Leisure Education, Community Development and Population with by Hillel Ruskin A. Sivan

By Hillel Ruskin A. Sivan


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Extra resources for Leisure Education, Community Development and Population with Special Needs (Cabi Publishing)

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Symbolic Interaction 2, 115–130. R. (1980) The nature of social worlds. 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.

How it is used is also a reliable indicator of personal interests and objectives. For these reasons, leisure is certain to exert a considerable influence on the development of the individual. Therefore, it is appropriate that leisure should be thought of as an educational concern. Personal growth during leisure should not be left to chance, accident or the impulses of momentary temptations. Provision for leisure needs the same intense care and deliberation as does preparation for occupation. In some cases, educational opportunities during leisure are of equal or greater importance to those encountered at work.

This is the essence of democracy. If it becomes the rule of life in leisure pursuit, it will be difficult to follow another principle in the other areas of living. Leisure opportunity, occurring almost everywhere there is democracy, is in conformity with the democratic ideal and fosters its general acceptance and application. As the economic, civic and social organization has become more complex, requiring increasing regimentation of people even in a democracy, the freedom which people may still enjoy in leisure stands out in bold relief.

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