Essential Social Science Skills in College and University Education

By Victor N. Shaw

This paper draws from the author's years of cial sciences knowledge to different areas and observations and experiences in teaching differ­ develop sensitive explanations or solutions for ent social sciences courses on various university various social phenomena or problems in those campuses. It begins with the general purpose of areas. Moreover, as most of them use their social training in social sciences. It then focuses on es­ sciences degree to enter a specialty job. they will sential skills, their respective characteristics, have to draw on their social sciences training components. and standards, required for social continually in their professional career (Rossides, sciences disciplines and related professions. The 1998). For example, a sociology major who later paper concludes with an urgent call for all social becomes a social worker may have to rely upon sciences instructors to contribute their part to the sociology as his or her source of inspiration for a training of essential educational skills through lifetime. regular course planning and classroom activities. For graduate students in a social sciences dis­ The Purpose of Training in Social Sciences cipline, the purpose of training goes even further to the development of a professional or schol­ The purpose of training changes with the edu­ arly identity with the specific discipline, whether cational level as well as the professional goal of it refers to the professional role of a social worker, students (Bloom, 1983; American Sociological professorship in political science, or the schol­ Association, 1991; Wagenaar. 1991). For students arly prestige of a sociologist (Lowi. 1992). They who are in their first two years of general educa­ are expected to identify new areas of interest and tion, the purpose of training in social sciences is contribute to the growth of the discipline. To the to expose them to basic concepts, ideas, meth­ extent that they work within the discipline on a ods, and theories that social scientists have de­ day-to-day basis. they will have to expand it, veloped to describe and explain social phenom­ maintain it. represent it, and live with it through ena. They are expected to incorporate social sci­ their life. For instance, a graduate student in an­ ences knowledge into their overall educational thropology who later becomes a professor in the experience so that they are able to read, inter­ discipline max' identify with anthropology to a pret, and act on social issues or situations in a degree that he or she is not able to separate it way that is commonly assumed for an educated from many dimensions of his or her life. person. However, most of them will probably not rely much upon their social sciences course work While the purpose of training changes from in professional development. For instance, a lib­ general exposure, through a command of knowl­ eral arts student who later becomes a musician edge and its application, to the development of may benefit from his or her social sciences edu­ identity in different levels of education, does the cation only by being able to take the perspective content of training change accordingly? It of an educated person on social affairs. changes in terms of depth and breadth. General education may be limited to common concepts For students who work on a bachelor's degree and theories in their understandable forms. Un­ in a social sciences discipline, the purpose of dergraduate training may cover standard topics training goes beyond general exposure to a com­ in all recognized areas. Graduate study may ex­ mand of basic theoretical frameworks and re­ plore areas of controversy and delve into the com­ search methodologies in the specific discipline, plexity of theoretical reasoning and methodologi­ whether it is sociology, anthropology, or politi­ cal development. However, in terms of the sub­ cal science. They are expected to apply their so- stance, the content of training may remain the

Conlemporary Education, Vol. 72, No. I. 39 same. For instance, social stratification, career education requirements. After 10 or 20 years, mobility, and political pluralism as general so­ some of them may say that the greatest benefit cial sciences topics may figure in all different they have received from social sciences courses levels of training no matter how simply or com­ is that they have learned how to read and inter­ plexly they are presented in class. pret different points of view as well as how to organize and present their ideas and arguments Most essentially, there are fundamental social effectively in oral and written forms. sciences skills that need to be effectively taught to all students regardless of their educational lev­ Reading and comprehension are basic skills els and professional goals. These fundamental to all academic disciplines but stand out particu­ skills reflect the spirit of social sciences think­ larly in importance in social sciences. The rea­ ing and are key to doing social sciences. To stu­ son is obvious. Knowledge in social sciences is dents in general education, they give them ways not expressed and condensed in formula, equa­ and means to improve their functioning as a so­ tions, and repeatable experiments. It is contained cial member. To students who earn a bachelor's in and transmitted through words, sentences, and degree in social sciences, they give them assets essays. There are different points of view devel­ and resources to excel on jobs. To social sciences oped out of different contexts with different back­ graduate students, they give them power and in­ ground materials by different logic of reasoning. spiration to work creatively and productively to­ Contributions to a topic usually involve hundreds ward the betterment of a discipline. These fun­ of pieces in the literature. Also, individual con­ damental skills are reading and comprehension, tributors have different styles in their expressions. presenting and oral communications, and writ­ Some are straightforward, concise, and precise ing and publication. whereas others are evasive. verbose, and ambigu­ ous in writings. The Basic Social Sciences Skills The reading and comprehension skills in so­ The basic social sciences skills are determined cial sciences therefore have unique dimensions. by the nature of social sciences. They are a con­ First, the process calls for speed in reading. Stu­ stituent to the content of social sciences but re­ dents of a social sciences discipline need to read main independent and relatively stable from the fast to catch up with the development in the dis­ changing substance of a discipline. In sociology, cipline. Second, it requires an adequate quantity while ideas, debates, theories, and methods of an of reading. Students need to read classical work, area change with social, knowledge, and disci­ basic theories, and recent developments in suffi­ plinary forces, skills involved in developing. cient amount to gain a firm grounding in the dis­ communicating, and promoting substantive con­ cipline. Third, it requires diversity in reading. tents in the area can remain the same. Students Students need to read different topics and differ­ of sociology always need to read and understand ent points of view to appreciate the richness of a the present literature, present and communicate field. Fourth, it demands comprehension. Stu­ their reactions, interpretations, and new ideas, dents need to understand the subject matter not and write and publish their contributions to the only by line but also by context, rationale, in­ discipline. tent, and implication. Finally, it includes inter­ pretation. Students need to interpret the text in a Because of their universal and stable nature, sensible way so that an underlying conversation social sciences skills learned and practiced can with the author can be established during and after sink through everyday experience and remain the process of reading. Integrating all these dimen­ influential or beneficial for a lifetime even though sions into an individual capability, a person with the substance, along which basic skills are an adequate reading and comprehension skills learned, itself fades from memory._The influence should have read extensively on his or her disci­ can be epitomized by those students who take pline. On that basis, he or she can read fast, a lot, social sciences courses to fulfill their general and widely; understand quickly, meticulously,

40 Contemporary Education. Vol. 72, No. 1. and on subtle points; and interpret accurately, It is therefore a crucial stage to actively practice critically, and with sophistication. Reading then and fine-tune skills in presentation. Third is the becomes a process of appreciation for personal use of props. Presenters may use props to enhance enjoyment and a source of inspiration for schol­ their presentation. Props may be setting-specific, arly productivity. such as sound aids, overhead projectors, and au­ dio devices, or text-specific, such as graphs, pho­ Presenting and oral communications are the tos, and tables. Fourth is the manipulation of most widely-used skills in human interactions. proximity. Presenters need to understand their They are particularly important in social sciences audience, interpret situational cues, manipulate because most materials communicated orally in distance, and develop a rapport with the audience social sciences are not substitutable by gestures, in the course of the presentation. Fifth is projec­ postures, figures, numbers, or equations. Describ­ tion. Presenters need to place themselves in the ing a social phenomenon, making a claim, fash­ position of the audience and imagine how their ioning an argument, and explaining a relation­ messages are projected into the mind of the au­ ship all require clear and intensive use of lan­ dience. With projection, presenters can, con­ guage. Expressing a subtle point and presenting stantly as well as instantly, assess the effect of a sophisticated series of reasoning may even take their presentation and use it as a feedback to an exceptional effort in the application of articu­ modify their next-step performance. late skills. On the part of listeners, some are smart, with adequate background knowledge, and Proficiency, preparation, use of props, manipu­ responsive whereas others may be slow-witted, lation of proximity. and projection take training lay to the subject, and dumb. However, from a and practice. A skilled presenter builds on all given audience, whether it is a gathering of all these components to grab their audience and turn professionals or a mix of laymen and profession­ their messages into power and influence. In so­ als, why are some speakers cheered while others cial sciences, as teaching, raising collective are chilled? Or in a one-on-one advisement be­ awareness, and changing public policies are tween professor and student, why do some stu­ mostly carried out or realized through oral com­ dents feel enlightened while others still remain munications, an effective use of presentation in quandary? Except for other factors, the differ­ skills may determine how the public are educated, ence lies in the power and skills of presentation how mass opinions are formed, and how public and oral communications. policies are made.

What constitutes an adequate combination of Writing and publications are essential to the the skills of presentation and oral communica­ recorded history of human civilizations. In so­ tions in social sciences? What makes an effec­ cial sciences, they are a defining feature of aca­ tive presenter in social sciences classrooms and demic creativity, productivity, and influence. gatherings? It takes character, talents, and situ­ Compared to oral communications, writing and ational cues. Above those factors, however, skills publications have their unique advantages. of presentation and oral communications can be First, they give authors the leisure to explore learned and improved in five aspects. First is pro­ a topic in its width and depth. Second, they ren­ ficiency. Presenters must have a good command der authors the opportunity to present facts, and understanding of basic concepts, ideas, and reasoning, and substance in their wholeness. theories on the topic to be presented in social Third, they have the flexibility to allow for a sciences. Second is preparation. Presenters must systematic reaction and reflection between au­ prepare a conversation, a lecture, or a speech with thors and readers. Fourth, they have the power to notes and by mock exercises. Most important, go beyond the limit of time and space. Written preparation is a process to explore different ways materials can be shared by people around the of presenting the same topic as well as to experi­ world and from generation to generation. Fifth, ment with the best way of presentation pertain­ publications are designed for social circulation. ing to a specific topic and an expected audience. Published materials have usually passed some

Contemporary Education, Vol. 72, No. 1. 41 form of examination, review, or censorship. They through new findings, fresh thoughts, and pow­ are formal and have the potential to influence erful explanations. people as they are likely to be perceived as an established source of information. Concluding Remarks

Writing is a special skill. It takes training and Reading, presenting, and writing are funda­ practice as well as individual talents and natural mental skills in social sciences. They are not only endowments. Publication is based on writing, but essential to understanding social sciences con­ itself is a social process. It takes patience and cepts, ideas, theories, and reasoning in classroom, involves a range of social factors. However, what but also crucial to applying social sciences knowl­ composes writing and publications as a basic edge and methods of analysis to social issues in social sciences skill? There are six important everyday life. To students enrolled in social sci­ dimensions at stake. First is inventory. Writ­ ences classes, while the substance of courses ers have a large inventory of vocabularies on the learned may become lost, outdated, and updated topic. They are at ease using names. places, time, over time, reading, presenting, and writing skills words, concepts, ideas, and theories as their acquired can sink through career experience and building materials. Second is the horizon of think­ remain beneficial for a lifetime. ing. Writers have a vast landscape of mind to spread writing materials and shovel them There are various ways and means to train stu­ around in different configurations. Third is as­ dents with reading, presenting, and writing skills sociation. Writers have a rich imagination to in social sciences and other content courses see subtle connections among different ele­ (Shaw, 1999). Some modes of training target one ments and explore routes of reasoning through skill while others have effect on two or three skills a seemingly non-differentiable mass of sub­ in combination. Some are simple. routine, easy stance. Fourth is dialogue. Writers have the abil­ to follow, and take no extraordinary effort to ity to project their thinking into a dialogue be­ implement while others are sophisticated, inno­ tween themselves and an imaginary party. Fifth vative, difficult to pursue, and demand tremen­ is a systematic view of the subject. Writers have dous attention, enthusiasm, and dedication from the vision to see a subject in its entirety and both students and the instructor. Regarding the understand what essential components are in­ status of application, some have long been in wide volved in the analysis of the subject. Sixth is clar­ use while others are still new, controversial, and ity. Writers are able to put their thoughts into with no uniform benefit. In fact, as newly devel­ words in a linguistically clear and logically con­ oped methods of training await more practice to sistent manner. be established, many more creative and effective training ideas and modalities are forthcoming Compared to other skills in social sciences, from classroom to classroom. Training is an end­ writing and publication provide a comprehensive less process of creation, revision, and perfection synthesis and display of reading, understanding, driven by students' interest to learn and instruc­ exploration, imagination, explanation, and pre­ tors' conscience to teach. It is also a continual sentation skills. A skilled writer begins with a process of negotiation, struggle, and compromise master command of materials through extensive between students and instructors on academic reading. observation, and experience. He or she standards and social expectations. assumes the position of readers, viewers, and lis­ teners, understands what they need, expect, and On today's campus, students are no longer tra­ like, and puts words, sentences, and language into ditional students. They work on jobs, raise chil­ the most convincing, persuasive, and imaginative dren, and demand time for leisure. Instructors are use. If oral presentation is to grab the attention no longer traditional scholars. They teach part­ of the audience, writing and publication as a form time. work on grants, and have to publish papers of presentation are confronted with an even or serve on committees for tenure and promotion. tougher mission of catching the mind of readers Time spent on a course is limited from both the

42 Contemporary Education, Vol. 72, No. l. instructor and students. It is unrealistic to expect York: Longman. students to obtain all necessary training in one Lowi, T. J., (1992). The state in political science: How course. It usually takes a cluster of courses to we became what we study. American Political Science Review, 86(1), 1-7. achieve the minimal level of training in social Rossides. D. W., (1998). Professions and disciplines. sciences skills. It is because of this trickle-down Functional and conflictperspectives. Upper Saddle feature that each instructor should conscien­ River. NJ: Prentice-Hall. tiously contribute his or her share to the general Shaw, V. N., (1999). Teaching reading, presentation, training of reading, presenting, and writing skills and writing skills in content courses. College Teach­ in social sciences through his or her regular ing, 47(4), 153-157. course planning and classroom activities. Wagenaar, T. C. (1991). Goals for the discipline?, Teaching Sociology, 19(1), 92-95.

REFERENCES

American Sociological Association, (1991). Liberal learningand the sociology major, Washington.DC: American Sociological Association. VICTOR N. SHAW is an assistant professor in the Bloom, B. (1983). Taxonomy of educational objec­ Department of Sociology, California State Univer­ tives. The classification of educational goals. New sity-Northridge.

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