History and the Other Social Studies in the Senior High SchoolCourses in the Social Studies for Senior High Schools. Bessie Louise Pierce , Esther Eloise Sharpe

1925 ◽  
Vol 33 (9) ◽  
pp. 717-717
Author(s):  
R. M. Tryon
Keyword(s):  
High Schools ◽  
Social Studies ◽  
The Other ◽  
The Social

History and Social Causation

1943 ◽  
Vol 3 (S1) ◽  
pp. 135-145
Author(s):  
R. M. MacIver
Keyword(s):  
Social Studies ◽  
The Other ◽  
Social Causation ◽  
The Social ◽  
Inferiority Complex ◽  
Concrete Reality

Historians are not so prone as their brethren of the social studies to lengthy disputation concerning the function, the objective, the method, the locus and the limit of their subject. They tell us freely enough and often enough and variably enough what history is and does, but they seldom justify their pronouncements by elaborate argument. They rarely seek to place the other social disciplines in relation to their own. Not uncommonly their own proceeds as though these others did not exist or as though they existed on another level of communication altogether. History takes so free an amplitude that these others become angles of incidence to its main highroad. It is presumptively concerned with the concrete reality, the wholeness of things, while these others attach to abstractions such as law and government and economics and morals. The other social disciplines vex themselves with the ambition to be entitled sciences and cast aspiring and emulous eyes on the physicist and the mathematician, but history loses no sleep over such aspirations—untroubled by the inferiority complex of its associates it is even ready to reject the title of science when offered.

BORDER CROSSINGS

2019 ◽  
Vol 41 (03) ◽  
pp. 319-323
Author(s):  
Richard Adelstein
Keyword(s):  
Social Sciences ◽  
Social Studies ◽  
The Other ◽  
Border Crossings ◽  
Undergraduate Program ◽  
Interdisciplinary Work ◽  
The Social ◽  
Close Study ◽  
Essential Unity ◽  
The Way

I first met Bill Barber in 1975, when I came to interview for a position in economics at Wesleyan University, where Bill had taught for almost twenty years. I’d shown some interest in interdisciplinary work, so my hosts made sure my tour included the College of Social Studies, an unusually intensive undergraduate program that combined three years of close study in economics, government, history, and philosophy with a relentless regime of weekly essays and tutorial meetings. Bill had his office there, across the campus from the other economists, and taught half his courses in the college, which he’d helped to found. It was, my skeptical hosts cordially informed me, modeled on the way philosophy, politics, and economics were taught together at Oxford, and had little to do with "real" economics, the kind they did, with its high theory and, even then, its commitment to econometrics. As I soon learned, the college was the brainchild of a group of tweedy Oxonians with a mission: to teach these subjects together in a way that recognized the essential unity of the social sciences and history and, in the teaching of each, drew insights and context from all the others. This wasn’t how I’d been taught economics, or anything else. I knew nothing about Oxford, and next to nothing about history and philosophy. But in the two hours I spent that day at the College of Social Studies with Bill and his collaborators in the mission, all of them subjects of the same cordial skepticism in their own departments, I became one of them myself.

scholarly journals Nationalism, Patriotism and Global Citizenship: A Comparison in between the Social Studies Teacher Candidates in the US and Turkey

2019 ◽  
Vol 7 (4) ◽  
pp. 115
Author(s):  
Ali Altıkulaç ◽  
Alper Yontar
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Global Citizenship ◽  
Basic Research ◽  
The Other ◽  
Data Sets ◽  
The Social ◽  
The Us ◽  
Social Studies Teacher

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

Dramatics in Arithmetic

1960 ◽  
Vol 7 (4) ◽  
pp. 208
Author(s):  
Robert T. Cameron
Keyword(s):  
Social Studies ◽  
The Other ◽  
Learning Activity ◽  
Basic Skill ◽  
The Social

While Leafing Through several Catalogs and pamphlets, I found nothing in dramatics for the teaching of arithmetic and little or nothing for any of the other basic skill subjects for that matter. Most plays were for the social studies, or for holidays or entertainment. It appeared that the idea of writing a play as a learning activity had escaped the imaginations of most writers. As I neared the end of my resources, however, I picked up Paine's Teacher's Catalog and this title caught my eye; “Fractions are Such Queer Things,” written by Grace I. Scott, copyright 1934.

scholarly journals PERSEPSI GURU DAN RESPON PESERTA DIDIK TERHADAP MATA PELAJARAN IPS DI KABUPATEN SUMBAWA

2019 ◽  
Vol 7 (1) ◽  
pp. 53
Author(s):  
Suharli - Suharli
Keyword(s):  
High Schools ◽  
Social Studies ◽  
Junior High School ◽  
Junior High ◽  
Social Studies Education ◽  
Junior High Schools ◽  
Student Responses ◽  
Education Material ◽  
The Social ◽  
Teacher's Perception

Abstract: Perception of Teachers and Student Responses to Social Studies Education Subjects. This study aims to explore the teacher’s perception and students' responses to social studies education subject at junior high school in Sumbawa Regency-NTB. This research uses quantitative descriptive approach with survey research type. Data collection in this study using a questionnaire. 27 junior high schools in three zones of Sumbawa Regency-NTB are 9 junior high schools representing schools in western Sumbawa, 9 junior high schools representing schools in central Sumbawa, and 9 junior high schools representing schools in eastern Sumbawa as samples. Research subjects were 27 teachers of social studies education and 450 students in grade VIII junior high schools of Sumbawa Regency. The results showed, most teachers (74.07%) said that the subjects of social studies education are very easy to teach because the material is directly related to the real conditions in society. While most of the students also had a positive outlook, 82% of the students said that social studies education materials is very easy to understand, 61% of the students said that the social studies education materials were largely shaped memorization, 34% of the students said that the social studies education material was too broad so difficult to master, 90% of students said that the social studies education material is very useful, 93% of students stated very interested in studying social studies education and 74% of students said always taking the time to study the material of social studies.Keywords: Teacher's Perception, Student Responses, and Social Studies Education Subject

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