Learning to Avoid Extremism

Abstract

Democracies are calling on schools to respond to a rise in extremist ideologies and actions. In this article Sigal Ben‐Porath situates the rise in extremism within the broader context of political polarization. She suggests that the latter is a more appropriate target for school intervention than the former. She further suggests that addressing polarization can result in a reduction in extremism, and that polarization can be addressed by refocusing the use of existing teaching and learning tools, rather than by instituting new forms of intervention such as the Prevent strategy used in the UK. Tackling polarization through media literacy and the development of democratic habits can help rectify false beliefs, which contribute both to broad political polarization and to individuals' slide toward extremism. Focusing on strengthening knowledge as well as social ties can fortify individuals' and communities' resilience against extremism, as well as build bridges and connect people to a sense of shared fate across political divides. These practices are more effective and more justified than targeting individual students who are suspected of holding radical beliefs.

Social-Based Learning and Leadership (SBL): Theory Development and a Qualitative Case Study

“…The scope of this phenomenon has prompted educational policymakers to seek solutions to enhance educational workers' well-being and resilience (https://mop.education/open-call/well_being/ (accessed on 29 August 2023). Polarization has penetrated the teachers' room and extended to interactions within teams, between teachers and parents, and among teachers and pupils, leading to heightened tensions overall [20]. This points to the need for a comprehensive theory that can develop connectedness and cohesion within schools designed to cultivate a new orientation toward the world/mindset among pupils and teachers; namely, one that perceives the world through the lens of integration, social connection, caring, and love [15].…”