Difference between revisions of "Essay:Best Concepts to Teach Teenagers"
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#[[deceit]] exists far more than you expect | #[[deceit]] exists far more than you expect | ||
#how to evaluate options and information to make informed decisions | #how to evaluate options and information to make informed decisions | ||
| − | #(and on that line) how to evaluate the information itself (what is the source? is there an agenda? what is the stated purpose of the agenda(for example, even here at CP we have an openly stated agenda, but why do we have that agenda and what does it bring and/or balance with other people/site's agendas?) | + | #(and on that line) how to evaluate the information itself (what is the source? is there an agenda? what is the stated (honest and open), or underlying (not stated but honest), or deciteful purpose of the agenda (for example, even here at CP we have an openly stated agenda, but why do we have that agenda and what does it bring and/or balance with other people/site's agendas?) |
#<more> | #<more> | ||
[[Category:Essays]] | [[Category:Essays]] | ||
Revision as of 16:56, August 31, 2008
Suppose you had just five new principles to teach a teenager. Which would you teach?
Here are some suggestions:
- opportunity cost (e.g., watching television is expensive)
- values have long-term personal consequences (e.g., Hollywood Values)
- deceit exists far more than you expect
- how to evaluate options and information to make informed decisions
- (and on that line) how to evaluate the information itself (what is the source? is there an agenda? what is the stated (honest and open), or underlying (not stated but honest), or deciteful purpose of the agenda (for example, even here at CP we have an openly stated agenda, but why do we have that agenda and what does it bring and/or balance with other people/site's agendas?)
- <more>