By Hillel Ruskin A. Sivan
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Additional info for Leisure Education, Community Development and Population with Special Needs (Cabi Publishing)
Pacific Sociological Review 23, 271–296. Community Development through Leisure Education: Conceptual Approaches 3 ATARA SIVAN Introduction One of the features common to both leisure and community is that they each serve as sources of meaning in people’s lives. The meanings attached to both terms derive from a wide spectrum of values, attitudes, feelings, thoughts and aspirations that may vary between individuals and societies. Education has long been recognized as an important process aiming at the development of individuals and society.
What is the position of the school in relation to the provision of leisure learning and recreational service? Because the school is concerned with training for all aspects of modern living there has been a widespread inclination to use the school as a common 16 J. Shivers receptacle. There are few areas of community living in which the school has not been active or in which it has denied assistance when requested. Schools have even assumed responsibilities in civil defence, fire prevention, traffic control, substance abuse prevention and fund-raising for welfare causes.
Only 2 years ago, Pedlar (1996) could recommend rethinking the concept of community development and incorporating the ideas of recreation and leisure as central aspects of the public good. She argued further that the field of leisure and recreation should develop reflective practitioners, who identify with the interests of the communities in which they work. In fact, the public good and well-being of the community are closely tied to the welfare of its individual members, where individuality and personal diversity are respected, but none the less balanced against the needs and preferences of the collective.