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It is not possible for people to have all what they want in their life. The reason behind this boils down to the idea of “scarcity”. Some people have access to some resources such as abundant fertile land while others live in a desert rich in crude oil. The desert residents need food while the farmers need petrol to move their farm machines. It is a way of nature to make nations and people economically interdependent to each other. Scarcity is also significant in that it makes mankind to have choices (Noyes, 2015). For this reason, no one, not even a country or region regardless of how rich in resources it could be has all that is wanted to have a satisfactory and a self-sufficient live. Therefore, scarcity as studied in economics drives choices towards ensuring that humans strive to get what they want to satisfy the immediate needs.

In an attempt to make Pre K understand “scarcity”, first they need to know that we live in a world where people live based on choices we make. The reason for choices is to ensure that we satisfy the most basic needs first for us to live. However, I think the Pre K needs to also understand that even though people may have multiple choices to make, some people or nations find it hard to make the right choices and quite often make mistakes in deciding what is a necessity and what is secondary choice for a success in life. A good example for the pre K to understand scarcity and choices is, if one of the kids taking art class gets a token of $ 1.00 from their parents to by cookies. Unfortunately, before buying the cookies notices that the kid lost her pencil and she is already away from home. The child must choose the most basic at the time. Here she will forgo the cookies and purchase a pencil because it becomes a necessity in that situation. Some kids may make a wrong choice and purchase the cookies and forget about the pencil and end up unable to take class notes and drawings. This example will make the kids understand “scarcity” and “choices”. It is important for the Pre K to know that the choices we make in life makes us who we are in future.

References

Noyes, D. (2015). Fairy-Tale Economics: Scarcity, Risk, Choice. Narrative Culture, 2(1), 1-26.

2. Why is it important to educate children to genuine democracy? How is that different from indoctrination? Give an example of both.

Children need to be educated to a genuine democracy. Kids that grow in a free society develop self-awareness and are able to mature with a conscious mind. In mature democracies, children that going through a curriculum that allow them learn from the early stages about the children’s rights and as they mature get to know the rights of a citizen is a great significance the nations towards nurturing citizen participation and self-determined population for a great free future for all (Kirillov et al., 2016).

Children educated in a genuine democratic system develop values that enable them understand their environment and can quickly adapted to multi-diversified societies. Some of this values include, but is not limited to right to be heard (Kirillov et al., 2016). From schools, they learn to project their opinion and express their views freely. In a reciprocal manner, they also are expected to learn how to listen to others as well. By so doing they grow aware that people have different views on issues and that could depend on the socialization, experiences and preferences. With the recent effect of globalization, and the open market, these values will enable them cope easily in a cross cultural context because they are open and free thinkers.

Values of justice, respect and trust is core in a genuine democracy. Impending the values in a children’s curriculum at early stages will ensure that this kind understand what is just in interpersonal relationships and understand why it is important to respect and always to others what is just because it is a basic and moral value universal to all human Beings (Kirillov et al., 2016). When democracy taught at early stage to kinds they grow up to exhibit free thought and are able to question about things which drives the society away from cynicism and bends towards just cause.

Indoctrination and genuine democracy differ in that indoctrination bends towards religious teachings. It impedes free thought and thus people are coerced to believe and act as the teachings state (Kirillov et al., 2016). Those who question issues that may be obscure are seen as deviant and in some religions, that are traditionally closed such as Islam, people end up being stoned to death. Just is always not given in indoctrination system. In a genuine democracy, anyone can question whatever they think feel suspicious of in the society. People have freedom of speech and opinion and choice unlike in indoctrination.

References

Kirillov, N. P., Fadeeva, V. N., & Fadeev, V. V. (2016, January). Modern philosophy of education. In SHS Web of Conferences (Vol. 28). EDP Sciences.