|Title:||Social science, history and the new curriculum (W.E.A. monographs)|
|Format:||azw lrf txt mbr|
|ePUB size:||1844 kb|
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|DJVU size:||1675 kb|
|Category:||Australia and Oceania|
|Publisher:||Hicks Smith for Workers' Educational Association of N.S.W (1971)|
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Many years ago, I taught African history at a secondary school in Central Africa. A few years before, some of the teachers in the country had designed a syllabus that included pre-European history, since the curriculum, left over from colonial days, did not include any.
This paper examines two areas-social studies and science-to indicate how an unrealistic and basically consensus-oriented perspective is taught through a hidden curriculum in schools. The argument centers around the fundamental place that forms of conflict have had in science and the social world and on the necessity of such conflict. organized skepticism, and on the uses of conflict could counterbalance the tacit assumptions being taught.
Science and Its History: The New Museum Boerhaave in Leiden. 5 Science Education and the History of Scientifique et Histoire de la Physique. 21–25 November 1988, Paris, France, Paris: Centre Scientifique d'Orsay; Centre de Recherche en Histoire des Sciences et des Techniques. See especially the papers by Ott, and Vedin,, Broman,, Broman, and Ott,, and Knudsen,, pp. 215–44. Rather, it focuses on the social contexts of presentation (how scientific work was made persuasive for an audience) versus acceptance (the grounds on which the work in fact became persuasive). 36 For the Visiting Historians of Science Scheme, contact Dr S. Pumfrey, Department of History, University of Lancaster, Lancaster LA1 4YG.
The Social Studies Curriculum demystifies the process of social studies curriculum construction. This helps empower pre-service and beginning teachers to become curriculum designers rather than just curriculum consumers.
Indexes works from the sixteenth century to the present, including monographs, essays, journal articles, dissertations and . and Canadian government publications.
Are there social limits to adaptation to climate change? Climatic change, 93(3), 335-354. A Comparative Investigation of the Previous and New Secondary History Curriculum: The Issues of the Definition of the Aims and Objectives and the Selection of Curriculum Content. Educational Sciences: Theory & Practice, 11(4).
In his fascinating new book, McCray profiles the larger-than-life characters and ideas that changed science and technology in the second half of the 20th century and beyond. The author describes the titular visioneers as 'hybrids'-creative combinations of futurist, scientist, and charismatic promoter. McCray tells the engaging story of Gerard O'Neill and K. Eric Drexler and the people they knew and worked with as they launched scientific, technological, and social movements in space exploration and nanotechnology.
The Shock of the ‘New’ (Histories). Social Science History, Vol. 25, Issue. Beyerchen, A. D. (1989) Nonlinear science and the unfolding of a new intellectual vision. Papers in Comparative Studies 6: 25–49. Bogen, D. K. (1989) Simulation software for the Macintosh.
Epstein, S. (1996) Impure Science: AIDS, Activism, and the Politics of Knowledge. Berkeley: University of California Press. Epstein, S. (1999) Gay and Lesbian Movements in the United States: Dilemmas of Identity, Diversity, and Political Strategy, in Adam, B. Duyvendak, J. and Krouwel, A. (ed. The Global Emergence of Gay and Lesbian Politics: National Imprints of a Worldwide Movement. Philadelphia: Temple University Press: 30–90. Tarrow, S. (1993) Cycles of collective action: Between moments of madness and the repertoire of content Social Science History 17 (2): 281–307. (1998) Power in Movement: Social Movements and Contentious Politics. Cambridge: Cambridge University Press. Taylor, . and Raeburn, N. C. (1995) Identity politics as high-risk activism: Career consequences for lesbian, gay, and bisexual sociologist. Social Problems 42 (2): 252–73.