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Annexb Ten Specific Aims of Social Studies

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Annexb Ten Specific Aims of Social Studies PHILIPPINE SOCIAL SCIENCE COUNCIL PSSCenter, Commonwealth Avenue Diliman, Quezon City, Philippines TEL (632) 929-2671 FAX (632) 929-2602 Copyright PSSC 2002 No part of this book may be reprinted or quoted without permission. The National Library of the Philippines CIP Data Recommended entry: Using important concepts in social and human sciences to improve learning content and processes in social studies / editors, Felice P. Sta. Maria, Florentino H. Hornedo, Virginia A. Miralao. - Quezon City: PSSC, c2002 I.v. A Study prepared by the Social and Human Sciences Committee of UNESCO National Commission of the Philippines and the Philippine Social Science Council 1. Social sciences - Research. 2. Learning. 3. Instructional systems. I. Sta. Maria, Felice P. II. United Nations Educational Scientific and Cultural Organization National Commission of the Philippines. III. Philippine Social Science Council. H62.5P5 300 2002 P014000293 ISBN 971-8514-21-X Copy Editors: Benilda R. Escutin and Isagani A. Lachica Layout: Elvira S. Angeles PSSC Technical Support and Information Section Cover design: Ariel Manuel i. First impression, 2002 Second impression, 2003 ; Using Important Concepts in Social and Human Sciences to Improve Learning Content and Processes in SOCIAL STUDIES FELICE P. STA. MARIA FLORENTINO H. HORNEDO VIRGINIA A. MIRAlAO EDITORS A StudyPrepared by the Social and Human Sciences Committee of UNESCO National Commission of the Philippines and the Philippine Social Science Council 2002 I \ } r ~ Contents . FC>FUEVVC>RJ) . 1 by Florentino H. Hornedo INTRC>DUCTIC>N . 1 THREE NEEDED MAJOR IMPROVEMENTS Define culture beyond what is commonly considered to be only the humanities, or only the arts. Value social sciences with the other sciences, and strengthen the understanding that they are for humane application in everyday settings. Introduce mutual respect and shared responsibility for every person's human dignity (and not only one's individual human dignity) as central to attaining the peace prerequisite to progress. SOCIAL STUDIES TEXTBOOKS SOCIAL STUDIES CURRICULUM THE PRC>JECT . 4 DESCRIPTION HISTORY OBJECTIVES METHODOLOGY THE IMPC>RTANT CC>NCEPTS 5 MUTUAL WELL-BEING LEARNING GOAL USING THE IMPORTANT CONCEPTS SYNTHESIS AND THE IMPORTANT CONCEPTS LISTS: A Conceptual Learning Goal and Framework Basis for Textbook Critique Aid in Selecting Thematic Divisions for Lessons POSITIONING SOCIAL STUDIES CONVERGENCES AMONG SOCIAL STUDIES CONCEPTS TABLE OF CONTENTS v THE SYNTHESIS 15 SUBJECT AREA LISTS Concepts from Geography and History and their Examples by Doracie B. Zoleta Nantes and Stephen Henry S. Totanes Concepts from Anthropology and Culture Studies and their Examples by Florentino H. Hornedo Concepts from Political Science and law and their Examples by Bernard M. Karganilla Concepts from Sociology and Economics and their Examples by Lorna P. Makil, Manuel P. Diaz, Virginia A. Miralao, and Benjamin A. Endriga Concepts from UN/UNESCO Peace, Citizenship, and Human Development Conventions and Global Research and their Examples by Felice Prudente Sta. Maria INTERDISCIPLINARY CONCEPTS RELATED CULTURAL PROPERTIES 108 OBSERVATIONS Cultural Literacy The Disciplinal Listings Using the Cultural Property Lists: As Illustrations As Subject Matter for Text, Field Trips, Analysis, Discussion CUlruRAL PROPERTIES RELATED TO PRIORITY CONCEPTS and CULTURAL PROPERTIES LINKING PRIORITY CONCEPTS TO HUMANITIES Geography and History Anthropology and Culture Studies Political Science and Law Sociology and Economic UN /UNESCO Peace, Citizenship, and Human Development Conventions and Global Research RECOMMENDATIONS 174 Revise learning goals and pedagogic strategy towards a patriotic stewardship that serves local and global peoples as well as their natural and cultural environments. Create a fully coordinated developmental content framework using the important concepts, their examples and their related cultural properties. Prepare a developmental social studies glossary for basic education in Wikang Filipino that is augmented by other Philippine and foreign languages. vi TABLE OF CONTENTS ; Prepare guidelines for the inclusion of heuristic devices and topics for discourse to encourage use of the scientific method and rational thought for solving social issues. REFERENCES ....................................................... 176 ANNEXES Annex A Excerpts from A Draft Social Studies Curriculum for Basic Education .. 185 Al Suggested Development of Social Studies Textbook Units for Grade 1-6 A2 Suggested Outlines in Filipino of Social Studies Subjects from Grades 1 to 10 Annex B Ten Specific Aims of Social Studies Education. .......................... 210 Annex C Social and Human Sciences: A Disciplinal Bridge of the Sciences to the Humanities 212 TABLE OF CONTENTS VII Foreword THIS IS THE THIRD phase of a project that seeks to review the social studies subjects in basic education and their textbooks. Began in 1999,it aims to cooperate with the Department of Education (DepEd), formerly Department of Education, Culture and Sports (DECS), in its continuing commitment to and concern for enhancing and enriching the conceptualization and content of the basic curricula in education for effective citizenship. The first phase was a review of content and method of the DECS-approved textbooks by a panel of experts representing the concerned disciplines. The multidisciplinal findings and reactions were presented and discussed in multidisciplinal and multisectoral roundtable and panel discussions, and dialogues with DECS officials. In view of the findings and recommendations from phase one, a body of proposed curricula-enhancing and enriching topics, themes, and approaches was formulated by another multidisciplinal panel. The main focus this time was toward a curriculum which transcends the perceived instrumentalizing and somewhat narrow nationalistic bias of the social studies and civics textbooks. This third phase attempts to provide more specific conceptual/thematic and topical items proposed to be included in reconceptualizing and writing the new enriched textbooks that will provide effectively interdisciplinary pedagogical convergence. The resulting textbooks, it is hoped, will contribute to the social and civic education of citizens, who are not only effective agents of national concerns, butare also primarily effective and fulfilled human persons who are members of a national community and citizens of a country which aspires to a dynamic membership in a progressively interactive and convergent international, or global community. Serious and sincere as the intentions and vision of the proponents of this project are, this work claims no finality and exhaustive definitiveness. It is an invitation to enrichment as well as a call for sustained cooperation with the DepEd and all sectors concerned with the effective education of the nation's young citizens and future leaders. It affirms moreover, a very sincere and urgent desire to emphasize the historic importance, in social studies pedagogy in the Philippines, of knowing the self as an organic member of a larger local and global community-a contributing rather than a mere depending member; and ifa person of power, a statesperson rather than a mere politician. This is what "individual and societal mutual well­ being" is all about. We desire a truly liberating education-a liberation from the many prohibitive and oppressive circumstances and situations of contemporary national and international society. And not only to be free, but also to be free for; not merely to be citizen of, but also empowered citizen for. FLORENTINO H. HORNEDO, Ph.D. April 2002 FOREWORD IX INTRODUCTION THE SOCIAL AND HUMAN Sciences Committee (the Committee) of UNESCO National Commission of the Philippines (UNACOM) has undertaken the task of improving Social Studies in the BasicCurriculum. Specifically, the UNACOM aims to align the content, pedagogy, and attitudinal formation of Araling Panlipunan with UNESCO conventions and programs to which the Philippines is a party. The Department of Education (DepEd) has been an active participant in UNESCO's Education for All program. In fact, the Committee's initiatives are a response to requests and observations made during the terms of Education Secretary Andrew Gonzalez and Education Undersecretary Isagani Cruz. When in 2002,DECS transformed into DepEd, the task of cultural education for the nation transferred from DECS to National Commission for Culture and the Arts. NCCA defines its scope of work to include formal, nonformal and informal cultural education. DepEd, however, continues to enhance and mature its curriculum for social studies using its institutionalized in-house system and planners while NCCA is just addressing its recent mandate. The Committee recognizes that DepEd and NCCA provide essential communication methods for disseminating a common understanding of culture as a dynamic process in which every person is both a creator and a participant. The concepts in this publication can aid all cultural agencies and cultural educators in using the social and human sciences to enrich basic education and cultural awareness. Three Needed Major Improvements There are three major improvements that need to be undertaken in social studies for basic education: In order to intensify holism (showing how the pieces-subject areas-fit together in real life by using one overall learning goal for all the existing DepEd learning, goals in Araling Panlipunan): 1. Define culture beyond what is commonly considered
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