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“Educators<\/a> for economic growth<\/a> will campaign against the humanities and arts as ingredients of basic education. this assault is currently taking place all over the world. …<\/p>\n Democracy<\/a> is built on respect for each person, and the growth model respects only an aggregate. …<\/p>\n What structures are pernicious [for democracy<\/a>]? …<\/p>\n We probably<\/a> cannot produce people who are firm against every manipulation, but we can produce a social culture<\/a> that is itself a powerful surrounding ‘situation’, strengthening the tendencies that militate against stigmatisation and domination. …<\/p>\n What schools can and should do to produce citizens<\/a> in and for a healthy democracy?<\/p>\n Knowledge is no guarantee of good behavior, but ignorance<\/a> is a virtual guarantee of bad behavior. …<\/p>\n The task of teaching intelligent<\/a> world citizenship<\/a> … requires understanding immigration<\/a> and its history<\/a> … All good historical study of one’s own<\/a> nation<\/a> requires some grounding in world history. … We cannot understand where even a simple soft drink comes from without thinking about lives<\/a> in other nations. … Curricula should be carefully planned from an early age to impart an ever richer and more nuanced knowledge of the world, its histories<\/a> and cultures. …<\/p>\n Responsible citizenship requires … the ability to asses historical<\/span> evidence, to use and to think critically about economic<\/span> principles, to assess accounts of social justice, to speak<\/a> a foreign language<\/span>, to appreciate the complexities of the major world religions<\/span>. …<\/p>\n Citizens cannot relate well to the complex world around them by factual knowledge and logic alone. The third ability of the citizen … is what we can call the narrative imagination. … Play<\/span> teaches people to be capable of living with others without control … It is all too easy to see another person as just a body … which … we can use for our ends … It is an achievement to see a soul<\/a> in that body, and that achievement is supportes by poetry<\/span><\/a> and the arts<\/span><\/a>, which ask us to wonder about the inner world of that shape we see – and, too, to wonder about ourselves and our own depths. … The role of arts in schools and colleges is twofold. They cultivate capacities for play and empathy<\/a> in a general way, and they address particular cultural blind spots … Music<\/span> and dance<\/span>, drawing<\/span> and theater<\/span> … supply both children and adults<\/a> with … positive ways of relating to one another, and joy in the educational<\/a> endeavor. …”<\/p>\n aus: Martha C. Nussbaum: Not for Profit. Why democracy needs the humanities, Princeton NJ: Princeton University Press 2016 (Erstausgabe 2010), S.24, 43, 45, 46, 81, 82, 83, 93, 95, 101, 102, 108.<\/p>\n\n
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