Philosophy of Social Studies Education
Valerie McCreadie
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Why should children learn social studies?
In my experience, those who are well versed in history, government, politics,
and current affairs are, overall, better equipped for civic life. The most intelligent,
informed and well-versed people I have met are aware of our nation’s past, its
implications and significance today. They are knowledgeable of our government’s
processes and leaders, and current events. Their knowledge is not limited to our
country, but extends to foreign nations and the global community. Individuals
whose knowledge, intelligence and awareness I respect are active participants in
democracy because they truly understand the world in which we live and are
motivated to take part. Those who are knowledgeable and confident in the social
studies, are far better equipped for life in our democracy than those who are not.
Children who have a solid and reflective inquiry based social studies
education will be motivated to participate in democracy, and will not be our nations’
free riders. An understanding and appreciation for our country’s formation, growth,
and current state is part of a social studies education that should result in a desire to
be an active citizen. A critical stance on our nation’s mistakes, inequalities,
mistreatments and current disparities is also a part of the social studies curriculum I
believe will motivate students to take participate and take action. Giving students
the tools to approach civic life critically and reflectively is undeniably important,
and must be applied to even the most fundamental aspects of our democracy.
Simply transmitting our nation’s core values is detrimental to the students,
and is impossible in practice. By core values, I am referring to those aspects of
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American society that were carefully laid out by the Founding Fathers which we, as
citizens, generally agree to and value. While these values are, for the most part,
commonplace in American society, they are not to be taught as if they are flawless,
undeniable truths. (Hunt and Metcalf, 263) These core values should be approached
critically in the classroom, and opposing viewpoints and belief systems should be
openly discussed, and any disagreement intelligently resolved. (Hunt and Metcalf,
263) Social studies should result in students approaching the diversity of life in
American democracy in a manner in which controversy and opposing viewpoints
are internalized, tolerated and resolved. I hope to instill my students with an
appreciation of diverse value systems in America, and ensure they are fully aware of
their importance in our country’s democracy.
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What role do history and civics play in social studies education?
The most rudimentary aspect of social studies, arguably the one that is most
often taught ineffectively, is history. History is not merely a collection of dates,
battles, leaders, and important documents. While these aspects of the past are
important, they are not the crux of a historical understanding. History is both the
roots of our world today and a platform for reflective inquiry, intelligent debate and
discussion. Rather than teaching according to chronology, the social studies
curriculum and history should be centered on larger themes and enduring
controversies. (Ochoa-Becker, 105) I will not approach history from a strictly
chronological standpoint, as I feel it defeats its true purpose. National and global life
of today can be understood, explained and critiqued from a historical perspective. In
order to take a legitimate stance on local, national and global institutions, an
understanding of their formation, purpose and current state is essential. A concrete
understanding of today’s world is an aspect of history often lost to shallow learning.
History provides an opportunity for reflection and discussion, which can engage and
enlighten students. Using history as a platform for critique and analysis allows
students to examine their world through a lens of reflective inquiry.
Civic education, much like history, is essential to life as an informed and
democratic citizen, and reaps tangible results. Much of American society today is
shockingly under informed about government and the political process, and,
consequently, lacks the felt duty to participate in civic life. Without an
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understanding of the structure, function and processes of our government, students
will not have the motivation or tools to participate. The key to social studies
curriculum aimed at preparing students for life in a democracy is providing them
with the tools to act on their rational and thoroughly considered decisions. (OchoaBecker, 104) Knowledge of our nation’s history and the current issues it faces is also
intrinsically tied to civic participation and understanding. Social studies, as I plan to
teach it, will result in students truly caring about social, political and economic
matters, while giving them the tools to actively participate.
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How will I decide what content to privilege?
In determining what content I will privilege and those aspects of the
curriculum that I believe warrant extensive coverage, I will rely on three factors.
The first aspect of the curriculum content that will affect the extent to which it will
be covered in my classroom will be based on monumentality. Groundbreaking
developments and major periods of change or progress with implications on today
is knowledge I consider to be of utmost importance. Events such as the
Enlightenment, Industrial Revolution and the Civil Rights Movement are examples
of historical content I believe warrant extensive coverage. More current topics, also
tied to the students lives and the past, such as immigration and human rights are
also monumental in their significance, and deserve coverage whether included in
the curriculum or not. Students must have a firm grasp on these monumental
periods in order to truly understand and appreciate our society, foreign nations, and
the global community. As a social studies teacher I also plan on taking as much time
as possible to cover and discuss current events in order to elicit further discussion
among the students.
The second aspect of the course content that will determine the extent to
which it will be privileged is based on the opportunity for reflective thought,
critique, discussion and further exploration it provides. I will privilege any
opportunity for reflective thought, as it is so eloquently defined by John Dewey:
“Active, persistent, and careful consideration of any belief or supposed form of
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knowledge in light of the grounds that support it and the further conclusions to
which it tends.” (Dewey, 48) I hope to promote a wide variety of opportunities for
persistent consideration of commonly held and alternative beliefs. Opportunities for
reflective thought often come in the form of controversial topics and issues, which
serve as an excellent catalyst for classroom discussion. Controversial topics, both
current and historical, are material I will privilege. Issues that create a felt difficulty
and force the students to delve into the reasoning behind controversies and their
alternative viewpoints are components of the social studies curriculum that will
prepare children for life in a democracy. (Ochoa-Becker, 104) I will expose my
students to as much controversial, disputed and alternative viewpoints as possible.
In doing so, my students will exercise reflective inquiry and prepare for life as a
democratic citizen. Exposing students to worldwide issues will ensure they are
informed and able to act on their knowledge and opinions. (Ochoa-Becker, 111)
While the curriculum may gloss over these opportunities, I plan to bring in outside
resources and get creative with the class and activities. While monumentality is my
first criteria for those aspects of the content I will privilege, opportunities for
controversial- issue based discussion, and reflection are equally important.
The third factor that will affect the content I privilege will be the student’s
interest. When course content elicits excitement, curiosity and engages the students,
I plan to seize the opportunity and make the most out of our collective interest. If I
sense that an issue or a content area is arousing emotion among the students I will
allocate more time to cover it. Controversial issues, both past and present, which
elicit a desire to learn more and arouse emotion indicate that the students are
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experiencing an authentic felt difficulty. (Hunt and Metcalf, 86) I will capitalize on
these felt difficulties among the students, and will draw as much discussion and
growth from them as possible. Instead of stifling the student’s felt difficulties,
interests and curiosities in order to adhere to a strict curriculum map, I plan gearing
content, and the extent to which it is covered, toward their enthusiasm.
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What sort of environment do I wish to maintain in my social studies
classroom?
As a future social studies teacher I feel that it is of the utmost importance that
I actively consider and reflect on the environment I plan to create in my classroom.
The environment of a classroom affects the student’s learning, willingness to
participate, share and grow. I hope to create and maintain an environment that will
make my students feel comfortable and motivated to participate and learn. Two
main components of any classroom environment I feel are essential to fostering
student success, especially in social studies, are mutual respect and tolerance.
Mutual respect should exist between my students and I. Respect for my
student’s thoughts, beliefs, opinions, effort and intellect is necessary in order for me
to do my job effectively. Students are aware if they are not respected, and as a result
will not be motivated to do their best. Students who feel their teachers do not
respect them do not extend the same civility, and both parties suffer. The same
principle applies to students; mutual respect between each and every individual in
the classroom is essential. The success of class is reliant of students respecting each
other in terms of their diversity, belief systems and opinions. Without respect and
tolerance, in the social studies classroom, students will be reluctant and unwilling to
share, discuss, and critique important issues and topics.
Creating an environment in which students may grow and learn is
intrinsically tied to respect and tolerance. Students who feel at ease and free to
share without fear of judgment or persecution are more willing to grow and adapt
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their beliefs and values. (Hunt and Metcalf, 271) For both the immediate and future
success of students, an open and tolerant environment is essential so that students
are able to learn and grow as individuals and democratic citizens. I hope to provide
my students with the opportunity to share their beliefs, accept new ways of
thinking, and adapt their set of values accordingly. I hope to create an environment
in which diversity and alternative viewpoints can be used as a tool for the entire
class, and from which we can learn and grow. My goal is to extend my students
beyond respect and tolerance into a state of true appreciation for human
differences, cultural diversity and alternative viewpoints.
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Works Cited
Dewey, John. “Chapter One: What is Thinking?” How We Think (1933): 3-9.
Rpt. in EDT 433/533 Fall 2013 Course Reader. Comp. Professor Thomas Misco.
Oxford: Oxford Copy Shop, 2013. 45-52. Print.
Ochoa-Becker, Anna. “Framework of the Curriculum”. Democratic Education
for Social Studies (2007): 189-213. Rpt. in EDT 433/533 Fall 2013 Course Reader.
Comp. Professor Thomas Misco. Oxford: Oxford Copy Shop, 2013. 103-115. Print.
Hunt, Maurice. P, Metcalf, Laurence E. “Chapter One: The Social Studies and
American Society”. Teaching High School Social Studies (1968): 23-43. Rpt. in EDT
433/533 Fall 2013 Course Reader. Comp. Professor Thomas Misco. Oxford: Oxford
Copy Shop, 2013. 257-267. Print.
Hunt, Maurice. P, Metcalf, Laurence E. “Chapter Ten: Discussion as a Tool of
Reflective Learning”. Teaching High School Social Studies (1968): 201-237. Rpt. in
EDT 433/533 Fall 2013 Course Reader. Comp. Professor Thomas Misco. Oxford:
Oxford Copy Shop, 2013. 269-284. Print.
Hunt, Maurice. P, Metcalf, Laurence E. “Chapter Three: Reflective Thought as
Teaching Method”. Teaching High School Social Studies (1968): 65-81. Rpt. in EDT
433/533 Fall 2013 Course Reader. Comp. Professor Thomas Misco. Oxford: Oxford
Copy Shop, 2013. 79-88. Print.
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