Thursday, January 16, 2020
പ്രസിദ്ധമായൊരുനമ്പൂതിരിഫലിതമുണ്ട്; പാടത്തുമേയുന്നപോത്തിൻറെ പിറകിൽ ചെന്ന നമ്പൂതിരി ഒരു വിധം അതിൻറെ മുകളിൽ പിടിച്ചുകയറി. എന്നിട്ടു പോത്തിൻറെ കമാനംപോലെ നിൽക്കുന്ന കൊമ്പുകൾക്കുള്ളിലൂടെ ഒരു ചാട്ടം! മുന്നിലേക്ക്ചാടി വീണ നമ്പൂതിരിയെ പോത്ത് നിലത്തിട്ടു തലങ്ങും വിലങ്ങും കുത്തി. പിടഞ്ഞെണീറ്റു ജീവനും കൊണ്ട് ഓടുന്ന നമ്പൂതിരിയോട് എല്ലാം കണ്ടു നിന്ന കൃഷിപ്പണിക്കാരൻ ചോദിച്ചു; "എന്ത്പണിയാ നമ്പൂരി താങ്കൾ ഈ കാണിച്ചത്?ഇമ്മാതിരി പണിയൊക്കെ ചെയ്യുമ്പോ ഒന്നാലോചിച്ചു ചെയ്യേണ്ടേ?" ഉടൻ വന്നു നമ്പൂതിരിയുടെ മറുപടി "ആര്പറഞ്ഞു ആലോചിച്ചില്ല എന്ന്? നാം കഴിഞ്ഞ നാലഞ്ചു ദിവസങ്ങളായിട്ടു ആലോചിക്കായിരുന്നു, പോത്തിൻറെ മുമ്പിൽ ചെന്ന്കൊമ്പുകൾക്കുള്ളിലൂടെ പിന്നോട്ട്ചാടണോ അതോ മുകളിൽ കയറി മുന്നോട്ട്ചാടണോ എന്ന്. മുന്നോട്ടല്ലേആക്കം, അതാഅങ്ങനെചാടിയത്! ഇങ്ങനെ കുത്തുംന്നു നിരീച്ചില്ല!"--
ഇതേ ആലോചനയാണ്ഇന്ത്യയിലെ അധ്യാപക വിദ്യാഭ്യാസരംഗത്ത്കഴിഞ്ഞ നാലഞ്ചു വർഷങ്ങളായി നടക്കുന്നത്. നാലുവർഷ ഇന്റഗ്രേറ്റഡ് ബി എഡ്ഏതു വഴിചാടിച്ചെത്തിക്കണം എന്നാണ്ആലോചന; അല്ലാതെ അത് വേണോ, അതുകൊണ്ടു എന്ത് ഗുണമാണ് കൂടുതലായി ഉണ്ടാവുക എന്നല്ല!
രാജ്യത്തു നിലവിലുള്ള ടീച്ചർ എഡ്യൂക്കേഷൻ സംവിധാനം ഒരു കുറ്റവും കുറവുമില്ലാത്തതാണ് എന്ന അഭിപ്രായം ആർക്കും ഉണ്ടാവാനിടയില്ല. ആ മേഖല പരിഷ്കരിക്കേണ്ടതുമാണ്. പക്ഷെ അതിനായി മുന്നോട്ടു വക്കപ്പെടുന്ന പല നിർദ്ദേശങ്ങളും പ്രത്യക്ഷത്തിൽത്തന്നെ അപ്രായോഗികങ്ങളാണ് . കസ്തുരിരംഗൻ അധ്യക്ഷനായുള്ള സമിതിയുടെ പുതിയ ദേശീയ വിദ്യാഭ്യാസനയത്തിന്റെ കരടിലും കാതലായ പ്രതീക്ഷക്കു വകകാണുന്നില്ല .
നിലവിൽ അദ്ധ്യാപക വിദ്യഭ്യാസ മേഖലയെ മൂക്കയറിട്ടു പിന്നിലേക്ക് വലിക്കുന്ന അവസ്ഥയാണുള്ളത്. കേന്ദ്രതലത്തിൽ നേതൃത്വം കൊടുക്കുന്ന എൻസിടിഇ - ഈ മേഖലയെ അങ്ങേയറ്റം പ്രാപ്തമായി കൊണ്ടുപേവേണ്ട എൻ സി ടി ഇ- ആണ് ഇതിനെ ഏറ്റവും വഷളാക്കുന്നത്. ഏറെ പ്രഫഷനലാവേണ്ടുന്ന ഒരു കോഴ്സിനെ രണ്ടു വർഷ കോഴ്സക്കി മാറ്റിയപ്പോ എൻ സി ടി ഇ നടത്തിയ സിലബസ് പരിഷ്കാരം അതിനെ വെറും 'കണ്ടൻറ് ഓറിയന്റഡ്' തീർക്കുകയാണ് ചെയ്തത്. ടീചർ എഡ്യൂക്കേഷൻ മേഖലയുടെ അപ്പക്സ് ബോഡി ആണെങ്കിലും ആ മേഖലയെ കൊണ്ട് നടക്കാൻ പ്രാപ്തിയും വിവരബോധവും ഇല്ല എന്ന് എൻ സി ടി യി ഒന്നിലധികം തവണ തെളിയിച്ചിട്ടുണ്ട്. ഇനിയും നാല് വർഷത്തേക്കുള്ള പരിഷ്കാരവും അതെ എൻ സി ടി ഇ ആണ് ഏറ്റെടുക്കുന്നത്. കാക്ക കുളിച്ചാൽ കൊക്കാവില്ല എന്ന് എൻ സി ടി ഇ മനസ്സിലാക്കുന്നില്ല. എൻ സി ടി യി പരിഷ്കാരങ്ങളിൽ നിന്ന് അദ്ധ്യാപക വിദ്യാഭ്യാസ മേഖല സമൂലമായ ഒന്നും പ്രതീക്ഷിക്കേണ്ടതില്ല, ചില വരകളുടെയും കുറികളുടെയും മാറ്റങ്ങളല്ലാതെ. വളരെ കാതലായ മാറ്റം വേണ്ടുന്ന ഒരു വിദ്യാഭ്യാസ ശാഖയെ എത്ര ഉദാസീനതയോടെയാണ്കൈകാര്യം ചെയ്യുന്നത് എന്ന്പറയാതെവയ്യ.
ഏതു രാജ്യത്തും വിദ്യാഭ്യാസ സംവിധാനങ്ങൾക്കു കാലികമായ മാറ്റങ്ങൾ ആവശ്യമാണ്. പക്ഷെ അത്നിലവിലുള്ള സംവിധാനത്തിന്റെ ഗുണവശങ്ങൾ സംരക്ഷിച്ചും ദോഷവശങ്ങൾ മറികടന്നും ആവണം. അതാതു മേഖലയിൽ പ്രവർത്തിക്കുന്നവരുടെ താല്പര്യവും പ്രായോഗിക അറിവും കണക്കിലെടുത്തായാൽ കൂടുതൽ നല്ലത്.
സമകാലിക മലയാളം വാരികയിൽ വന്ന ലേഖനം ലിങ്കിൽ വായിക്കു
Tuesday, January 14, 2020
Application for the Post of Teacher in ………………………………
Email address :
Age and Date of Birth :
Mobile number/s :
Are you ready to Work out of Kerala State? :
Preference of states, if any :
Educational Qualifications: Present from BA/BSC/B Com onward
Degree Marks/Grade Percentage Subject Qualified Year
BA/B sc/B Com
Marital Status : Married/ unmarried
Applied through Placement Cell, NSS Training College, Ottappalam, Palakkad. I understand that the application is for unaided schools/training colleges only and not for any of the NSS management institutions
Signature with date:
Send this application as email attachment to firstname.lastname@example.org or by post to Placement Cell, NSS Training College, Ottappalam, Palakkad - 679101
Tuesday, October 22, 2019
Monday, October 21, 2019
ERIC, BLOG and Ubuntu and inflibnet: Note on Some Technology/online support for Education
ERIC: a brief note
ERIC is a web resource of educational content. It is an online reservoir of educational information, content and activities. Any scholar can freely make use the content from Eric and it is a platform to publish educational research papers, articles and events.
Eric is a resource for educational matters launched by US department of Education. Specifically ERIC is the abbreviation of Education Resources Information Centre (ERIC). It is an online digital library of education research and information. The sponsor of ERIC is the Institute of Education Sciences of the United States Department of Education.
ERIC is broadly provided materials on research in education. ERIC is aimed to provide a comprehensive, easy-to-use, searchable, Internet-based bibliographic and full-text database of education research and information for educators, researchers, and the general public. Education research and information are essential to improve teaching, learning, and educational decision-making.
ERIC provides access to more than 1.5 million records (citations, abstracts, research papers, educational articles and other pertinent data) of journal articles and other education-related materials. Scholars add hundreds of new records to Eric every week. A key component of ERIC is its collection of literature in education, which is largely available in full text in Adobe PDF format. ERIC usually includes education related articles in its database from all sectors of the education scenario.
The ERIC Collection, begun in 1966, contains records for a variety of publication types. They are: journal articles, books, research syntheses, conference papers, technical reports, dissertations, policy papers, andother education-related materials
ERIC provides the public with a centralized Web site for searching the ERIC collection and submitting materials to be considered for inclusion in the collection. Users can also access the collection through commercial database vendors, statewide and institutional networks, and Internet search engines. To help users find the information they are seeking, ERIC produces a controlled vocabulary, the thesaurus of ERIC Descriptors. This is a carefully selected list of education-related words and phrases used to tag materials by subject and make them easier to retrieve through a search.
Edmodo is an educational technology company offering a communication, collaboration, and coaching platform for teaching learning process. Edmodo provides educational assistance for teachers and schools from K to 12 (kintergarten to 12th). The Edmodo network enables teachers to share content, distribute quizzes, assignments, and manage communication with students, colleagues, and parents. Edmodo is very teacher-centric in their design philosophy. It is like an active online teching system edmodo works like n interactive web portal. Students and parents can only join Edmodo if invited to do so by a teacher. Teachers and students spend large amounts of time on the platform, both in and out of the classroom. Edmodo is free to use, but it also offers premium paid services.Edmodo can be made use by teachers as a platform for design and practice online teaching.
Ubuntu is opening system software for computer. It is free software that individual users can make use without any payment. Ubuntu is same as Windows opening system in its functional aims, but windows is a paid software. Ubuntu is a popular operating system for cloud computing
It is comprised with the LINUX server. Ubuntu releases updated versions of its software system every six month. Ubuntu is developed by Canonical Ltd, which is UK based soft ware company under the funding of South African industrialist Mark Shuttleworth.
Ubuntu contains a wide range of software that includes Libre Office, Firefox, Thunderbird, Transmission, and several games such as Sudoku and chess. The Libre Ofice is like the MS Word to prepare office documents. The default installation of Ubuntu will provide free access to all these software packages. Additional software can also accessible from the Ubuntu platform. Ubuntu operators claimed it as a non-profit organization Software in the Public Interest.
Ubuntu packages are based on packages from Debian's unstable branch. Debian is of Linux. (Debian GNU/Linux is a Linux distribution composed of free and open-source software, developed by the community-supported Debian Project, which was established by Ian Murdock on August 16, 1993)
Edubuntu is Linux based operating system targeted for primary and secondary education. It is freely available to make use with community based support. The Edubuntu community is built on the ideas preserve in the Edubuntu programme. The edubuntu software, especially for education, should be available free of charge and that software tools can be usable by people in their local language and despite any disabilities.
Edubuntu itself is a teaching-learning resource for primary, secondary and higher secondary level content. Learners will get sufficient information from Edubuntu on all the major content.
All teachers or educators may not have technical knowledge to make use. The primary goal of Edubuntu is to enable an educator/teacher with limited technical knowledge and skills to set up a computer lab or an on-line learning environment in an hour or less and then effectively administer that environment for teaching/learning.
The Edubuntu is designed with centralized management of arrangement, users and processes. It can use independently or together with facilities for working collaboratively in a classroom setting. Equally important is the gathering together of the best available free software and digital materials for education. Edubuntu Website declares: "Our aim is to put together a system that contains all the best free software available in education and make it easy to install and maintain”.
A blog is an informational website consisting of distinct or informal text entries (posts) or pictures or contents published on the World Wide Web. It is almost like a website. Person with a Gmail account can start a blog at any time. A blogger (one who post text in blog is blogger and the activity of using blog is Blogging) use the blog for various purposes at any time. The account is free. The term blog is coined and propagated by Jorn Barger Peter Merholzand Evan Williams
Posts in a blog are typically displayed in reverse chronological order, so that the most recent post appears first, at the top of the web page. Until 2009, blogs were usually the work of a single individual occasionally of a small group, and often covered a single subject or topic. In the 2010s, "multi-author blogs" (MABs) emerged, featuring the writing of multiple authors and sometimes professionally edited.
Many blogs provide commentary on a particular subject or topic, ranging from politics to sports. Teachers can use blog as a supporting device for teaching. Texts or notes or classes can be uploaded – posted- in the blog and students can use it at any time through their mobile or computer with internet connection.
A typical blog combines text, digital images, and links to other blogs, web pages, and other media related to its topic.. Types of blogs include Personal blogs, Collaborative blogs or group blogs, Corporate and organizational blogs, Aggregated blogs (Individuals or organization may aggregate selected feeds on specific topic, product or service and provide combined view for its readers. This allows readers to concentrate on reading instead of searching for quality on-topic content and managing subscriptions) and reverse blog. Reverse Blog is a type of blog that is characterized by the lack of a single, specific blogger. In a traditional blog a blogger will write his or her comments about a given topic and other users may view and sometimes comment on the bloggers work. A reverse blog is written entirely by the users, who are given a topic. The blog posts are usually screened and chosen for publication by a core group or the publisher of the blog.
Inflibnet is the Information Library Network.
INFLIBNET Centre (Information and Library Network Centre) is an autonomous Inter-University Centre of the University Grants Commission (UGC) of India under Ministry of HRD (MHRD). The centre is located in Gandhinagar, Gujarat. It became an independent Inter-University Centre in June 1996.
INFLIBNET is involved in
· Modernizing university libraries in India
· Connecting the university and college libraries and information centres in the country through a nationwide high speed data network using the state-of-art technologies
· Assure most advantageous utilization of library information and researches held in universities in India.
· Promoting scholarly communication among academicians and researchers in India. INFLIBNET provides various educational resources from all the universities in India under single technological roof. For eg: Shodganga is a reservoir of thesis and operates via inflibnet. Shodganga provides all research theses in single reservoir.
Friday, September 6, 2019
INTRODUCTION TO TEACHING SOCIAL SCIENCES
MEANING, DEFINITION, NATURE AND SCOPE OF SOCIAL SCIENCE
Social Science is a generic term covering the scientific study of man. It is a discipline or branch of science that deals with the socio-cultural aspects of human behaviour. The social sciences generally include cultural anthropology, economics, political science, sociology, criminology, and social psychology.
What are the seven social sciences?
Anthropology, economics, geography, history, political science, sociology, and psychology are the seven social sciences.
Definition of Social Science:
Social science is defined as any scholastic discipline or scientific field that investigates human society.
According to James High “Social Sciences as those bodies of learning and study which recognizes the simultaneous and mutual action of physical and no-physical stimuli which produce social relation”.
According to Charles Beard “Social Sciences are a body of knowledge and thought pertaining to human affairs as distinguished from sticks, stones, stars and physical objects”.
Bining & Bining defines Social Science as “the subject that relate to the origin, organization, and development of human society, especially to man in his association with other men”.
Social Studies is a field of study which deals with man, his relation with other men and his environment; its content is drawn from several social sciences. It is a course of study including anthropology, history, geography, economics, political science, sociology, law, civics, etc.
Definition of Social Studies:
According to Michaelis, “the Social Studies are concerned with man and his interaction with his social and physical environment; they deal with human relationships; the central function of the social studies is identical with the central purpose of education – the development of democratic citizenship”.
National Council for the Social Studies defined Social Studies as “the integrated study of the social sciences and humanities to promote civic competence".
Nature of Social Science:
The real nature of this discipline can be well understood by analyzing the above definitions.
1. A unique combination of various disciplines.
2. A study of human relationships.
3. A study of man’s development through ages.
4. A realistic course of study.
5. It forms an important part of the core-curriculum.
6. It includes commitment to action.
7. Aims at preparing the learner for wholesome social living.
Scope of Social Studies:
The scope of Social Studies is very vast and wide as wide as the world itself and as lengthy as the history of man. According to Michaelis “the breadth of social studies programme should provide for a variety of experiences so that the child’s learning will be well rounded and well balanced”.
The main points are as follows:
1. Vast and wide as the world. It is as wide as the world and s long as the world. It is the study of human relationships in areas such as:
a. People of one’s own nationality and people across the world.
b. People and various kinds of institutions.
c. People and Earth.
d. People and Time.
e. People and resources.
2. A functional study of Natural and Physical sciences and Fine Arts.
Social Science - Natural Science – Physical Science are inter related
Development, change, etc. in one field effect the others
3. A study of current affairs.
4. A study leading to International Understanding.
5. Practical study of various resources.
Similarities between Social studies and Social Sciences:
Social Science and Social Studies are not only related generically. They also share common body of content.
Both are related to society and have same aims and objectives.
Both emphasis on inculcating good qualities like truthfulness, sincerity, etc. of human being.
Both helps to understand the various aspects of the society and utilize them.
Both are must be accurate and reliable- only then can be useful.
Difference between Social Studies and Social Science:
1. The focus and emphasis of both are different:- When a student studies geography as a social science, he has to focus his attention on the methods of geography, tools and concepts, etc. Wile studying geography as a social studies, he should focus attention on using ideas and concepts from geography, to understand man, how his efforts to control his environment have led to a better life, how various geographical factors influence his life, etc.
2. Social Sciences represent an adult approach, while the social studies represent a child-approach: Social sciences are to be taught at the high school and college level. Social Studies are simplified portions of social sciences to be taught at primary level.
3. Social sciences are the theory part of human affairs; social studies are the practice part of human affairs: Social sciences are large bodies of organized and authentic knowledge representing human affairs. While social studies gives an insight into various aspects of man and society.
4. The social sciences are far larger than the social studies: The purpose of the social sciences is to find out new truth about human relationships; the purpose of the social studies is to guide adolescents in their learning of selected portions of what has been discovered in social sciences.
5. In social sciences, social utility is the primary object; in social studies instructional utility is the primary object.
6. Social sciences are the part of cultural of knowledge having direct bearing on man’s activities in any field, Social studies offers learning situation and insight into all knowledge.
§ “There are two sides to a coin – social sciences help us understand both and to make a choice.”
§ “Pure Sciences teach us about how technology is developed and used. Social sciences help us understand the impact of technology.”
The aim of society and that of its education system are intertwined. While the aim of education is explicitly stated in policy documents, legal instruments and curriculum frameworks, it is tacitly woven in the selection, arrangement of content, its frequency and the transaction modes. Social science content not only defines and validates societal aims it also has the capacity to provoke learners to critically examine them on the anvil of universal values of social justice and environmental sustainability.
The NCERT National Focus Group on ‘Teaching of Social Sciences’ puts it thus – “The Social Sciences carry a normative responsibility to create and widen the popular base of human values, namely freedom, trust, mutual respect, and respect for diversity. Given this, social science teaching should aim at investing in children a critical moral and mental energy to make them alert to the social forces that threaten these values. Through the discussion of concerns such as threats to the environment, caste/class inequality, state repression, through an interdisciplinary approach.”
Social Sciences provide a framework to look at content emerging from other subjects – to see how that content is used in society, for whose benefit. Even the so called pure sciences are embedded in a certain social culture and are influenced by it. More often than not the technology based on application of science is selectively used for the benefit of the dominant groups who control it by aiding research and development or by influencing policies including those related with education. The impact all these have on defining the character of a society can be understood by the use of tools rooted in social sciences.
‘The popular perception of social sciences is that it is a non-utility subject’. The low status accorded to social sciences in formal education is the reason behind this. The importance given in the school timetable to pure sciences, math, (and increasingly English in India) as against social sciences and regional languages is one obvious indicator of this. Teachers who deal with these subjects are often given a special status vis-a-vis those teaching social sciences. Students interested and excelling in social sciences are not considered bright. It is assumed that high scoring students will naturally opt for streams leading to engineering, medicine, and not humanities. The choices are also influenced by gender and caste/class dimensions. Upper-caste, better-off boys are groomed to choose branches related to pure sciences and girls, SC/ST, economically weaker sections are driven to opt for social sciences. Overall, low self-esteem, disinterest, casualness dominate the educational culture.
The reasons are many. In school they are directly related to the fragmented, incomprehensive content load and lack of critical pedagogy. Content is selected and arranged not on the natural demands of the subject but with certain hegemonic compulsions. Instances of exploitation of social sciences to push a certain political agenda at the cost of justice and peace are unfortunately many. Skirting issues of gender, caste, glorification of violence and hatred for other communities under the name of nationalism, eulogizing and politicizing historical figures out of time and cultural context .
In general, our educational ethos is steeped in behaviorist traditions. Discussing real issues that children experience in everyday life is seen as unnecessarily exposing young minds to ‘delicate’, ‘controversial’ issues. It is argued that this will affect their innocent minds and that they’ll imitate ‘wrong’ things. The fact that there is an intuitive sense of wise decision-making in all of us, that the decisions we take are a complex mix of multitudes of factors is not taken into account. What goes under the name of social science teaching are mere slogans, platitudes. Efforts at objectively and scientifically approaching a subject-matter are actively discouraged when cries of ‘hurting sentiments’ are raised. Thus the dangerous culture of saying the right things while doing what is convenient comes into play.
In the world of growing commodification and marketization, social sciences has no takers. This is both a cause and an effect. Keeping social sciences over- burdened with meaningless information load, devoid of the pleasure of critical engagement and enthusiasm to create new knowledge makes the subject disinteresting or ‘unwanted’. On the other hand, by shunning spaces for critical engagement, the natural spirit of questioning things in the young is dampened. Thus, gradually, adverse effects of the use of technology that benefits few, that tramples on human rights and destroys the environment under the name of development remain unquestioned. The casualty here is the very essence of science based on empiricism and questioning.
This takes us to the beginning of this piece. The answers to the challenges outlined here lie in the ethos, the aim of education. The nature of social science teaching or for that matter teaching of all subjects will change when we have the opportunity to re-examine the purpose of education. Is education just about acquiring high percentages, degrees, doing jobs devoid of the pleasure of creation, which involve actions that are anti-poor, destructive to the environment? Is this what is progress? Will this give us a happy society? The urgency of seeking answers to these questions is immense and within the frame of formal education the on us of examining these issues is at the core of social sciences.
In recent years STEM (science, technology, engineering, and maths) sciences have received the majority of investment and support from government, universities, etc., while these subjects are no doubt important, the importance of social sciences should not be ignored. In fact, in areas such as social and primary care, the justice system, and business, to name just a few, social science is extremely important, and necessary. It is therefore very important that this educational imbalance be addressed and more support provided to the social sciences.
While for many people the words “social sciences” may conjure up images of social workers or teachers, this is a gross misunderstanding of the range of roles available within this discipline, as well as the impact that it has on the wider world. In general, social sciences focus on the study of society and the relationship among individuals within society. Social science covers a wide spectrum of subjects, including economics, political science, sociology, history, archaeology, anthropology, and law. In comparison to STEM sciences, social science is able to provide insight into how science and innovation work – in effect it is the science of science. In particular, social scientists are equipped with the analytical and communication skills that are important throughout many industries and organizations.
What do social scientists do?
Social scientists are involved with solving many of the world’s biggest issues, such as violent crime, alternative energy, and cyber security. They have had profound effects on every part of society.
Strengthening social sciences for the future
It is clear that no subject area can stand alone, walled off from the outside, and that social science can play an important role in all fields.
· It helps explain the world in which we live.
· It helps students figure out their role in society as well as their place in history. A sense of history gives students good background knowledge as they study other subjects, such as literature.
· Citizenship: Social studies students learn they are part of a larger societal organization that must have structure in order to operate for the good of all the people in the group.
· Making a living: Economics teaches students the basics of handling their own finances and helps them set career goals aligned with their personalities.
Social Studies as a core subject and its relation to other core subjects – language, general science and mathematics
You live with the unintended consequences of the No Child Left Behind (NCLB) Act every day. The law has created flawed incentives for states and school districts to narrow their curricula to English and math. This fundamentally misguided practice leaves out core disciplines that are essential to a well-rounded curriculum, including social studies.
To be sure, reading and mathematics are essential subjects. Students wouldn’t be able to learn about history and civics if they couldn’t read primary source documents and other texts. In addition to reading skills, they need a solid grounding in statistics and math concepts to grasp important principles in economics, geography, and the other social and behavioral sciences. But we absolutely cannot focus exclusively on reading and mathematics to the exclusion of other important disciplines, including social studies, as well as science, the arts, physical education, and others necessary for a well-rounded education. To marginalize social studies for the sake of reading and math is not only misguided, it is educational neglect.
Educators and policymakers need to recognize that social studies is a core subject, critical to sustaining an informed democracy and a globally competitive workforce.
Today more than ever, the social studies are not a luxury, but a necessity. To be on track today for college and careers, students need to show that they can analyze and solve complex problems, communicate clearly, synthesize information, apply knowledge, and generalize learning to other settings. The social studies play a critical role in creating civically competent young people who make informed and reasoned decisions for the public good and who contribute to an increasingly diverse, but interdependent world.
The Department of Education is supporting the work of states to create better assessment systems, aligned to the Common Core for English language arts and math for 2014–2015. But we also need higher standards and better tests for social studies. Social studies teachers to work together to encourage states and local school boards to develop high social studies standards based on themes and skills and to create authentic growth measures of student learning. In some states where the curriculum has been narrowed, teachers may even want to work with educational leaders to include social studies in their accountability system making a bold statement about the importance of social studies as a core subject.
The greatest thinkers in nearly every society have concluded that a well-educated person needs to learn much more than math, science, and how to read in their native tongue. As James Leach, the chairman of the National Endowment for the Humanities recently put it, a society that fails to study history, refuses to learn from literature, and denies the lessons of philosophy “imprisons [its] thoughts in the here and now.” Social studies teachers have the key to set the prisoners free.
SOCIAL STUDIES VS SOCIAL SCIENCES
Difference between Social Science and Social Studies
Though Social science and social studies sound like two similar concepts, they are in actuality, two different fields of study.
What is Social Science?
Social Science is a subject area that studies the society and the relationships among individuals within a society. Social Science is categorized into many branches such as Geography (study of the earth and its features, inhabitants, and phenomena), Anthropology (study of humans), History (study of past), Economics (study of production, distribution and consumption of goods and services), political science(study of theory and practice of politics and the description and analysis of political systems and political behavior.) etc. The beginning of Social Sciences dates back to the 18 century. Social Science can be defined as a scientific study field since almost all the sub-disciplines use scientific methods to investigate facts.
What is Social Studies?
Social studies can be introduced as the study of both social sciences and humanities. According to U.S American National Council for the Social Studies, “Social studies, is the integrated study of the social sciences and humanities to promote civic competence.” However, social studies is most often used as a name of the course taught at schools. Social studies is a relatively new term and came into use in the 20 Century.
What is the difference between Social Science and Social studies?
The main difference between social science and social studies exist in their purpose; in social science, you study the society and social life of human groups while in social studies, you study both social science and humanities in order to promote effective citizenry. Another difference is that Social science is divided into many branches while social studies is divided into two main categories of humanities and social sciences. Though social studies is a subject that is taught from primary school onward, social science is only available as a degree level course. In addition, social studies is a relatively new term while social science dates back to the 18 century.
Studying the society and its individuals
promoting civic competence
Dates back to Age of Enlightenment
Dates back to 20th Century
Social science and Humanities