SOCIAL SCIENCE -VALUE BASED TEACHING AND LEARNING
Powerful social science teaching considers the ethical dimensions of topics and addresses controversial issues providing an arena for reflective development of concern for the common good and application of social values. Students learn to be respectful of the dignity and rights of others when interacting socially, and to emphasize basic democratic concepts and principles when making personal policy decisions or participating in civic affairs.
Topics are treated comprehensively and realistically, with attention to their disturbing or controversial aspects. Students are made aware of potential social policy implications and taught to think critically and make value-based decisions about related social issues. They learn to gather and analyze relevant information, assess the merits of competing arguments, and make reasoned decisions that include consideration of the values within alternative policy recommendations. Through discussions, debates, simulations, research, and other occasions for critical thinking and decision-making, students learn to apply value-based reasoning when addressing social problems.
The best social science teachers develop awareness of their own values and how those values influence their selection of content, materials, questions, activities, and assessment methods. They assess their teaching from multiple perspectives and, where appropriate, adjust it to achieve a better balance.
Rather than promulgating personal, sectarian, or political views, these teachers make sure that students: (1) become aware of the values, complexities, and dilemmas involved in an issue; (2) consider the costs and benefits to various groups that are embedded in potential courses of action; and (3) develop well-reasoned positions consistent with basic democratic social and political values. The teacher provides guidance to such value-based reasoning especially when it is difficult to discern the connections between core democratic values and the issues at hand, when various core values suggest conflicting policies, or when there is conflict between these core values and students’ personal or family values. When this is done most effectively, students may remain unsure about the teacher’s personal views on an issue, at least until after it has been discussed thoroughly. Students become more aware of the complexities involved in addressing the issue in ways that serve the common good, and are more articulate about their own and others’ policy recommendations and supporting rationales.
Powerful social science teaching encourages recognition of opposing points of view, respect for well-supported positions, sensitivity to cultural similarities and differences, and a commitment to social responsibility and action. It recognizes the reality and persistence of tensions but promotes positive human relationships built on understanding, commitment to the common good, and willingness to compromise and search for common good.
Powerful social science teaching considers the ethical dimensions of topics and addresses controversial issues providing an arena for reflective development of concern for the common good and application of social values. Students learn to be respectful of the dignity and rights of others when interacting socially, and to emphasize basic democratic concepts and principles when making personal policy decisions or participating in civic affairs.
Topics are treated comprehensively and realistically, with attention to their disturbing or controversial aspects. Students are made aware of potential social policy implications and taught to think critically and make value-based decisions about related social issues. They learn to gather and analyze relevant information, assess the merits of competing arguments, and make reasoned decisions that include consideration of the values within alternative policy recommendations. Through discussions, debates, simulations, research, and other occasions for critical thinking and decision-making, students learn to apply value-based reasoning when addressing social problems.
The best social science teachers develop awareness of their own values and how those values influence their selection of content, materials, questions, activities, and assessment methods. They assess their teaching from multiple perspectives and, where appropriate, adjust it to achieve a better balance.
Rather than promulgating personal, sectarian, or political views, these teachers make sure that students: (1) become aware of the values, complexities, and dilemmas involved in an issue; (2) consider the costs and benefits to various groups that are embedded in potential courses of action; and (3) develop well-reasoned positions consistent with basic democratic social and political values. The teacher provides guidance to such value-based reasoning especially when it is difficult to discern the connections between core democratic values and the issues at hand, when various core values suggest conflicting policies, or when there is conflict between these core values and students’ personal or family values. When this is done most effectively, students may remain unsure about the teacher’s personal views on an issue, at least until after it has been discussed thoroughly. Students become more aware of the complexities involved in addressing the issue in ways that serve the common good, and are more articulate about their own and others’ policy recommendations and supporting rationales.
Powerful social science teaching encourages recognition of opposing points of view, respect for well-supported positions, sensitivity to cultural similarities and differences, and a commitment to social responsibility and action. It recognizes the reality and persistence of tensions but promotes positive human relationships built on understanding, commitment to the common good, and willingness to compromise and search for common good.
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