Word: kozol
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...involved in education, and became a candidate for degree at Harvard School of Education without a college diploma. He has taught at the alternative Cambridge Community High School and now edits Centerpeace, New England's only free school periodical. He is unique in drawing the personal endorsement of Jonathan Kozol, author of Death at an Early Age and Free Schools. He aims at radical reform of the school system, particularly in libraries and history departments, and support of alternative schools. He advocates an educational census to determine the number of bilingual and crippled children and illiterate adults of non-English...
Despite the mass of seeming evidence, many experts dispute the view that aberrant sex is causally related to mass murder. Harry Kozol, director of the Center for the Diagnosis and Treatment of Dangerous Persons in Massachusetts, emphasizes that "while homosexual murders attract great attention, their incidence is rare." In mass murder, he has found, "sex doesn't seem to be the motivation." One trait that Kozol has found in common among mass murderers: "A certain homogeneity about the victims." Jack the Ripper, for example, invariably chose prostitutes, and the Boston Strangler (13 victims) selected mostly elderly women...
With extensive documentation Jonathon Kozol, Charles E. Silberman, John Holt, and Joseph Featherstone, to name only the most prominent, exposed the fundamental weakness of education in America. Starting either as despondent school teachers or irate spokesmen for minority groups, they arrived at the same dual conclusion: American schools are bad places for learning, and instruments for continuing oppression of large segments of the population...
...free schools for middle-class white children, which Kozol found usually operated by "liberal and genteel men and women" who strive to keep their schools nonpolitical. Despite their diverse resources, Kozol says that many of them offer children only "unimportant options," such as a choice between working with "bright and whimsical gadgets" like a packaged science game, or doing "their own thing" at the weaver's loom and potter's kiln. To Kozol, these choices are not really free, at least not in any way that genuinely matters. Instead of confronting their students with moral dilemmas and social...
...corrective measure, Kozol urges that these schools be reoriented around questions of "what young people will believe, or not believe, about the way they live, about the way their nation lives, and about the way in which it serves or does not serve the cause of justice." Otherwise, a child might be better off in an old-fashioned public high school. "At least he would not be deceived into believing that his choices were his own," declares Kozol, "and consequently would be able to react with secret rage and silent skepticism to the undisguised mendacity around...