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The Philosophical Foundations of Friendship in the Works Of Lesley University DigitalCommons@Lesley Educational Studies Dissertations Graduate School of Education (GSOE) 2012 A Living Citizenship Model for the Public Schools: The hiP losophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson Debra Sherblom Lesley University Follow this and additional works at: https://digitalcommons.lesley.edu/education_dissertations Part of the American Studies Commons, Education Commons, and the Philosophy Commons Recommended Citation Sherblom, Debra, "A Living Citizenship Model for the Public Schools: The hiP losophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson" (2012). Educational Studies Dissertations. 48. https://digitalcommons.lesley.edu/education_dissertations/48 This Dissertation is brought to you for free and open access by the Graduate School of Education (GSOE) at DigitalCommons@Lesley. It has been accepted for inclusion in Educational Studies Dissertations by an authorized administrator of DigitalCommons@Lesley. For more information, please contact [email protected]. A Living Citizenship Model for the Public Schools: The Philosophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson A Dissertation by Debra Sherblom In partial fulfillment of requirements for The Degree of Doctor of Philosophy Lesley University Spring 2012 2 Abstract In an interdisciplinary, hermeneutical study using primary and secondary documents from history, philosophy, political theory, and critical pedagogy, the dissertation focuses on dialogue, friendship, and citizenship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are discussed. Included in the study is the history of citizenship and analysis of works on dialogue and community. A critical consciousness is significant for real dialogue to precipitate friendship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are echoed in the Peaceable Schools Model for secondary schools. Based on social justice and the avoidance of conflict, the Peaceable Schools Model ministers a progressive pedagogy and fosters a living citizenship for students in public schools and in the community. 3 4 Table of Contents Preface……………………………………………………………………..6 Acknowledgments….……………………………………………………...8 Introduction………………………………………………………………..10 Chapter I Friendship, An Overview………………………………….............30 Chapter 2 The History of Citizenship………………………………………...50 Active and Passive Citizenship……………………………52 The Individual and Citizenship……………………………61 Challenges to the Civic Model of Citizenship…………….71 The History of Citizenship in the United States…………..88 Challenges and Vision for Oppressed Regimes…………..102 Conclusion………………………………………………...105 Chapter 3 Epicurus and Ralph Waldo Emerson In Context………………………………………………………….107 Chapter 4 Epicurus and Ralph Waldo Emerson Friendship…………………………………………………………………113 5 Chapter 5 Martin Buber and Paulo Freire Dialogue and Community…………………………………………..133 Dialogue…………………………………………………….134 Encouraging Dialogue and Friendship……………………...136 The Educator or Subject in Dialogue………………………..163 Conclusion…………………………………………………..178 Chapter 6 Peaceable Schools and Philosophical Foundations of Friendship in the Works of Epicurus and Ralph Waldo Emerson…………………180 Chapter 7 The Implications for Secondary Education and Citizenship…………………………...206 Figure 5.1 Man in the World and with the World, Nature and Culture…….148 Figure 5.2 Man Transitions the Material of Nature by His Work…………..150 Bibliography………………………………………………………................2l2 6 Preface The 21st century school community resembles the global community. The school community, once a melting pot of different cultural norms and traditions from across the world, is today rich in multiculturalism and diversity. Schools symbolize and treasure the differentiation of peoples, the uniqueness of cultural traditions, and the recognition and contribution of all individuals. The acknowledgement and inclusion of all cultures, however, brings challenge to the school curricula, particularly, citizenship education. The civic curriculum advances nationalism or civic pride, patriotism, virtue, and, of course, knowledge of history and government (Gutman, 1989, Macedo, 1995, Coleman, 1998). This notwithstanding, the pedagogical approach to the curriculum is significant particularly with regard to a mobile or changing school population. Citizenship education is, therefore, faced with challenge. School demographics continue to change. How can citizenship education accommodate the growing and changing population? How can citizenship education encourage inclusion for all students? Also, how can interaction amongst individuals and groups enhance citizenship not only in the school community but in the greater community and in the nation? My goal is to create a living, active citizenship model for public schools where all groups participate regardless of race or ethnicity. Early research into the notion of citizenship revealed a myriad of theories each significant and contributory in its attempt to sustain citizenship in the nation in light of changing populations. However, in order for citizenship to accommodate changing demographics, it is important to establish a 7 dialogue and friendship between individuals with an ultimate view towards the good of the nation. The challenge is a primary task for schools. Students are the most important resource for the future. Through citizenship practice, they will posture the nation throughout the generations ahead. A citizenship model for schools based upon dialogue and friendship assures students open the pathway to citizenship and sustain our country through its practice. 8 Acknowledgments I am deeply grateful for the guidance, wisdom, and constructive criticism of my Senior Advisor and Committee Chair, Dr. Abraham Abadi at Lesley University. He encouraged me to delve deeply into ideas known and unbeknownst to me in prior and current work. His support and invaluable suggestions were enormously helpful and beneficial to the dissertation. Deep thanks go also to committee members Dr. Lorraine Greenfield at Lesley University and Dr. William Marchione, formerly from Massachusetts Bay Community College. Without the patient diligence and consideration of my committee, my work would not have come to fruition. My thanks go also to the dedicated faculty and staff of Lesley University. Thank you all. I have been a teacher and a student throughout most of my adult life. My education brought me to four universities. Each university experience, particularly at Lesley, left an indelible impression on me and contributed to the educator I am today. Thank you to the faculty and staff from Northeastern University, Worcester State University, Harvard University, and again to Lesley University for never failing to captivate my interest across the disciplines. My family supported me through every endeavor towards this end. They stood by me during every phase, at every university, in every season. Together we experienced a lifetime of study and achievement. I will never forget the sacrifices they made and the words of encouragement they willingly and lovingly voiced so that I could accomplish 9 my goal. Thank you to my husband, Greg, and our children, Christopher, Jason, and Jennifer for your unwavering support. 10 Introduction A democratic nation depends upon the active participation of its citizenry. Whether motivated by a common passion that advocates the ends of existing government or the interests or passions that are adverse to the rights of other citizens or to the community, the democratic nation depends upon the active participation of its citizenry. James Madison wrote, the liberty to express either passion is “essential to political life”. “As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed” (Madison, Federalist 10, in Rossiter, 1961 p.78 ). Regardless of ideology, religion, race, ethnicity, or socio economic background, if government is constructed to meet the needs of its citizens, then all might be in agreement. Active citizenship, participation in the democratic process, assumes a connection between the individual and the political process. The participation of the individual in the political process or active citizenship results from the bond created through dialogue and friendship. Literature reveals friendship is significantly present where citizenship is evident in the community. Aristotle suggested friendship in the community was a reciprocal relationship nourished by love and desire. Friendship builds community and enhances citizenship because of a common view towards participatory government (Pakaluk, 1991). Augustine suggested friendship was a union of souls who experience love and justice amongst themselves (City of God, 1984). Thomas Hobbes (1996) valued friendship as integral to community. It was man‟s nature to need a friend, expeditious to his very being. Immanuel Kant saw a friend as another self so long as mutual care or 11 concern between men was evident (Pakaluk, 1991). Alexis de Tocqueville (2000) observed individuals in the United States combine their well being with that of their fellow citizens. Self love motivates the individual to help others and creates a bond amongst people identified by self interest and ultimately community interest. Community interest or commitment to association in community is a standard of citizenship that Emerson
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