Systems Techniques Applied to Teaching Listening Skills

The application of systems techniques to counselor education is explored as one means of improving the efficiency and effectiveness of counselor education. The application of systems technology to counselor education is demonstrated by the use of the systems approach in the teaching of a basic counseling technique—the open-end lead. The “Open-end Lead Training Package” is presented to demonstrate the necessary developmental steps involved in the application of systems techniques to the teaching of a counseling skill. The developmental steps are (a) determine the training objective, (b) identify the tasks that will best meet the objective, (c) arrange the tasks in the most efficient and effective order, and (d) collect data that will verify or question the success of the training decisions that have been made. The strengths and weaknesses of systems techniques as applied to counselor education are discussed.     

Rousseau and the Education of Compassion

In this paper I examine Rousseau's strategy for teaching compassion in Book Four of Emile. In particular, I look at the three maxims on compassion that help to organise Rousseau's discussion, and the precise strategy that Emile's tutor uses to instil compassion while avoiding other passions, such as anger, fear and pride. The very idea of an education in compassion is an important one: Rousseau's discussion remains relevant, and he has correctly understood the significance of compassion for modern life. But in linking compassion to self-interest, he creates a tension between Emile's natural sentiments, including compassion, as a way of bringing him into the social order. The Buddhist and Christian views of compassion help to clarify some of the difficulties with Rousseau's account.     

Does Every Child Know They Matter? Pupils' Views of One Alternative to Exclusion

Schools are now urged to make every child matter. In this paper we present the case of the Coalfields Alternatives to Exclusion (CATE) strategy in which pupils at risk of permanent exclusion are offered the opportunity to start afresh in a new school. Without the stigma of exclusion, pupils are able to develop new relationships with peers and teachers and enhance self-esteem. We argue that this system of managed moves, despite some difficulties and challenges, offers an insight into the ways in which feelings of mattering can be translated into new behaviours and intentions. This we suggest provides pupils with a positive opportunity to resume their education and to be genuinely included in the life of their new school.