{"title":"公共政策中的代际规划。","authors":"H. Moody, R. Disch","doi":"10.1300/J274V20N03_10","DOIUrl":null,"url":null,"abstract":"Summary This paper offers a rationale for public support on behalf of intergenerational programming that invokes an ideal of citizenship. This rationale is contrasted with the more commonly cited “sentimental” justifications such as promoting life satisfaction, attitude changes and good feelings. Four models intentionally based on the rationale of civic education are presented as exemplars of intergenerational programs that fulfill a public purpose by contributing to vital social issues.","PeriodicalId":151051,"journal":{"name":"Journal of children in contemporary society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1989-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"13","resultStr":"{\"title\":\"Intergenerational Programming in Public Policy.\",\"authors\":\"H. Moody, R. Disch\",\"doi\":\"10.1300/J274V20N03_10\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Summary This paper offers a rationale for public support on behalf of intergenerational programming that invokes an ideal of citizenship. This rationale is contrasted with the more commonly cited “sentimental” justifications such as promoting life satisfaction, attitude changes and good feelings. Four models intentionally based on the rationale of civic education are presented as exemplars of intergenerational programs that fulfill a public purpose by contributing to vital social issues.\",\"PeriodicalId\":151051,\"journal\":{\"name\":\"Journal of children in contemporary society\",\"volume\":\"8 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1989-05-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"13\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of children in contemporary society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1300/J274V20N03_10\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of children in contemporary society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1300/J274V20N03_10","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Summary This paper offers a rationale for public support on behalf of intergenerational programming that invokes an ideal of citizenship. This rationale is contrasted with the more commonly cited “sentimental” justifications such as promoting life satisfaction, attitude changes and good feelings. Four models intentionally based on the rationale of civic education are presented as exemplars of intergenerational programs that fulfill a public purpose by contributing to vital social issues.
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