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Criticism and Conflict: Public Opinion and Pressure Groups

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Title: Criticism and Conflict: Public Opinion and Pressure Groups


1
Criticism and Conflict Public Opinion and
Pressure Groups
  • This presentation will probably involve audience
    discussion, which will create action items. Use
    PowerPoint to keep track of these action items
    during your presentation
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  • Click OK to dismiss this box
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    points entered.
  • EDAD 505-02
  • Spring 2003

2
Community Dynamics
  • The Publics
  • No single public
  • Formal groups
  • NAACP. ACLU, ACLJ, LULAC
  • Informal groups
  • Most often Schools Adversaries
  • Often predictable and negotiable
  • Temporal and amorphous
  • Single issue
  • Hiring practices
  • Regulations
  • Building problems

3
The Organized Opposition
  • Why does the opposition get so angry?
  • Perceive a credibility gap between the school
    leader and their questions.
  • School leaders have a predilection towards
    curriculum questions, instruction, capital needs

4
Legitimacy question
  • Governmental and nongovernmental have recognized
    and begun to deal with their loss of legitimacy
    in the publics eyes
  • Schools have tended to ignore tools do.he problem
  • Ignoring the problem undermines the good things
    schools do
  • Credibility gap has grown because schools
    publics have not really been participative and
    engaged in the schooling process
  • At least before a crisis, scandal or referendum
    is needed
  • Being distanced from our publics allows
    illegitimate claims against schools to flow
    easily through our publics
  • Business leaders, parents and taxpayers become
    easy targets for ax grinders and special interest
    groups

5
Compromise
  • Democratic political and social systems are built
    on compromise
  • The greater good often demands some type of
    compromise be entered into.
  • Timing in attempting to initiate a compromise is
    critical
  • One can not wait until a campaign begins to start
    to affect a compromise

6
Identifying and Dealing with Pressure Groups
  • Identify those who are in opposition are likely
    to be in opposition
  • Three Types of pressure groups
  • Honest difference of opinion
  • Special interest groups
  • Irresponsible or irrational groups

7
Honest Difference of OpinionGroups
  • When issues with disagreement or misunderstanding
    surface, groups of community members will form as
    opposition
  • School leaders should first turn to policy and/or
    logical explanation
  • School leaders should also be constantly looking
    ahead for possible flashpoints so that new
    policies can be formed or existing one edited
  • If no policy exists, the good school leader will
    turn to negotiation or compromise.
  • Democratic political systems are built on
    compromise
  • Meeting with the group to reach a compromise if a
    situation can not be logically explained is an
    important tool of school leaders
  • However public posturing has be shown to inhibit
    problem resolution.
  • It is often impossible to effect change if the
    opposition has a great deal of face to lose

8
Special Interest Groups
  • Groups having a sustaining cause
  • Well organized
  • Cause is generally accepted as being legitimate
  • I.e.. M.A.D.D. at prom time
  • Such groups have legitimacy and negotiation and
    compromise is needed if a good policy is in
    affect.

9
Irresponsible or Irrational Groups
  • These groups will seldom compromise or negotiate
  • They make unfounded or impossible demands
  • Data or policies do not help

10
Comprising Sometimes Fails
  • If compromise and negotiations are unsuccessful,
    Fight it Out.
  • Remember and implement Harry S. Trumans five
    points on battling opposition
  • Estimate your resources
  • Formal like National Guard and Police
  • Informal like preachers and activist groups
  • Estimate the resources of your enemy
  • Form a judgment of what has to be done
  • What outcome is most desirable
  • Implement that judgment with a plan of action
  • A goal must have a plan
  • Persuade leaders and followers of the value of
    the plan and the mass forces of attack

11
Judging the Legitimacy of Pressure Group
  • Generalization
  • Does the critic generalize from only one or a few
    incidents in order to make all encompassing
    statements?
  • Acceptance of Data
  • Does the critic accept demonstrable facts?
  • Probability
  • Does the critic recognize that which, while less
    than certain, is nevertheless indicated b the
    weight of the current evidence?
  • Acceptance of the Rules of Logical Inference
  • Is the critic willing to examine other possible
    explanations before arriving at a conclusion?
  • Emotional Distance
  • Is the critic able to distinguish between
    evidence and emotion?

12
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13
Philosophies and Ideologies
  • This presentation will probably involve audience
    discussion, which will create action items. Use
    PowerPoint to keep track of these action items
    during your presentation
  • In Slide Show, click on the right mouse button
  • Select Meeting Minder
  • Select the Action Items tab
  • Type in action items as they come up
  • Click OK to dismiss this box
  • This will automatically create an Action Item
    slide at the end of your presentation with your
    points entered.
  • EDAD 505-02
  • Spring 2003

14
Philosophies
15
Philosophies
  • Attempt to think speculatively, reflectively and
    systematically about the universe and the human
    relation to the universe.
  • Metaphysics
  • Epistemology
  • Axiology

16
Metaphysics
  • The study of the nature of ultimate reality and
    the nature of existence.
  • After all nonessentials have been taken away,
    what is it that is genuinely real?
  • Idealist - describes reality in spiritual and
    nonmaterialistic terms.
  • Realist describe reality as an order of objects
    that exist independently of human beings.
  • Pragmatist - holds that human conception of
    reality is determined by experience.

17
Epistemology
  • The theory of knowing or gaining knowledge
  • Related to theories of teaching and learning
  • Idealist - would use Socratic or dialectic
    reasoning method to help students recollect
    latent knowledge already in their minds.
  • Realist holds that knowledge originates in the
    sensations we encounter through objects in our
    environment. A teacher might develop a set of
    classroom demonstrations to explain a natural
    phenomenon.
  • Pragmatist interacting with the environment in
    a series of problem solving.

18
Axiology
  • Includes both Ethics and Aesthetics
  • Ethics philosophic study of moral values and
    conduct
  • Aesthetics study of values in the realm of
    beauty and arts.
  • Note Whereas Metaphysics is concerned with
    describing the nature of ultimate reality,
    Axiology is concerned with prescribing moral
    behavior and appreciation for beauty and arts.

19
Logic
  • Rules or patterns of correct and valid thinking
  • It examines the rules of valid inference that
    enable us to correctly frame our propositions and
    our arguments.
  • Deductive logic refers to reasoning that moves
    from general statements or principles to
    particular instances or applications.
  • Inductive logic - is reasoning that moves from
    particulars to generalizations.

20
Education and Curriculum
  • Education refers broadly to the total set of
    social processes that bring a person into
    cultural life.
  • Curriculum can be broadly defined as the
    organized experiences that a student has under
    the guidance and control of the school
  • Educators and textbook writers attempt to seek
    and write what is of greatest worth (truth,
    beauty and goodness) to the learner. These are
    metaphysical, epistemological and axiological
    questions.

21
Ideologies
22
Ideologies
  • Provide an orientation to a group in time and in
    space by examining and interpreting its history
  • An ideology explains the groups current social,
    economic, political and education circumstances
  • Examination of the past contributes to a plan for
    social change and attempts to predict what can be
    expected if patterns of behavior from the past do
    not change
  • Presents a blueprint for the future that
    indicates to the group what policies are need to
    attain certain ends or goals.
  • It is action orientated.

23
Some Philosophies
  • Idealism - Plato
  • Realism Aristotle
  • Theistic Realism - Thomas Aquinas
  • Naturalism - Rousseau
  • Pragmatism John Dewey
  • Existentialism - Kaierkegaard,Sartre

24
Some Ideologies
  • Liberalism John Locke
  • Conservatism Burke
  • Utopianism John Owens
  • Marxism Karl Marx
  • Totalitarianism Hitler
  • Essentialism Bestor
  • Progressivism -Kilpatrick
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