Benjamin Freud, Ph.D. writes: “these ‘essential skills,’ if developed and used for the purpose of preparing students for the future world of work, will remain transactional and serve the same old system that perpetuates socio-economic injustice, climate emergency, and tensions between communities.”
The tradition has been for adults to pass on human narrative and knowledge to children. Benjamin Freud, Ph.D. asks whether such a tradition should endure today. Perhaps we might turn the entry points for useful knowledge over to our students so they will feel empowered to learn.
Benjamin Freud, Ph.D. steps beyond the need for new skills to ensure the future success of our students. He asks for skills that are selected as a result of ethics: “Ethics determine the choices we make before we take action. Skills are what we bring to improve the quality of our actions. Action then leads to impact. Impact is what makes the difference.”
Volume 29, Number 1, March 2014
Cut off from the metropole and coerced into trade with Japan, The French administration in Indochina under Governor General Jean Decoux had to find ingenious ways to produce locally what it had been accustomed to importing. Through the creating of a substitution economy, the nurturing of the artisanat, and appeals to Indochinese solidarity, Decoux designed policies to minimize the impact of Indochina’s isolation and exalt the benefits of French tutelage, as part of a final effort to convince the peoples of Indochina that French civilization could drive either societies forward—an approach founded on linearity that in itself reveals much about the colonial mind.