Subject:
|
Re: What's Good for the Goose....
|
Newsgroups:
|
lugnet.off-topic.debate
|
Date:
|
Tue, 30 Sep 2003 20:51:58 GMT
|
Viewed:
|
365 times
|
| |
|
|
In lugnet.off-topic.debate, Richard Marchetti wrote:
| |
In lugnet.off-topic.debate, Bruce Schlickbernd wrote:
| |
This illustrates why I think essentially social clubs shouldn’t be
sanctioned by high schools snip
|
I sort of agree with your view. Surely, a purely social club is a waste of
everyone’s time at a high school. But, having clubs that form around a
topic, like say “Germanic mythology” or “Ethiopian dance,” wouldn’t be a
problem as long as anyone interested in the topic could participate in the
club. The minute the club starts being ethnocentric, or somehow race
divisive, there is probably a problem. Still, I can easily see how such clubs
could be educational and teach things outside of, or perhaps more in depth,
than what is allowed in most high school curriculums.
-- Hop-Frog
|
I think Lugnet ate my expansions on this topic - I got tired of retyping them
and just packed it in on this subject. Essentially, I said the same thing as
you do above: clubs open to all centered around topics or activities was fine by
me: ski club, physics club, history club, dance club. Activity clubs aren’t
really learning-related, I suppose, but the focus remains on the acitivty
itself. But virtually anything with a greek letter in its name? It’s just
condoned snobbery (and we are talking high school here, not college where we are
talking about legal adults).
-->Bruce<--
|
|
Message is in Reply To:
 | | Re: What's Good for the Goose....
|
| (...) I sort of agree with your view. Surely, a purely social club is a waste of everyone's time at a high school. But, having clubs that form around a topic, like say "Germanic mythology" or "Ethiopian dance," wouldn't be a problem as long as (...) (21 years ago, 30-Sep-03, to lugnet.off-topic.debate, FTX)
|
11 Messages in This Thread:
 
- Entire Thread on One Page:
- Nested:
All | Brief | Compact | Dots
Linear:
All | Brief | Compact
|
|
|
|
