Volume IV, No. 6 December 2017
Journal
of the K-12 Revolution:
Essays and
Research from Minneapolis, Minnesota
A Publication of the New Salem Educational
Initiative
Gary Marvin Davison, Editor
Essays on Ethical and Psychological
Principles:
Implications for K-12 Education
A Five-Article Series
Gary Marvin Davison, Ph. D.
Director, New Salem Educational Initiative
New Salem Educational Initiative
Minneapolis, Minnesota
Essays on Ethical and Psychological Principles:
Implications for K-12 Education
A Five-Article Series
Copyright
© 2017 by Gary Marvin Davison
New Salem Educational Initiative
Contents
Article #1 Introductory Comments 1
Impediment to Human Progress---
With Implications for the
Overhaul of K-12 Education
Characteristics of the Happy Person-----
with Implications for the
Impartation of Knowledge and the
Discussion of Ethical Conduct in
K-12 Education
Article #4 Reflections on Thanksgiving as an 8
Expression of Theological Conviction,
or >>>>> What More Would You Want
Than a Little Red Wagon?
Article #5 Sharing with My Readers a Most 11
Treasured Parting
with My Mom-----
from a Midweek Missive to My Son, Ryan
Article #1
Introductory
Comments
In this
edition of Journal of the K-12 Revolution:
Essays and Research from Minneapolis, Minnesota, I share with
readers my insights into ethical and psychological principles, gained from wide
reading in psychology and religious texts, from my own reflections upon these
texts, and from my personal experiences.
In Article
#2, I synthesize the very different ideas of the great psychologists Sigmund
Freud and B. F. Skinner, relating these to the psychological foundations of a
system of K-12 excellence.
In Article
#3, I discuss the matter of human happiness, drawing especially from the works
of psychologist David G. Myers; I then
argue that since spirituality is a key defining trait of the happy person, a
system of K-12 excellence will impart to students great knowledge of world
religious systems, full as those systems are of ideas concerning meaning, ethics, and spirituality.
In Article
#4, I discuss the spirit of gratitude that is at the core of my personal
theology, my love accordingly of the Thanksgiving holiday, and my personal
emphasis on prayer as an expression of gratefulness to the Divine. This article is adapted from a reply that I
made to one of my most thoughtful readers, who asked me if optimism for the
future is a realistic stance in a troubled world. I detail how gratitude for experiences both
pleasant and aversive gives one appreciation for life at all times and abets
the development of perseverance in working for a better future and an outlook
on life that is both realistic and optimistic--- relating this stance to my own advancement of
the K-12 Revolution.
In Article
5, I share with you my readers a Midweek Missive to my son, Ryan Davison-Reed,
in which I relate the loving, serendipitous last moments that I had with my
mother. I include this reflection in
this edition of the journal in my conviction that the manner in which a teacher
approaches important matters of life and death conveys important messages to
students that can abet their own spiritual development.
Excellent
education involves adults imparting knowledge and ethics to young people, in
the manner that adults throughout the world have historically transmitted
knowledge and wisdom to their young.
This edition of Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota is replete with ideas pertinent to those principles of
knowledge and ethics most likely to promote abiding happiness in young people
on this one earthly sojourn.
Advancing
these thoughts in the December edition of the journal may be taken as my
seasonal expression of love for you all, sent with my best wishes for that
spiritual sustenance that comes from brains teaming with knowledge and ethical
standards embedded at the core of one’s being.
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