Showing papers on "Human science published in 1978"

A Poetic for Sociology: Towards a Logic of Discovery for the Human Sciences.

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Systems Research and Social Sciences

Abstract: The task defined for this lecture is that of giving an introduction to the conference theme “Advances of Systems Research in Social Sciences,” and providing for some survey snapshots. They will sometimes be blurred, not merely because of the fuzziness of these concepts, but also due to the need for applying many different viewpoints and thereby for shifting or remaking distinctions. The close coupling to biological and physio-behavioral disciplines on one side, to physical and technical concerns on another, and to humanistic and Verstehen-oriented problems on a third side, has made the sciences of man and society emerge as a battleground for multiple and incompatible cores. These make for identity crises rather than paradigmatic crises in these sciences. This may perhaps be documented through reference to two large collections of contributions appearing at the turn of this decade: (i) The huge International Encyclopedia of the Social Sciences (1968) [1], and the (ii) Unesco document on Main Trends of Research in the Social and Human Sciences (Part 1: Social Sciences, 1970) [2], in spite of a small section on systems analysis in (i) and a large section on interdisciplinarian research in (ii).

The BSCS Human Sciences Curriculum Project

Abstract: The Human Sciences Program, being developed by the Biological Sciences Curriculum Study (BSCS) with the support of the National Science Foundation, is a three-year science curriculum designed specifically for the emerging adolescent (ages 11 to 15 years). Physiologically, psychologically, and socially this age group is in transition from childhood to adolescence. The diversity among these students in physical, cognitive, social, and affective development exceeds that of other age groups. The junior high, middle, and intermediate schools were organized to isolate and deal with the special educational needs of the preadolescent. It is not easy to teach science in classes with such a wide range in student abilities, achievement, interests, and talents. Teachers report difficulty in finding appropriate science materials that are flexible enough and that have the motivating qualities demanded for this age group. The typical science textbook, by its nature and organization, is based on assumptions that all students of the same grade level are quite alike, learn equally well from identical materials, and have similar interests. However, results from research on learning, developmental studies of children, and teacher experience do not support these assumptions. The developers of the Human Sciences Program (HSP) seek to design a science curriculum for emerging adolescents that is likely to arouse an enthusiasm for science, that reinforces basic skills of communication, and that has some degree of meaning for each student. It was obvious to the BSCS staff