I believe that there’s a good case for the teaching of each and every social science. Particularly I offer the demand the teaching of sociology to any or all students in Grade 12 and above. At least one year of study will provide students with the knowledge and skills that will contribute toward their social and academic development. However, it may be offered as an elective to any or all other people who wished to pursue it at a higher-level of study. In certain countries sociology is taught to students who are 16 and over on the voluntarily basis. It is much too vital that you be treated in this way.
The character of Sociology
Sociology has been defined as a lot of things. In its embryonic stages its founder Comte (1798-1857) thought that it is a natural science just like biology, chemistry or physics. He thought that it was possible to predict human behavior and thus manage it in exactly the same natural scientists controlled matter. Afterwards Emile Durkheim (1858-1917), another French sociologist, pioneered the use of statistical analysis within the study of suicide, a social phenomenon. Durkheim argued that in this manner it was possible to look for the causal and correlation (al) relationships which exist between and among social variables. These he called ‘social facts.’ Suicide and marriage are types of social facts simply because they have an existence outside the individual and their rates can be quantified so that their effect on human behavior can be ascertained through the use of inductive approaches.
Sometime later in Germany Max Weber (1964-1920) launched a scathing counter attack against the utilization of statistics in the study of human behavior. He claimed the true goal of sociology is verstehen-interpretive knowledge of the procedures people use to comprehend others during their interactions together. In this way he provided the impetus for the development of the hermeneutic approach in sociology which proposed that the discipline was rather a social science aimed at understanding how behavior was understood using direct and indirect observation of social phenomena. Many others for example George Herbert Mead, Herbert Blumer and Alfred Schutz have followed Weber’s lead and also have promulgated the fact that interpretive approaches and perspectives for example Symbolic Interactionism and Phenomenology.
During the 1950s several French philosophers (postmodernists) embarked upon a serious critique of meta- cognition or the considering generalizability. This has been the overall or overarching principle of both the natural and social science dogmas. The main similarity between them may be the proclivity to generalize concerning the nature and direction of human behavior. It has influenced the writings of others such as Lyotard and de Baudrillard whose works have been applied to study regarding sociology. They’ve argued that in contemporary times (especially since WWII) perspectives for example Marxism have grown to be irrelevant to the understanding of dating life. On their behalf life has become centered round signs and symbols. Material goods only become important in so far as they convey specific meanings- signs and symbols. Language is ever more important as it is oft times used to perpetuate a duality. For example the sexual power duality is reproduced in society through language. Because of the verbal portrayal of variations in power between women and men, women are regarded as evil and bad and men of the same quality and rational which provides a form of legitimization of sexual politics.
Like a direct consequent of those three major debates concerning the nature of sociology it is very hard to define sociology with any level of certainty. We know much more about what it is not rather than what it in actuality is. Despite this though there is an informal consensus of sorts among its adherents purporting that sociology is a social science in exactly the same that psychology, anthropology, economics and political science are.
I’ve even noted that not much is happening in changing the face of sociology. It is stagnated not simply due to the centrality of classical themes such as the role from the bourgeoisie in modern capitalism and the social factors contributing to structured inequality.
Additionally very little has taken place by means of creative innovations in methodological, theoretical and practical shifts or focuses. Despite this drawback although the discipline retains much relevance to dating life and should be taught formally in most schools a minimum of from Grade 12.
Some Advantages of Teaching Sociology
They are based on my experience of teaching sociology at advanced level (Grade 13 and higher) for more than 10 years within the island of Trinidad.
It facilitates the all round development of the learner (providing ample chance of cognitive, affective and psychomotor development).
Students learn analytical skills that really help them appreciate the nature of social structure and individual interaction both between and within societies (most of all theirs)
A good example of this is de-constructing or analyzing issues or problems
By practicing essay writing they (students) learn to organize and structure ideas logically (sequentially and chronologically if required). This really is significant for building synthesis and critical thinking skills.
Skills of note-taking and note-making are enhanced. However, those of the second ought to be emphasized since they allow for the development of student autonomy.
Students are permitted the chance to plan (for writing) and participate in abstract problem solving skills and competencies.
Twentieth-first century skills such as cooperation, team-work and project management can be and are developed that has been enhanced.
It provides opportunity for the enhancement of communicative competence since students participate in debates and discussion about research studies, theories and perspectives.
Students are impelled being more culturally relative and less ethnocentric given that they come to appreciate that culture cannot and should ‘t be judged with regards to another. It meets the needs of a specific society or subgroup.
It teaches them about the nature and results in and consequences of various types of inequality for example sex and gender, race/ethnicity, social class and age. Additionally, they learn to become empathetic about marginalized groups and individuals.
Students develop citizenship values and attitudes, and decision-making. This can help them to function effectively as members of democratic societies.
It allows for the appreciation of diversity in the presentation of ‘social reality’ so that they arrived at perceive the differences between universal and culturally specific features of dating life.
It provides opportunity to view knowledge inside a holistic way since sociology is so multi-disciplinary out of the box social work with instance.
Some Suggestions for the Effective Teaching of Sociology
Use students’ experience to assist them to connect the theories to real world or life experiences.
Use a combination of teacher-centered and student-centered approaches. Teacher-centered methods such as lecturing and note-giving are better to use for introducing topics, concepts and issues before deep understanding is developed through the use of child-centered methods for example projects, group work and field work.
Use a variety of resources within the same lesson. Pictures, diagrams and audio material are fantastic.
Use cooperative learning strategies for example jig-saw to deepen student understanding and develop team performance and shared responsibility.
Provide chance of problem-based learning by which students will solve real life issues through the collection of empirical data and analysis of findings from research.
Use the lecture method wisely. Don’t talk in excess of 15 minutes at any one time. Allow lectures to become interrupted by student activity given that they like getting involved and achieving a say.
Employ a number of assessment approaches to your practice for example portfolios, graphic organizers, poetry and song and role-plays.
Provide lots of chance of the analysis of statistical data and report findings via graphs, tables, pictures etc.
Plan and provide for student participation in activities where students will simulate qualitative data collection techniques for example in-depth interviewing and systematic participant observation.
Provide greater opportunity for student dialogue and always provide constructive feedback.
Examine the best methods for helping students grow mentally, intellectually, emotionally and spiritually.
Invite guest speaker experts to shed light on diverse the process of this content and everyday life.
Make a written plan from the activities for each lesson and change them only if necessary.
Use make sure exam leads to diagnose performance and supply accurate measurement of student performance.
Test only what was taught when it comes to content and skills.
Practice chunking this content by splitting up considerable amounts into smaller manageable units in accordance to students’ age and maturity levels.
Ensure students take part in rubric and mark scheme design. This will assist these phones understand the standards and benchmarks for academic excellence.
Cater for a variety of learning styles in your lessons. Understanding of the differentiated classroom is definitely an asset to good teaching.
Be firm but flexible.
Always move from the known to the unknown. Emphasise ought to be placed on effective concept teaching.
I proffer the suggestion that students ought to be exposed to an introductory course within the sociology because it will assist them in developing a number of skills, talents and competences that are critical for life inside a modern society.
