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Educating the Whole Child for the Whole WorldThe Ross School Model and Education for the Global Era$
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Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj

Print publication date: 2010

Print ISBN-13: 9780814741405

Published to NYU Press Scholarship Online: March 2016

DOI: 10.18574/nyu/9780814741405.001.0001

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Introduction: Architectures of Care

Introduction: Architectures of Care

Educating the Whole Child for the Whole World

Chapter:
(p.1) Introduction: Architectures of Care
Source:
Educating the Whole Child for the Whole World
Author(s):

Marcelo M. Suárez-Orozco

Carolyn Sattin-Bajaj

Carola Suárez-Orozco

Publisher:
NYU Press
DOI:10.18574/nyu/9780814741405.003.0001

This introductory chapter explains the various aspects of the Ross Schools' ambition to educate the whole child for the whole world. This objective will serve as an antidote to the current malaise in education, where much of the research and public debate focuses on what is dystopic, irrelevant, and anachronistic in contemporary schools. It also aims to counter the idea of tying education to skepticism and the cult of the detached, disinterested scholar student. The chapter presents the book's rationale of gathering examples of the scholarly, artistic, and humanistic work that Courtney Ross has nurtured in the context of developing the Ross Schools. It also examines how the Ross model of education aligns with broader trends in the arts, humanities, and sciences at the beginning of the twenty-first century.

Keywords:   Ross Schools, contemporary schools, education, skepticism, Courtney Ross, Ross model

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