By Poonam Batra
This e-book is a primary of its style that locates the educating and studying of social technological know-how in the better point of view of schooling and its goals. It offers significant debates and significant views on social technological know-how pedagogy, curriculum layout, and textbook writing. It emphasizes the necessity to deliver the instructing of social technology into the area of pedagogical idea past the confines of ideological debate. The social technological know-how curriculum of Eklavya - a non-profit, non-government association that develops and box assessments cutting edge academic courses and trains source humans to enforce those courses via a community of schooling source facilities situated in Madhya Pradesh, India is reviewed by means of a group of pros from a number of disciplines in the social sciences, schooling, and conversation. This curriculum used to be initiated to allow academics and scholars to have interaction on social concerns and procedures in an lively and analytical manner. Eklavya books are special in making the social global of the learner either an item of analysis and a procedure by way of regularly encouraging novices to mirror upon their very own social global. with out impinging upon the self sufficient house of the academics, the texts supply priceless pedagogical areas and ideas, trying to unravel the dichotomy frequently posed among the kid and the curriculum. concerns posed within the advent and analyzed in the context of the professional stories and the modern context and issues in schooling, comprise the kid and the instructor as an service provider, the position of textbooks, the strengths and bounds of integration of topics, the necessity to specialise in tools of social technological know-how enquiry as fundamental to teaching-learning social technological know-how in colleges, and ways to writing textbooks
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Extra info for Social Science Learning in Schools: Perspective and Challenges
For example, while trying to engage young children with history, it may be necessary to introduce historical periods with the help of stories. 12 Another argument in favour of adopting an integrated approach is that a strict focus on traditional academic disciplines stands the risk of ignoring interdisciplinary research undertaken by the ‘relatively newer’ social science disciplines such as social anthropology, environmental education and population studies that draw upon the natural and social sciences in the pursuit of generating new knowledge.
Sparks (1986: 5) introduces geomorphology as a field that ‘is concerned with the understanding of land forms… many of the results of geomorphology relate only to knowledge about landforms and have little or no bearing on human studies’. These trends in geography books were present a century ago when a discovery of physical and natural phenomena was part of the pursuit that sought to explain how nature determined the lives of people. A classic text of the latter part of the 19th century on the ‘Teaching of Geography’ for instance, offered explanations that rest on arguments of determinism: We thus understand how true is the assertion that some of the more striking features in the history of the British people can be traced to the influence of the geographical position in the country.
This separation has received further legitimacy from the intellectual legacy of Comte that emphasized observable phenomena and positive facts. This was the period of the scientific revolution in Europe Introduction 23 wherein ‘reason’ and ‘rationality’ were put on an unquestionable pedestal as these were seen as harbingers of progress. One aspect of the scientific objectivity of this age was the separation between the ‘observer’ and the ‘observed’. The observer was seen as a passive, non-intervening entity who merely records independent truths of the world.