By Hillel Ruskin A. Sivan
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Additional resources for Leisure Education, Community Development and Population with Special Needs (Cabi Publishing)
When undertaken as part of the school curriculum, such an approach allows students to become directly involved through doing and to better reflect on those experiences undertaken outside the formal classroom learning. Similarly, different strategies recommended for leisure education such as facilitation and community involvement (Sivan, 1996) play a significant role in the process of community development. Leisure Education Within School Contexts of the Community Schools have been perceived as major socialization agents in the community.
Being a developmental process, leisure education is part of socialization. The concept of leisure education has been evolving in several disciplines representing a variety of meanings of leisure. In the late 1970s, the need to educate for leisure was explored by Brightbill and Mobley (1977), arguing that while entering the leisure-centred society, it is essential to prepare individuals to live a satisfying and meaningful life in leisure. In their views, the process of leisure education includes values, interests, appreciations and skills and it is aimed at the different needs of the individual.
Leisure preparation In a few short years automation will almost completely free human beings from physical and mental routinization. Paralleling this robot influence in the commercial and industrial world, harnessed nuclear energy (cold fusion) will make possible the continued manufacture of an abundant supply of material goods and services at a fraction of their present cost. High-speed miniaturized computers may provide the answers to complex problems instantly. In such a technological society the machine can be given nearly all of the functions and responsibilities that have historically constituted human labour.