Waters, Alice. A Healthy Constitution. The Nation. 2009. Print.
In Waters' essay, she points outs the need for schools to focus more on healthier meals to serve to students. She describes a high school that has incorporated this "edible education" by letting students plant, garden, and cook the food they eat while at school. Waters' essay is aimed at other school officials, teachers, and parents that are concerned with what their child eats at school. Waters concludes that by letting students keep gardens and cook, they learn about democracy and helping their communities. This makes them more well-rounded individuals in society. Her argument was convincing, however she only used evidence from one case study, not enough to convince me fully she was right about her theory on edible education.
Waters says that the process of learning about food will helped teach values of democracy by giving students responsibilities of their own. Not only do the students help in the school garden and kitchen, they also are educated on the important values of citizenship through sharing and stewardship. Waters says that the children learn how farmers depend on land, we depend on farmer, and the country depends on all of it's citizens. She links healthy food to learning through sharing the success of this program at the Central Alternative High School in Appleton, Wisconsin. She links healthy food choices and educationg children on healthy foods to teaching students values of democracy. As evidence, she quotes what three students have learned from their experience at the high school. More quotes, and evidence, would have strengthened her argument, however.
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