Nobody Left to Hate by Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

He also states that peripheral interventions, such as rules and laws, posting the Ten Commandments, surveillance cameras, and other means are nor sufficient as they do not deal with the root causes of the violence. (Aronson p. 64).The basic reality is that many students at high schools feel alienated and lonely and have a perception that they are being prejudice against unfairly. This is a reality that can no longer be ignored and the book makes substantial inroads into ways of dealing with these problems.

It is also interesting to note that other surveys and studies tend to confirm Aronson's assessment of the number of lonely and alienated students in our schools. For examples, the Search Institute's 1996 survey of 100,000 middle and high school students supports Aronson's depiction of the unfriendly environment in too many schools. In this survey as few as twenty-four percent of the students who were questioned saw their schools as a caring and understanding environment. (Robinson)

Another extremely important aspect of this book is that the author states that policy makers and educational authorities need to reassess and revise the education system from the point-of-view of the growth of violent behavior patterns. There should for instance be a greater focus on the emotional life of the students, and not just on academic achievement. Possibly the most important advice that the author provides is that there should be a greater emphasis on compassion and understanding in our schools. Teachers should also focus on teaching students about empathy and conflict resolution and more effort should be made to deal with the fundamental causes, such as the pervasiveness of school bullying. Bullying in fact was one of the central facets noted as a motivating factor in the Columbine killings. In short, Aronson pleads for a greater awareness and effort from teachers and administrators of schools to construct educational programs that offer students common goals that can be used to reduce animosity and alienation. (Aronson p. 64)

The book also points to the role of teacher in changing the sense of alienation and perceived unfairness among students that can lead to violent actions, such as Columbine. The author notes that if teachers promote extreme competition and bias in the classroom, then this can lead to feelings of disenfranchisement and exclusion from the culture of the school. Therefore, the onus is to a great extent rests with the teacher to adjust their teaching methods accordingly. There is also an emphasis on cooperative teaching and classes.

This book is a laudable and praiseworthy attempt to open up the debate about the central causes of the Columbine massacre and by implication to address the growing problem of violence in schools. However, I also feel that this problem has roots that are more extensive and pervasive in nature than just schools. Studies that investigate the way that violence has become an endemic part of our culture and society also need to be included in an assessment of the causes and the reasons for extreme school violence. In other words, aspects such as the part that the media plays and the normalization and acceptance of violence in our culture have to be taken into account in understanding this serious problem. This also relates to the larger problem of alienation in America and the "loser" syndrome that has become such a part of popular culture.

Therefore, in conclusion and in the final analysis, Aronson's work is an important investigation of the real causes of aggression at school level and among adolescents. This book is extremely valuable in the way that it assesses the problem and in the solutions that it offers. However, this research needs to be expanded on and should include a broader scope of issues and problem that cause and precipitate school violence in the society.


Aronson, Elliot. Nobody Left to Hate. New York: Owl Books. 2001.


Brinson, J.A., Kottler, J.A., & Fisher, T.A. (2004). Cross-Cultural Conflict Resolution in the Schools: Some Practical Intervention Strategies for Counselors. Journal of Counseling and Development, 82(3), 294+.

Robinson V. Nobody Left to Hate: Teaching Compassion after Columbine.

Anglican Theological Review," Fall 2001. November 7, 2007.[continue]

Cite This Term Paper:

"Nobody Left To Hate By" (2007, November 10) Retrieved December 9, 2016, from

"Nobody Left To Hate By" 10 November 2007. Web.9 December. 2016. <>

"Nobody Left To Hate By", 10 November 2007, Accessed.9 December. 2016,

Other Documents Pertaining To This Topic

  • Nobody Left to Hate by Elliot Arnonson

    Elliot's book Nobody Left to Hate: Teaching Compassion after Columbia brings in social psychology in its treatment of the contemporary school system. Arguing that we would never allow any workplace environment to become as rotten and insidious as the school environment has become, Aronson brings in social psychology to show the effect that the environment can have on any mile. He also leads us through possible interventions that we can

  • Utilitarianism John Stuart Mill s Concept

    For Singer, the human community must receive justice, not simply a society setting its own local standards of morality and justice, as in Mill's argument. For Singer there are no 'imperfect' obligations, rather all obligations are absolute. Someone who merely does no harm to others, or extends help only to family members and his or her immediate community is committing a moral wrong. Even someone who is 'good' but

  • Laramie Project Matthew Shepard Was a 21 Year Old

    Laramie Project Matthew Shepard was a 21-year-old gay student attending the University of Wyoming in the fall of 1998 when he was kidnapped, robbed, tied to a split-rail fence, beaten, and left for dead by Aaron McKinney and Russell Henderson. A little after midnight on October 7 McKinney and Henderson met Shepard for the first time at the Fireside Lounge in Laramie, Wyoming. The two men subsequently offered Shepard a ride

  • Blame the Eater Zinczenko 2002 Discusses the

    Blame the Eater Zinczenko (2002) discusses the challenges of the pervasive fast food industry. He begins with a personal story of his own childhood and how he gained a considerable amount of weight, as a child of single parents often left to fend for himself at fast food restaurants. He cites statistics that show an increase in Type 2 diabetes related to obesity. Where diabetes in 1969 was the cause

  • Hero One of the Most Pervasive Archetypes

    Hero One of the most pervasive archetypes in literature is the hero. The Greeks presented a complex and very human type of hero, often referred to as the tragic hero. Readers can relate especially to tragic heroes because tragic heroes have flaws. Their flaws make tragic heroes more human, and are effective protagonists even when their plans fail. The hero who is semi-divine or divine is a less compelling story, given

  • Special Place When I Was

    There were squirrels there that were not scared of us the way the squirrels were at home and they would come right over to us for chips or pretzels or whatever other snacks we had. My grandmother said that our snacks were bad for them and she always gave us a bag of trail mix that had different kinds of nuts and dried fruits to give the squirrels. There

  • Tuesdays With Morrie by Mitch Albom

    Tuesdays With Morrie Physically: How is Morrie eating? "He was eating mostly liquid supplements, with perhaps a bran muffin tossed in until it was mushy and easily digested." "He was taking food through a straw. I still shopped every week and walked in with bags to show him, but it was more for the look than anything else." "He had begun to cough while eating, and chewing was a chore." How is Morrie talking? "When you're in

Read Full Term Paper
Copyright 2016 . All Rights Reserved