is welcomed as a holiday). Then you also spend the next month watching your back because you know he really wants to "get back at you" even though you think he started it. Thorkildsen, et al., studied perhaps the most important, but certainly the most common issue amongst public school students: what is "fair". As can be guessed, everyone had a different definition, which will greatly affect any design of a curriculum which will purport to influence children's behavior. Specifically, Thorkildsen, et al. studied practices and rewards to motivate learning to read. One group valued "practices that promote the desire to understand new ideas" while another valued "practices that promote effort." A third group valued extrinsic rewards (475). In other words, those who know they will succeed want to be rewarded for succeeding, which practice will exclude others and leave them with their pride of accomplishment. Others who suspect they may n
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Approximate Word count = 2359
Approximate Pages = 9 (250 words per page)

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