Some of the incidents we are experiencing today might seem as if they have no precedent – this is both true and false; yes, no precedents on the scale we see today; and no, for violence is something we human beings have always been prone to. Thus, peacebuilding is not possible via revisions in educational policies alone; it is to a no lesser degree relevant to human character, virtue, and moral development. And these are some of the discussions you will find in our coverage in this issue.

The lead article focuses on value transmission in education of the young and how it is so critical for a nation to maintain its existence. Johnston McMaster discusses pluralist democracy and global citizenship as two main goals which education should be geared towards. Michael A. Samuel shares his observation of Turkish teachers inspired from Fethullah Gülen and the Hizmet philosophy who migrated to South Africa with a sense of “responsibility to guide the world to a better realization of its potential fullness of being; towards a greater goal of good.” Zekeriya Ozsoy warns teachers that an imbalanced conduct of reward might shift the motivation of some students to material prizes and cause them lose their intrinsic capacity to strive and achieve.

Two special contributions from Nigeria give us hope that sound-thinking leaders and scholars might enable this African star to be rescued from the current violence based on religious and ethnic differences.

It was 3 o’clock in the morning. The rain outside beat on the windows and the loud thunder ripped through the night. A loud knock on the door startled the boy. All alone in the mansion, he was not really expecting anyone this late. But the stranger insistently knocked on the door. The boy got up hesitantly and grabbed the doorknob with shaking hands… Flash forward. He woke up with a scream, drenched in a pool of sweat. “Thank God, it was all a dream.”

I turned off the TV, feeling a mix of boredom and hunger gnawing hunger at the pit of my stomach. I headed down to the kitchen to grab a bite.

The world is full of wonders. We are amazed at how fish swim or how birds fly; by imitating their systems, we attempt to swim or fly. One of our most precious attributes is curiosity. Once I attended an exhibition associated with a popular movie. I was amazed at the power of human imagination and the dreams it can conjure, turning them into reality. The props and costumes used in this movie were displayed lavishly for the curious eyes of the fans and the flash of the cameras. We, as human beings, were being entertained with the products of the human imagination. Even the flow of events that happened at the exhibition, the flashing cameras, the décor and costumes, which seemed so important at that time, were all a design of the human imagination; they were not real. As the actors and actresses took on the personalities of their characters, they not only assumed the role of a movie character, but also became a player in a man-made dream world. We followed the entertainment with curiosity and interest. The characters, the story, the costumes, the light, and sound: all this captivated our attention. As the glow of the entertainment slowly faded off, I began to feel that this popular movie and even the exhibition itself existed within another movie… a more real movie in which we all played our roles.

My favorite pieces in the exhibition were the “magically alive” animated portraits. I couldn’t help but smile when I saw the people in the portraits applauding us, as if we had accomplished some feat. I liked the idea of animated portraits and photos. A picture is ultimately just a 2D image, but an animated image encompasses a third dimension: time. A movie’s ability to capture the charm of time is what appeals to us and captivates our attention.

Early in the morning, I glanced out my window and noticed the autumn leaves falling from the tree in my back yard. About two or three weeks ago they were all green, but now the scene had completely changed. Tinted with different shades of orange, yellow, red and purple, the leaves ruffled on their branches with the whoosh of the light breeze.

I imagined that my window was an animated picture inside my home. There was someone insistently striking His brush against my easel, coloring this picture day by day, moment by moment, and giving it motion for me, making me feel the changes He brought about. Filled with these wondrous thoughts, words fell out of my mouth: “He is truly a magnificent artist.” At the moment, I recalled what the lead character in a movie had said as he looked, bewildered at the harmony of colors in the sky during sunset: “God must have been an artist.”

In order to make an animated picture or create a video sequence, the consecutive pictures or “frames” of a scene must be joined together. If the difference between the capture times of two consecutive frames is too long, the video will not run smoothly, stuttering like an old silent film, with intermittent flickers. Modern day movies use a larger number of frames per unit of time. The greater the number of frames, the smoother the images will appear. When I focused my attention on this outside “movie,” a movie in which I was an actress along with the rest of humanity, I couldn’t help but wonder what the number of frames was. Since we are living in a “perfect” movie, the movie of our world that we see through our eyes everyday must have an infinite number of frames. I contently followed the descent of a snowflake onto my hand. It made me admit once again that we’re part of a great cinematography and screenplay. The producer is not only an artist who covertly paints the pictures with His gentle brush strokes, but is also someone who strings an infinite number of picture frames with great skill and attention to detail, creating the perfect animation of “life.”

Imagine the animation of a falling bird feather; one would need to perform an enormous number of calculations between the sequences of frames. It would be necessary to run many computers in parallel to be able to process such animation in real time. Then I used this same information and applied it to the scene of the falling snowflake. Contemplating the details of each moment within that scenario and considering each moment to be a single frame helps you appreciate the complicated task of stringing these frames together in real time.

When you see a man inscribing circles with a light source you actually see a circle of a light. In fact, you perceive it as a circle because of the speed and the continuity of the motion. Life is analogous to that imaginary circle; it exists because of the continuity of the artist’s efforts. Yes, life as a “perfect” movie is similar to the continuity of this circle of light, because the artist’s magnificent skills continuously color and illuminate each picture frame, stringing them together in a perfect fashion.

Wait, wait, it doesn’t end here. I close my eyes; it is easy for me to see things that happened years ago in all their details. The time I dropped my ice cream on my favorite shirt when I was five, the gift that my brother gave me on my thirteenth birthday, the day I graduated from college… like a movie, I can watch all these whenever I like. This illustrates another issue in video processing, storing the videos, in other words, the frames, in an efficient way so that they can be accessed promptly when needed. I already have a good technique to store the story of my life in my memories. Moreover, in order to remember any sequence, all I need to do is just remember a small detail of the time, an event, or a memento. This is the fastest content-based image retrieval system I have ever seen! No moment of life is wasted and all is saved somewhere, providing relief for the human heart, which is helplessly attracted to eternity. Any art necessitates an exhibition and an audience. Then there must be a place and a time in which the whole movie will be watched again by the audience.

My brain not only stores my memories as videos, but also creates videos as I dream. These are mostly movies in the making; because I can do everything in my dreams, they do not need to be logical. I heard the phrase “Dream Theater” and I smiled. What else can one call a dream other than a grand theater full of surprises? Moreover, although the length of time that a dream takes up is not that long, it still contains a sizeable story that takes up days of real life. It’s one rabbit warren inside another.

As the rain hits the Boston ground, I look outside my window at my moving picture. Through this open window, I also hear the pitter-patter of the falling rain. The smell of wet soil seeps into my room. I shut my eyes and I can repaint the entire picture, using nothing but sounds and smell. What kind of magic is this? I cannot stop myself as I think about Him, the Producer of the real movie of my very existence. After all, I know that He loves me. No matter how busy I am watching man-made movies inside the real movie, I feel the presence of the true artist always with me and the imprint of His ever-lasting art in every moment of my life.

Once you realize these things about you and the life that you are living, then it really sounds outrageous when people think they have made a good work of art or they have great taste in art. Could it not be that all people have the same taste but only each individual’s perception is different, as opposed to all people having the same level of perception but different taste?

Most people think that taste is something subjective, that is, everybody has their own taste and that is the end of it. There is nothing more to discuss about taste. Hence, there is no such thing as good taste or bad. Everybody has things they like and things they do not, but no one can say that their taste is any better than someone else’s. Thus, we are all tempted to accept the unquestionable character of taste as the truth since almost everybody agrees on it. Although the majority view is often considered acceptable as a way of ascertaining the truth, there are quite a few examples that show that is just not correct. This article is about one of those examples.

If you are part of the big majority of people that thinks there is no such thing as good taste, you should also think that there is no such thing as good art. I can imagine if I was giving a talk about this article and presenting this exact same argument, there would be fifty hands going up objecting: “That can’t be true; there is Mona Lisa, there is Tortoise Trainer, there is this, and there is that.” But then, whoever did not like Mona Lisa or Tortoise Trainer would just have worse taste than yours, or anybody else who liked it might have better taste for that matter. Hence, we arrive at the conclusion that if there is no good taste, then there is no good art. If we follow the argument further, then there is no good artist.

Suppose you are making a painting or writing a poem, what do you think would be guiding you throughout the whole process? The inevitable answer to this question must be “taste” because each stroke of your brush or each line you add is a decision made by you with the help of your taste. Every move you make is a result of your conscious or subconscious thought that it would make your piece better. But then, if you think that there is no place for a concept of being better in art, you should not be able to make any moves. Not only that, by the same token a brand new blank canvas would be just as good as the ceiling of the Hagia Sophia. What is more, by saving a lot of time and energy, you are doing even better with the blank canvas than the guy who painted the ceiling of Hagia Sophia.

Probably you are thinking that the author of these lines has really lost it now! And maybe, you are thinking that it is about time to move on to the next article. But hold on a second!

I think I may have a solution to this nonsense. If Da Vinci was in Robinson Crusoe’s place, he would still draw the Mona Lisa on that island, but surely, he would be happier if thousands of people came to see it every day. So, there is more to art than pure taste; art has people who appreciate it. It could be argued that an artist enjoys his piece for two possible reasons. First, just because he likes what he does; second, there is an audience who will appreciate what he does.

But before appreciation come attention and interest. People must pay attention or need to have an interest before they understand or even think about something. Only after that do they recognize something is beautiful, and after that comes the appreciation.

Attention and interest are two very broad terms. There are so many different things that attract my attention or interest me, often without me knowing it. Sometimes the rhyme of a poem is so soothing and pleasant that I do not even know, when I read it the first time, that I have actually fallen in love with it. I realize this when I figure out that I have learned the whole thing after a few recitations without expending any special effort to memorize it. It is as if, all of a sudden, I start hearing the constant relaxing whistle of a tall reed in my ears along with the wind. It is a great pleasure to fall asleep in the ambiance of that reed. The bed is no different than a throne for me at that moment.

Once I discover such a lone reed with a soothing melody, I visit her from time to time when I get really tired and need some rest. Then, on one of those visits, just before I fall asleep, I see a ray of a different color through the leaves of the reed; one which I had not noticed before. It is an irreplaceable touch. Surely the poet must have hidden it among the leaves and the branches only for his loyal visitors. Exhilarated by the discovery of this beauty, I start telling the fellows in the shade around me about it. I hear you saying now, “Oh! I thought you were alone under the tree.” No, no! That is impossible. If there is a reed, there will always be fellows under the shade, some for the whistle, some for the colors, some for something you do not know, but there will be always some people enjoying it.

I tell you the little story about me and the poet just to make a point about the type of art that intrigues us. Some art lies in the background quietly, some shakes our very souls and makes us tremble. Some gets carved into our brains immediately, whereas some types challenge our intelligence. In all of those different kinds of good art there is a very essential thing in common. It is the common things that the audience shares.

Although poetry is a type of art with a very broad audience, we can always imagine some people who would have no interest in it at all. Maybe a better example would be a type of beauty that would interest absolutely everybody in this world. Is there anything like that? There are tons of things like that. Who would not like a nightingale singing near dawn, or a warm breeze on the cheek, the harmony of different tones of green in a broad forest, human faces, and the like. Let us focus, for example, on that last one. All of us find human faces interesting, right? I believe that it is encoded in our DNA. A parallel to this is the obsessive compulsion of sculptors to make human faces all the time. Or, think about the number of people whose faces you know but not their names and vice versa. Which number is bigger do you think?

If you are not convinced by these arguments or think that maybe I am biased due to the conditions that I developed in, let us put the same question to babies, who are not biased, at least not just yet! Let us see what they have got to say about this. If you are worried that we cannot really understand what they are saying, there is some help from the psychologists. “In 1961, the psychologist Robert Fantz devised an ingenious method to find out about babies and faces. He designed a stand in which, on the bottom level, the baby lies on his back, looking up. A few feet above is a display area where the experimenter puts two large cards, each containing a design-a white circle, a yellow circle, a bull’s eye, or a simple sketch of face. The researcher, peering down through a tiny peephole, can watch the movement of the baby’s eyes and time how long they are directed at one or the other of each pair of patterns. Fantz found that at two months babies looked twice as long at a bull’s eye as at a circle of solid color, and twice as long at a sketch of a face as at a bull’s eye. Evidently, even a two-month-old can distinguish major differences and direct his gaze toward what he finds more interesting.”¹

With this in mind, we are compelled to acknowledge that the human face appeals to an innate common taste in all humans, either because it is beautiful in itself or because it contains most, if not all, of the things that are to “the common taste” of all humans. Then we can conclude that, as humans, our design is such that we are at least able to appreciate the same things.

Finally, we are in a position to define good art. Good art is such that it passes from its creator and reaches a lot of people who enjoy gazing upon it. Good art attracts attention and interest from a lot of people with different characteristics from different cultures and regardless of all their differences, the essential thing is they all have the same aptitude to enjoy the same thing in various different ways. In other words, good art is a manifestation of unity in multiplicity.

_______________________

1. Hunt, M., The Story of Psychology, pp. 366, Anchor Books, 1993

The history of family life can be divided into two phases: “before TV” and “after TV.” Its affects on the whole family are so immense that they are outside the scope of this article. Instead, we will concentrate on the affects of television on children, and especially on children under the age of 3.

During our interviews with parents, almost all of them had one question: “What is the effect of television on our child?” The importance of this question can be better understood after we have studied the effects of television on our children. The effects of TV depend on how much the children watch TV, their personality, whether they watch alone or with adults, and whether their parents talk to them about what they have watched. Therefore, it would not be true to say that television is absolutely harmful or beneficial. If the necessary precautions are taken, it can be a useful source for both the child’s educational and social development, while, on the other hand, it can have very harmful and lasting effects on children if not properly monitored and if the child is left to decide when, how much and which TV programs to watch. The effects also vary according to the child’s age. This magic box has different effects on children of different age groups.

The worst, and unfortunately permanent, effects of television on children occur during the 0-3 age group. This is because some of the psycho-social attributes that are acquired in these years persist in a person’s character throughout life. Any problem that originates from this period will affect the rest of a person’s life.

The Effects of Television on the 0-3 Age Group

During this period some parents do not (or cannot) spend enough time with their children for a variety of reasons, and they leave their child alone with the television. Some of the reasons for a lack of time being devoted to the child may be socio-economic factors, the life-style of a working mother, problems between the parents themselves, the necessity of housework, parents working additional jobs, a chronic illness in the family, psychiatric problems of the parents, the child being the product of an unwanted pregnancy, the child’s physical illness, or dozens of other reasons – all of these can affect family life. Because of these, intentionally or not, some parents often cannot pay enough attention to their child; the only thing they are able to do being to keep up physical maintenance (i.e., feeding the child and keeping him or her clean). In these cases, TV comes in and fulfills the role of the parents, and the child ends up spending too much time in front of the television.

Experiencing full emotional sensations and the complete attention of the parents sets the groundwork in the first three years of life for a strong and healthy psychological make-up. Physical contact, talking to the child, making him or her feel that he or she is loved, playing with the child, spending time with the child all have a positive effect on the development of the psycho-social side of the child. Spending time with a baby prevents him or her from becoming alienated in relationships with other people and helps him or her to recognize the social environment, starting with the parents. Along with this relationship, a close tie between the child and the mother develops. This relationship starts in the mother’s womb and continues during infancy. The child begins to be able to communicate and express his or her needs. As time goes on, the child starts to be able to establish a dialog with other people.

Since the basic foundation of communication is speech, children have to learn how to talk. In order to be loved by people, they have to understand people and respond to emotional stimulation. Children need encouragement in order to socialize and develop communication, especially from those who are in charge of the upbringing. This encouragement and approval, attention to the child’s needs (food, clothing, hygiene, safety, etc), paying attention to the child’s problems, spending time with the child, kissing, caressing, talking and playing with the child all go towards helping the child feel that he or she is loved; these constitute an encouragement for the bio-psycho-social development of the child.

The reason we mention all these is so that we can better understand the television-child relationship. When the child is left for a long time in front of a device that does not respond to his or her words, looks and smiles – a device devoid of sensual and social stimulants, without emotion – and when the child is deprived of physical closeness to the person with whom he or she has established close ties – problems will occur as time passes. Although television provides sounds and images, the child is not yet of an age to interpret, accept and benefit from these. The problems developed here will appear later in the form of an incompleteness or inadequateness in the socialization, individualization and the psycho-social aspects of this person.

Why is TV more harmful for children? The child will not have friends or a social environment to make up for the social and sensual incompleteness mentioned above. He or she does not play a role in an interchange, and the child does not have a chance to contribute. Psycho-motor and psycho-social sufficiency has not had a chance to develop and he or she does not have an alternative environment in which to develop.

If a child is less than 3 years old and stays too long (how long changes from child to child, but generally for more than an hour) in front of a television, and particularly if the parents have any of the problems mentioned above that prevent them from spending more time with the child, then some insufficiency and delay can be witnessed in the child’s psycho-social functions. These functions are those that are necessary for the development of social improvement (sensual interaction and responsiveness, adaptation to the social environment, taking an interest in people, showing sympathy to others, paying attention to other children of the same age, etc) and communication (talking, meaningful gestures and mimicry, spelling words out by syllables, perception, making sounds, forming sentences, etc). If such conditions occur, a child psychiatric must also investigate what other reasons may have caused such conditions. The replacement of time that should be spent with other people with time spent before the television has very serious drawbacks.

If the children stay too long in front of the television during this period, some psychiatric abnormalities may develop. The child may show symptoms of indifference to his or her surrounding, for example, he or she may not look around when called, the child may avoid making eye contact, or show indifference to other people and children of the same age, the child may experience difficulties in taking part in emotional or social communication, he or she may try to stay on his or her own, or may display repetitive behavior, like turning around or rocking back and forth, the child may become obsessed with objects, he or she may be slow to speak and construct sentences, or may display problems in establishing dialogue, or the child may be unable to respond sentimentally. Therefore, in order to prevent excesses, it would be appropriate for the parents to put a limit on television for the benefit of normal psycho-motor and psycho-social development in the child.

At the same time, it would be appropriate for both the father and the mother to spend as much time as possible out of their normal daily life with the child, playing with him or her, speaking to the child, showing the child that he or she is loved, showing an affinity with him or her, taking the child out, paying attention to his or her physical needs, paying attention to his or her normal growth stages, laying the ground for communication with other children, sparing some time only to be with the child, telling him or her stories. In short, parents do not have to ban television watching completely for their children, but the appropriate thing for the good of the child is to restrict and balance it with other activities.

Attention Deficit and Hyperactivity Disorder (ADHD) is characterized by inattentiveness, impulsivity, and excessive activity (DSM IV; American Psychiatric Association 1994), and has a prevalence rate of 3 percent to 5 percent (Pelham, Wheeler, and Chronis 1998). Children with ADHD also have a high risk of experiencing academic (Henker and Whalen 1989) and social problems in school (Landau and Milich 1988).

ADHD is one of the most prominent expressions used in schools to describe children who do not stay put,” meaning that they have too much energy and excitement during class and recess time. Although these observations could be the results of teacher or staff misperceptions, they also may be symptoms of ADHD, childhood depression, or consequences of an unstructured environment. In most cases, behavior that differs from peers is a combination of the above factors.

However, sometimes we have to identify those with ADHD to serve them appropriately via proper individualized programs and possibly medicine. Longitudinal studies suggest that such children are likely to experience problems related to social functioning at an early age and throughout adolescence and into adulthood (Weiss and Hechtman 1986). These problems can be seen in various situations (e.g., home, school, community), across people (e.g., parents, siblings, teachers, peers) and activities (e.g., academic work, play, recreation) (Carey 1996).

For example, Fischer et al. (1993) studied the behavioral ratings of 108 children meeting research diagnostic criteria for hyperactivity, as well as a control sample of 61 children. They ranged in age of 4 to 12, and were followed over 8 years into adolescence and young adulthood. Those diagnosed as hyperactive remained more deviant in the ratings than the control children during follow-up observations. A decline in deviant behavior was observed for individual children, although the end results were still more deviant than those of the control children.

Hansen, Weiss, and Last’s (1999) more recent longitudinal study produced some encouraging results. This study compared the psychosocial functioning in 18 young adult men who had been diagnosed with ADHD 10 years ago. Their average age at the time of follow-up was 21. The researchers matched their subjects with 18 male controls who had never had any kind of psychiatric illness.

Through the use of interviews to assess subjects’ educational, occupational, residential and marital status, as well as use of mental health services and psychological status (experience of depression, anxiety, drugs and alcohol problems), they discovered that young adults with ADHD were significantly more likely than control subjects to be using mental health services, report psychological problems, and have fathered children. School dropout rates were higher for subjects with ADHD; however, they were likely to attain a graduate equivalency diploma. Men with ADHD had higher rates of trouble with the law; however, they did not differ significantly from controls in terms of current legal problems.

This study gives hope for the future of young adults with ADHD, as they appear to have overcome the various educational and legal difficulties experienced during high school. In the area of psychological functioning, results are consistent with the findings of other longitudinal studies. In general, though, the above studies indicate that we should expect the children with ADHD to continue to have problems in the social domain, since they remained at a disadvantaged state in psychological functioning and still rated behaviorally as being deviant after 8 and 10 years.

Peer relationships

The longitudinal study of Cowen et al. (1973) demonstrates the link between early peer problems and later maladjustment. In this study, children were asked to nominate their peers according to both positive and negative qualifications. Negative nominations of third-grade class peers were found to be the best predictor of psychiatric problems when a follow-up was conducted when the children were 11 to 13 years old. This result indicates the seriousness and consistency of problems experienced in peer relationships as early as 9 years of age.

In addition, peer rejection has been found to correlate with premature dropping out of school, juvenile delinquency, job termination, poor military performance, police contact, and psychiatric hospitalization (Parker and Asher 1987).

However, the difference between correlation and causation needs to be considered when interpreting these studies. In their chapter of Assessment of Children’s Social Status and Peer Relations (1990), Landau and Milich emphasize that linkages found between peer rejection and later difficulties are correlational, and not causal.

Generalization of social skills training programs

There are many social skills training programs designed to increase peer acceptance. Some of the most common are ACCEPTS (not an acronym), ACCESS (not an acronym), Skillstreaming, Think Aloud, ASSET (not an acronym), RECESS (Reprogramming Environmental Contingencies for Effective Social Skills), and PEERS (Procedures for Establishing Effective Peer Relationship Skills) (DuPaul and Eckert 1994). Although these programs are taught as solutions to peer relationship problems, teaching children in isolation and then expecting them to perform successfully in real life is usually not a successful strategy.

DuPaul and Eckert reviewed the literature and found a total of only seven studies that had used commercially available social skills training programs that considered generalizing skills to real-life situations. To assess the generalization over time, those seven studies did follow up assessments 1 to 3 months after treatment ended. The authors concluded this period too brief to be able to assert that intervention is generalized. They stress the effects of treatment being more prominent in those studies using multiple strategies to promote generalization. Among those strategies, teaching social skills within a real environment seemed to be the most fruitful one.

The generalization issues of social skills trainings also are discussed by Carey and Stoner (1994). They suggest considering a technology of applied behavioral analysis and application of strategies to ensure the maintenance of newly learned behaviors reinforced by natural contingencies In this context, applied behavioral analysis is defined as studying what happens in the environment before, during, and after the problematic behaviors’ occurrence, and then rearranging the environmental factors to promote the desired behaviors and suppress the problematic behaviors.

Another similar discussion is found in Moore (1994). She argues that behaviors which are not functional for the child, will not generalize. The behavior’s functionality is defined as how much the behaviors are linked to socially meaningful outcomes or elicit natural reinforcements from the environment. She further states that an increase in social interaction and eliminating negative behaviors do not ensure peer acceptance. Instead, documenting concomitant increases in positive, reinforcing, pro-social behaviors, which have been linked to peer acceptance, popularity, and friendship, was suggested. She also mentions the importance of designing interventions for particular children in particular settings, rather than using a one-size-fits-all program.

Most recently Sheridan, Hungelmann, and Maughan (1999) explained the contextualized framework for the purpose of linking assessment to intervention and generalization planning. They state that identifying target behaviors that are critical for a child to socialize successfully is poorly understood. In other words, behaviors that predict positive social status in immediate social context are unclear, although clinicians and researchers often assume that the skills being taught in structured settings are those that are relevant in places and at times that extend beyond training. However, little empirical research has been done on whether these skills are actually important for children’s abilities to develop and maintain social relationships (Sheridan et al. 1999).

According to Sheridan et al., two methods can be used to select meaningful target skills. The first one is to normatively compare the target child with children considered socially adjusted. This involves listing the behaviors believed to increase peer acceptance and decrease rejection, and comparing the rating of each child in the peer group. This social comparison method allows researchers to determine whether the child’s behavior following intervention is similar to the peers’ behavior.

The second method is template matching, or identifying relevant and meaningful social behaviors based on input from significant others and peers by asking them to identify the most important behaviors for them in a particular social context. Sheridan et al. emphasize doing direct observations of socially desirable behaviors, recording the narrative descriptions, and then collecting them from the social recipients. Then the intervention would focus on decreasing the discrepancy between the template and the target child’s behaviors, utilizing the qualities listed in the template as the intervention’s objectives.

What are the social dynamics?

Hymel (1986) demonstrated that children interpret identical actions in different ways, depending on their liking of the actor. They tend to credit liked peers for positive behavior, and make excuses rather than blame them for negative behavior. Moreover, for children who are disliked, positive behavior is perceived as a result of unstable causes that are unlikely to recur. Children were found to be not so eager to change their perceptions of disliked peers or to expect more positive behaviors from them in the future when they notice behavioral improvements.

In 1949, 24 boys from similar backgrounds were brought to an isolated site to test two hypotheses:

1. When individuals having no established relationships are brought together to interact in group activities with common goals, they produce a group structure with hierarchical statuses and roles.

2. If those artificially formed groups are brought into a functional relationship under conditions of competition and group frustration, reciprocal hostile attitudes and actions will arise across groups.

The results obtained through direct observations of the children’s behavior confirmed those two hypotheses. The study was replicated later with the addition of a new component. Superordinate goals that could be accomplished only by the cooperation of both groups were induced to reduce inter-group tension and integrate the two hostile groups. Sheriff and Harvey reduced the inter-group tension and formed a new group by integrating the two groups back together by creating a problem that would affect both of them negatively.

Conclusion

The above-mentioned empirical studies calls for a reconsideration of the issue, and possibly the addition of new conditions: Children with ADHD are likely to be rejected by their peers and therefore will drop out of school and will be in trouble with law, unless more effective programs specializing in manipulating social dynamics are developed, along with equipping children with ADHD with the necessary social behaviors by using direct instruction and guided practice.

References

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Where the school is situated effects the quality of education it can provide. Ideally it should be detached from urban centres. Noise and disturbance around the school can be just as disruptive as noise within the classroom. The easy access in town to cinemas and cafes, to sports stadia, to shopping or amusement arcades, prevent the pupils from committing themselves fully to their school life. Away from these temptations, pupils will be able to devote more time to reading and relevant conversation and, when they need to relax, to active, useful pastimes in each other’s company. In this way, they will have the freedom to become more broadly cultured. They will develop self-reliance, and independence and will be able to concentrate more on their academic achievement. Also, the beneficial effects of exposure to the freshness and restful colours of a rural setting are well known – to say nothing of the advantages for students of nature, whether artistic or scientific, of having the real thing outside the window

Physical design

As well as setting, the design of the school buildings and equipment are vitally important. For example, desks and chairs that are too comfortable may encourage an over-relaxed, even lazy, attitude in pupils; on the other hand, if they are too luxurious and ugly they may cause distress and restlessness in class. Each individual pupil should be assigned a desk and a locker specifically for his or her use. This would free pupils of the burden of carrying too much around with them from lesson to lesson. The general character of the school buildings should, I suggest, be traditional. At present, the primary consideration in the design of buildings is cost – the ‘best’ design is the cheapest. By contrast, in the past, efforts were made to surround the schools and universities with green, with trees and walks in wooded lanes, rivers and ponds, besides which the pupils could relax. Consider how well the learning environment was designed and presented in the ancient seats of learning like Oxford or Cambridge – their buildings seem, in a sense, to improve as they age. They used stone to build thick walls and walled many interior spaces with quadrangles and cloisters which owe their form and function, ultimately, to Islamic originals in the Maghreb and Spain.

Nosy cost-cutting has led to the building of separation walls so thin that teacher and pupils can hear what is being said in the next room:the resulting distraction can lead to irritability and loss of learning time. Lighting is another important factor, too often neglected. Artificial lighting is not as satisfactory as natural light. As well as being costly to run, many pupils daim that it leaves them feeling tired at the end of the day The maximum possible use should be made of natural light. Apart from being ‘free’, it is conducive to the well-being and cheerfulness of both teachers and pupils. Similarly air circulation should depend on openable windows rather than on noisy (and expensive) air coolers and fans.

It is necessary to give adequate attention to the maintenance of a mean temperature that is neither too hot nor too cold. In view of the cost of heating, it may be advisable to invest in a system that, although costly to install, may be cheaper in the long term, such as solar energy.

Tower block construction is quite unsuitable for educational buildings as it inhibits direct, physical contact between students. Again, telephone or computer networks, important as they may be, are no substitute for direct personal contact which is indispensable for teaching and learning.

The detachment of the school from the urban centre means that its buildings complex must be self- dependent. Facilities need to be provided on or very near the school so that leisure activities, vital to the enhancement of study can be easily accessed. They should include sports fields and gymnasia. It is important that the school caters for the needs of pupils so as to allow them to play and compete in a proper way: failure to do so will only encourage truancy.

The ethos of the school should encourage self-discipline and self- improvement. The school should not, in other words, try to mimic the society at large, rather it should aim to reform and improve that society. To this end, chewing gum and smoking and other such habits should be banned altogether, not only in certain areas or at certain times. The walls and halls of the school should bear the portraits, or record the achievements, of the men and women who have set a good example in their particular walk of life. The decor of individual buildings or rooms should, as far as possible, reflect their particular character and purpose: a biology laboratory should look and feel different from a chemistry laboratory; the walls of the dining room should not be the same as those of the classroom, and so on.

The school library should be one of, if not the, most important resource and access should be made easy. It hardly needs saying that books and periodicals should be as up to date as possible, that many kinds of newspapers should be made available to enable students to keep up with (and have informed discussion about) current affairs. In general, the equipment used by pupils should be the best and most modern available. It seriously damages morale if the pupils know that, for instance, the computers they are using are obsolete models. Also, the relevance of what is learnt using certain equipment is significantly diminished if that equipment is no longer in service outside school.

Relevance is a principle that needs to apply to course design as well as to decor and equipment. Unfortunately; too much of what is taught in existing schools is known (and felt) by pupils to be merely ‘academic’. It is particularly important in science and technology that pupils have the opportunity to try out, to apply in practice, what they have learnt in theory. Otherwise, pupils will leave school with a mass of information into their heads but no experience of how to translate that knowledge into practical design or actual manufacture.

The teachers

The teachers are the essential key to whether an educational institution succeeds or fails. A good teacher is one who stays abreast of the latest developments in his or her field and knows how to pass on that knowledge to others. Although there are worthy arguments against doing so, I favour the regular resting of teachers to ensure that they are keeping up in their subject areas. There are, alas, too many teachers who use the same notes they used twenty years before, and whose work (for the pupils as well for themselves) lacks freshness and appeal.

Beside intellectual and teaching ability teachers should be trained and selected for a number of other qualities:

1. strict punctuality – the teacher should not arrive late to class;
2. fairness the teacher must have an understanding of the personal frictions that can develop between teacher and pupil and how to overcome them;
3. sense of humour – while retaining some distance and authority the teacher should not be solemn for the whole of a teaching period, but vary and lighten the tone of the teaching in order to keep the attention of the pupils;
4. openness to innovations – new equipment and new techniques are always coming onto the market:the teacher should seek to exploit these effectively not avoid them because it might mean changing established methods and habits;
5. freshness – the teacher should seek to adapt and combine different teaching styles and methods in the way most effective for pupils doing that particular subject at that particular level: in language training, for example, some ready- to-use courses require the teacher to lecture, others to merely observe, others to participate with pupils, etc.- a good teacher should know how to mix and match from what is available to suit his pupils’ needs;
6. sensitivity – the teacher should be alert to the social and cultural norms of his pupils and go with care when mentioning or discussing ideas or symbols which have special resonance for them, even when he or she does not share the same norms.

Teachers need to be well-trained to start with. However, they also need to be provided with opportunities to further their knowledge and skills, if necessary going abroad on a direct or exchange basis with foreign establishments. And finally, to secure high morale among teachers and commitment from them in a taxing profession, they need to be much better paid than they are at present in Turkey for example: many, alas, have to devote some of their time and energy in a second job, simply to make ends meet.

The pupils

An effective class is one made up, more or less, of pupils of the same ability at the same level. To achieve this, testing of pupils before, and perhaps also after, they are admitted is essential. Mixed ability schools are one thing but mixed ability classes are quite another and impose intolerable burdens on the teacher who cannot know how to plan the pace and level of difficulty of what he is teaching: going too slowly he or she risks losing the attention of the brighter pupils, going too fast risks driving the weaker pupils to opt out of the lessons altogether.

It is important too for the school to screen the pupils it admits for personality or character as well as for academic potential. If such information is available to teachers, they will not overreact when a pupil with, say, a record of bullying or stealing, bullies or steals. Too harsh a punishment by a teacher could further intensify the pupil’s problems which would, in turn, affect class and school performance.

To diminish the effects of social class differences, at least during school time, pupils should wear a uniform or the same or very similar clothes. Teachers can be expected to behave more fairly towards pupils if they appear the same.

The administrators

Administrators, especially principals and heads of school, should be authoritative and serious. Their concern for discipline should be equitable, and focus on teachers as well as pupils. They should encourage and enable parent-teacher meetings at the school to discuss an individual pupil’s progress with his or her teachers. It is the duty of administrators to see to it that the school is clean and fit for all normal activities. It also falls on them to advertise the school effectively so as to raise its image in public perception and so attract more pupils.

Finally administrators need to keep abreast of the latest developments in educational psychology and innovations in methods or equipment.

The family

Parents mostly entrust their children to schools (rather than teach them themselves) and for many ‘out of sight, out of mind’ applies. However, education and upbringing are very much within the responsibilities of parents to children. The parents may be disappointed by their child’s performance but must not blame the teachers for it. Rather, they should openly acknowledge the effects of family life on the stability of children’s character and on the quality of their performance. Parents should exhort children to do their homework, to take part only in such leisure activities as are beneficial, and help their attendance at school by accompanying them to it.

Instruction and teaching materials

Instruction hours should not be overly prolonged as pupils’ attention span is limited. Particularly to be avoided is the habit some teachers now have of combining two periods into a double period which is simply much too demanding for ordinary pupils. Instructional material exists in great abundance hut only appropriate use of it benefits pupils. TV and video need not be a means of passively wasting time; they can be applied to the job of teaching many hundreds of pupils at the same time.

Computers, will never replace human contact but are useful tools which ease organizational problems and can stimulate children. They may match certain temperaments and help children over specific learning difficulties.

Always relevant are the traditional instructional materials such as pictures, tables, diagrams, maps and illustrations. But the technology exists to operate these maps and diagrams through the computer by scanning images, or transferring them to overhead projector slides for a modern version of the blackboard.