Seeking New Solutions
IDEAS FOR A BETTER FUTURE
October, 2003
Vol. 2, Number 10
   
Read Selections on
Leadership from the book,
World Diplomacy:
Leadership (four rules)
World Diplomacy
(vol. 1, no. 10 - Oct., 2002)
Leadership(Criterion 1) World Diplomacy
(vol. 1, no.11 - Nov., 2002)
Leadership(Criterion 2) World Diplomacy
(vol. 1, no. 12 - Dec., 2002)
Leadership(Criterion 3) World Diplomacy
(vol. 2, no. 1 - Jan., 2003)
Leadership(Criterion 4) World Diplomacy
(vol. 2, no. 2 - Feb., 2003)
Other excerpts from the book
World Diplomacy:
Introduction
World Diplomacy
(vol.1, no. 2 - Feb., 2002)
Hope for the Future
World Diplomacy
(vol. 1, no. 9 - Sept.,2002)

 

Archives 2003: Read previous monthly selections
January:
(Vol. 2, No. 1)

Leadership Criterion 3: Leaders are dedicated to solve the problems of the planet

February:
(Vol. 2, No. 2)

Leadership Criterion 4: Leaders create cooperation and hope.
March:
(Vol. 2, No. 3)		 Avoiding Dictatorship in a Free Society — Part 1
April:
(Vol. 2, No. 4)		 Avoiding Dictatorship in a Free Society — Part 2
May:
(Vol. 2, No. 5)		 Art and Politics
June:
(Vol. 2, No. 6)		 Living the Good Life
July:
(Vol. 2, No. 7)		 Core Values
August:
(Vol. 2, No. 8)		 The Tour de France — A
Sporting Model for Diplomacy
September
(Vol. 2, No. 9)		 Teaching Teens — Part I
October
(Vol. 2, No. 10)		 Teaching Teens — Part II
November
(Vol. 2, No. 11)		 Moving Forward
December
(Vol. 2, No. 12)		 Worls Peace in Less Than a Month?

 

© 2004 SNS Press. All rights reserved.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching Teens — Part II
(excerpt from Preface of book
Rebellion with Purpose: A Young Adult's Guide to the Improvement of Self and Society)

The demands of young people are the same demands found in any seed that is growing. They are the demands of the life energy to crack the seed, push out of the earth, and bloom in the sun. Facing these forces, a teacher has to believe in and work for progress. Every day the world is viewed through the idealism and the excitement of growth. It is viewed through the experimentation with life and with personal identity. This charges the atmosphere with a mixture of expectation and apprehension. The highs can be very high and the lows can be totally frustrating and sometimes tragic.

It is the challenge of teachers and students to work together in this atmosphere to nurture that youthful energy so that it propels the individual and society toward a successful future.

Society used to help in this process, but it now often seems like an adversary. The challenges of youth to pursue its ideals and cultivate its potentials used to have the support and reinforcement of society. Now society refers to youth as a "problem." Youth becomes a "problem" only when society stagnates, begins to decay, and thus does not give a vision to youth. Without a vision, young people have no way to channel their energies constructively, meets their needs, nor fulfill their hopes for the future.

When young people contribute their youthful energy to meet the challenges of the future, society may be regenerated. Unless teachers and other adults encourage the incentive, perspective, and constructive energy of young people, they will not demonstrate their concern for the future. Only people who think about the future will have the courage and leadership to solve the problems of society.

© 2003 Richard Sidy

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