Mal Educaion - Bullying

Did I mention that this old (really old, as in the company no longer exists) message board software might not be the best for this sort of thing?

We are looking at some alternatives. But justifying the cost is a problem. Still, we ARE looking.

The number one requirement is that it be able to produce a threaded user interface, rather than the flat interface like this one.

<b>LB: Were all of these posts in your collection post from one thread? The posted line ought to say where it originally appeared. So the readers can go back and see it in the original context.

And ... a note ought to be added to that original post, pointing to your collection post. </b>

Thanks for your improvements and no need to ask - you ARE the moderator. I have made the notes you suggested, but did not include all the bells and whistles, just the essence. Sorry about the loss to the HTML tags - didn't notice them missing.

<b>[shando] "... you ARE the moderator."</b>

Yes I am. It's actually kind of cool, and fun.

Nice bowing and scraping, by the way It shall be noted in the Great Book of Atta-boys and Uh-ohs. (Don't forget that the exchange rate is 25 atta-boys to the uh-oh. Subject to change for any reason or for no reason. Your mileage may vary.)

LB

<b>[shando] "My conclusion is that our efforts should be directed toward making the process into a structured ritual that is safe for adolescents to participate in."
[LB]Perhaps if you take another stab at explaining your idea ...
</b>

OK, here goes ...

Assuming that we are instinctively predisposed to treat the process of finding our place in the pecking order among those with whom we associate (ie: our social network), and that bullying behaviour is intrinsic to the process, then trying to abolish bullying behaviour is futile. We must do the opposite - that is: embrace it!

Hence, my suggestion about creating a "structured ritual". This would involve creating a new course within the current school system to be taken by grades 7 thru 12. We could call it "Creative Bullying" or, to be politically correct, "Relationships". Classes within this course would concentrate on developing relationships (over time) among all the students attending the school.

For example, on the theory that deeper knowledge of one another leads to better behaviour, students could participate in "speed dating" exercises wherein each student would spend 7 minutes face-to-face across the table from another randomly selected student with the objective of exchanging basic information. Then, in group session, students could take turns introducing their respective partners to the rest of the class. This could be repeated over several days, until all the class had an opportunity to introduce someone else, and they themselves had been introduced.

It is easy to demonize someone you don't know - not so much, someone you know.

Allow me to rephrase your theory?

Assumptions:
1) We have an instinct to find our place[1] in the local hierarchy
2) Bullying behavior is a <u>necessary</u> part of finding that place

Conclusions:
a) Because of (2), we cannot eliminate bullying behavior.
b) Since we cannot eliminate it, we must embrace bullying behavior.

***

How close am I now?

LB

[1]
I remember a few times in grade school when we were asked to arrange ourselves according to height. After the first dozen or so tall guys got in line, the rest of us sort of walked up and down the line to find the first person taller or shorter than us (sometimes there was a brief discussion if the difference was not obvious), and got into the line at that point. It usually went pretty fast.

You have understood very well: A+

I addition to my example, I am sure that many exercises designed to "defang" (ie: reduce/eliminate violent acts) bullying behaviour could be developed and included in the curriculum.