The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems

Edited by
January 2022
164 pages
  • ISBN978-3-0365-2887-8 (Hardback)
  • ISBN978-3-0365-2886-1 (PDF)

This book is a reprint of the Special Issue The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems that was published in

Business & Economics
Social Sciences, Arts & Humanities

The most recent scientific literature on the treatment of social problems or controversial social questions in the Social Sciences classroom, and their inclusion into curricula, emphasizes the need to introduce students into large-scale social debates where different points of view exist, different interests are at stake, and where it is desirable that they construct their own opinions in that respect from a critical and reasoned perspective. Work with social problems permits a typology of analysis that includes the relative experience of the past and the expectations for the future in a present that is lived, and to consider the temporal relation on the basis of an analysis of changes and continuities that are observable from a comparative perspective. In the comprehension and interpretation of the historicity of the present and in planning the social future, social problems would have to represent a fundamental curricular tenant that gives relevance to the contemporaneousness of the student. In view of the scarcity of studies in this area, this monograph offers a rich collection of studies aimed at answering two structural research questions: What are the purposes of teaching history and social sciences at today’s schools? What is the place of social thought formation and social problems in learning/teaching in Social Sciences?

  • Hardback
License and Copyright
© 2022 by the authors; CC BY-NC-ND license
end-purposes of history teaching; relevant social problems; teacher training; Primary Education; social thought; social studies; controversial issues; critical perspective; teacher education; globalization; critical digital literacy; social problems; pre-service teachers; teacher training; women; education; conceptions; competences; evaluation; social sciences; secondary education; historical thinking; citizenship education; social studies teacher education; preservice teachers’ perceptions; political ideology; civic engagement; mixed methods; history education; social studies; school research; relevant social problems; global citizenship; mathematics; dyslexia; analytical programs; intervention; citizenship education; social studies; controversial social questions; primary school students; n/a

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