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What Our Students--and Our Political Leaders--Don't Know about the Middle East. Footnotes. Volume 16, Number 11

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Title: What Our Students--and Our Political Leaders--Don't Know about the Middle East. Footnotes. Volume 16, Number 11
Language: English
Authors: Garfinkle, Adam, Foreign Policy Research Institute
Source: Foreign Policy Research Institute. 2011.
Availability: Foreign Policy Research Institute. 1528 Walnut Street Suite 610, Philadelphia, PA 19102. Tel: 215-732-3774; Fax: 215-732-4401; e-mail: fpri@fpri.org; Web site: http://www.fpri.org
Peer Reviewed: N
Page Count: 7
Publication Date: 2011
Document Type: Collected Works - Serial
Reports - Descriptive
Education Level: Adult Education
Elementary Secondary Education
Postsecondary Education
Descriptors: Foreign Countries, World History, Foreign Policy, Arabs, Muslims, Expectation, Governance, Ethnic Groups, Sociolinguistics, Ethnography, Religion, Middle Eastern Studies, Ethnocentrism, Student Motivation, Cultural Awareness, Cross Cultural Training, Learning Motivation, Learning Theories, Knowledge Level, Value Judgment, Decision Making, Moral Values, Fear, Adjustment (to Environment)
Geographic Terms: Afghanistan, Egypt, Iran, Iraq, Pakistan, Saudi Arabia, United States
Abstract: The author wrote a piece called "What Our Children Should Learn about 9/11." In that piece, the author made just four simple points. These include: (1) children should know the facts; (2) once they had a grounding in the facts, the children should not abjure moral judgment; (3) children should learn to make both analytical and moral distinctions; and (4) children must learn to live with uncertainty, and specifically to understand the difference between living in fear and living with fear. Ten years have passed 9/11 and more than nine years have passed since he wrote that piece. He would not change a word had he to write it over again, but he has learned plenty over the past decade. Without repeating that little essay, the author wants to go back over each of the four points, especially the first one, in order to reflect on what the past decade has wrought. In this article he focuses on the first point: the importance of basic facts. (Contains 8 online resources.)
Abstractor: ERIC
Entry Date: 2013
Accession Number: ED542375
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  Data: <searchLink fieldCode="DE" term="%22Afghanistan%22">Afghanistan</searchLink><br /><searchLink fieldCode="DE" term="%22Egypt%22">Egypt</searchLink><br /><searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink><br /><searchLink fieldCode="DE" term="%22Iraq%22">Iraq</searchLink><br /><searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink><br /><searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: Abstract
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  Data: The author wrote a piece called "What Our Children Should Learn about 9/11." In that piece, the author made just four simple points. These include: (1) children should know the facts; (2) once they had a grounding in the facts, the children should not abjure moral judgment; (3) children should learn to make both analytical and moral distinctions; and (4) children must learn to live with uncertainty, and specifically to understand the difference between living in fear and living with fear. Ten years have passed 9/11 and more than nine years have passed since he wrote that piece. He would not change a word had he to write it over again, but he has learned plenty over the past decade. Without repeating that little essay, the author wants to go back over each of the four points, especially the first one, in order to reflect on what the past decade has wrought. In this article he focuses on the first point: the importance of basic facts. (Contains 8 online resources.)
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