Showing papers on "Social science education published in 1969"
TL;DR: The International Encyclopedia of the Social Sciences (INES) as mentioned in this paper is the most popular encyclopedia for the social sciences and it was published between 1927 and 1933 and published in fifteen volumes between 1930 and 1935.
Abstract: On first glancing through the new International Encyclopedia of the Social Sciences' I gained the impression that it was markedly less historical in both character and content than the old Encyclopedia of the Social Sciences. Further investigation and analysis substantiated the impression. Nevertheless, the new encyclopedia is not necessarily, for that reason, less useful to economic historians. The slight difference in the wording of the titles is not the key to the difference in the tone of the two encyclopedias. If anything, the new encyclopedia is slightly less international (as measured by nationality of editors, editorial advisors, and contributors) than the old. The difference in that respect is negligible, however. David Sills, the editor, states in his introduction (1, p. xix) that the new encyclopedia is "designed to complement, not to supplant, its predecessor." In that respect it is quite successful. The old encyclopedia, prepared between 1927 and 1933 and published in fifteen volumes between 1930 and 1935, appeared at a time when the social sciences were self-consciously seeking their own identity. Psychology, for example, was then labeled as a "semisocial science," and geography was included among the sciences "with social implications." The emphasis in the older work was strongly substantive, i.e., historical. In contrast, the emphasis in the new is methodological, exemplified most notably by the inclusion of statistics, further elaborated as "theoretical statistics, the design of experiments, nonsampling errors, sample surveys, government statistics, and the use of statistical methods in social science research" (1, p. xxii) as one of the constituent social science disciplines. (The fact that W. Allen Wallis was chairman of the editorial advisory board is probably not coincidental with that emphasis.) Concretely, there are two, possibly three ways in which the new encyclopedia is less historical than the old. In the first place, the old began with two lengthy introductions, occupying almost the entirety of the first volume, devoted to "The Development of Social Thought and Institutions" from ancient times to the 1930's and "The Social Sciences as Disciplines," another country-by-country historical survey. In contrast, the International Encyclopedia has only a Foreword by Alvin Johnson, the honorary editor (who was associate-that is, executive-editor of the older work); a Preface by Wallis; and an introduction by Sills, occupying altogether only twenty pages. Secondly, the older encyclopedia included more than 4000 biographical articles devoted to historical actors as well as to notable social scientists.
111 citations
Book•
01 Jan 1969
TL;DR: The nature of social science and political science has been studied extensively in the past few decades as discussed by the authors, including the emergence of political sociology, and the role of class, status, and political conflict in social science.
Abstract: Prefaces 1. The nature of social science 2. The emergence of political sociology 3. Karl Marx and Max Weber 4. Elites and oligarchies 5. Voters and parties 6. Methods, models and theories 7. Class, status and political conflict 8. Social science and political theory Notes Index.
108 citations
65 citations
43 citations
Book•
01 Jan 1969
TL;DR: In this paper, early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education is examined. And the authors encourage papers based on innovative methods and explore relevant aspects of information technology education and design technology education.
Abstract: ▶ Examines early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education ▶ Features broad scope in both methodology and content ▶ Encourages papers based on innovative methods ▶ Explores relevant aspects of information technology education and design technology education ▶ 96% of authors who answered a survey reported that they would definitely publish or probably publish in the journal again
38 citations
25 citations
TL;DR: Men's behavior-the policies they advocate, the rules they establish, the laws they support-acquires meaning from the beliefs men carry to it as mentioned in this paper, and the role of an institution depends upon its fit-the nature of its interaction within a larger social organization.
Abstract: YEAR BY YEAR INTEREST HAS BEEN GROWING IN A KIND OF HISTORICAL inquiry that as yet has no name. It is concerned with the manner in which people have functioned through institutional means, and it takes as its point of departure the values people bring to their actions. Men's behavior-the policies they advocate, the rules they establish, the laws they support-acquires meaning from the beliefs men carry to it. These inquiries have also paid particularly close attention to the place of an institution in a social structure, because they assume that the role of an institution depends upon its fit-the nature of its interaction-within a larger social organization.' This essay explores the possible value of such an analysis in the field of public education since the 1830s.2
11 citations
TL;DR: Science and technology students at Bradford want a career which promises good money and a stable future, but unlike students of the arts and social sciences, they are not usually interested in the social aspect of a job.
Abstract: Science and technology students at Bradford want a career which promises good money and a stable future. Unlike students of the arts and social sciences, they are not usually interested in the social aspect of a job, which may explain why they are so difficult to attract into teaching.
9 citations
01 Feb 1969
TL;DR: In this article, the authors assess students' understanding of the relationship between science, technology, and society, and compare the responses of science-oriented and non-science oriented high school seniors.
Abstract: This study assesses students' understanding of the relationship between science, technology, and society, and compares the responses of science-oriented and non-science oriented high school seniors. (Non-science oriented students are those who did not take either chemistry or physics.) A sample of 1,493 seniors took the Test on the Social Aspects of Science (TSAS) as part of the Test Every Senior Project. The 52 items on the TSAS are grouped into five areas: the relationship between science and technology, the interaction of science and society, the nature of science, the characteristics of scientists, and.the scientist's role in society. A chi square comparison between the science and the non-science oriented students was made on each of the test items in these groups. Science-oriented students showed a more positive attitude toward science, a better understanding of the nature of the scientific enterprise, and a more realistic conception of the characteristics of scientists. Non-science oriented students were weakest in areas related to the nature of science and the characteristics of scientists. Curriculum for both science and non-science oriented students needs to more effectively emphasize the social aspects of science. (PR) U.S. DEPARTMENT OF HEALTH. \ EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM Lir1 THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINS.C1 IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY UNDERSTANDENG THE SOCIAL ASPECTS OF SCIENCE
TL;DR: The basis for this conviction that there are fundamental imperfections in present federal mechanisms for the support of science is explored, as well as its implications for evolution of science policy.
Abstract: Discussions of contem-porary science too often focus on the painful and disruptive effects of a reduction in federal support-an inevitable consequence of general constraints on federal expenditures. They are less than helpful in the broad analysis of the general support system itself. It would be wvell to acknowledge that there are fundamental imperfections in present federal mechanisms for the support of science, and that the ultimate patrons of science, the public, have not been given an understanding of science that can serve as a base for its continued support and evolution. A simple return to larger funding of research would mitigate some of the immediately urgent problems, but this alone would not adequately serve the long-term needs of science. Here I explore the basis for this conviction, as xvell as its implications for evolution of science policy. The urgent tasks that now confront the scientific community. though not simple, are quite clear. 1) The scientific community must adjust itself to less than optimum funding. at least for the present, while retaining the essential strength of the scientific enterprise. 2) It must seek out the imperfections
TL;DR: The distinctive character of secondary analysis is that it refers to the contingent: at first sight it does not seem important to know whether the data obtained by A are analyzed by A, in which case we would be dealing with a primary analysis, or whether they are analysed by B, which would be a secondary analysis as discussed by the authors.
Abstract: In recent years sociologists have been attaching more and more importance to the possibilities of secondary analysis. This expression, of course, refers to sociological research employing second-hand data, that is to say, data that have not been specifically obtained by the researcher himself. The distinctive character of secondary analysis, therefore, is that it refers to the contingent: at first sight it does not seem important to know whether the data obtained by A are analysed by A, in which case we would be dealing with a primary analysis, or whether they are analysed by B, which would be a secondary analysis. Secondary analysis is not, therefore, a particular form of analysis able to be distinguished by its own methodology, as is the case with causal analysis
TL;DR: The social sciences, like the physical or biological sciences, are intellectual subjects, directed primarily toward understanding, rather than action as mentioned in this paper, and they do not look upon the social sciences as simply the tools of social amelioration nor do they regard that as the most important aim or justification of social science.
Abstract: This paper is concerned with all the social sciences, but with only one aspect of them namely their relevance to contemporary social problems. I want to suggest how the social sciences might become more useful and more used in resolving social problems. I do not look upon the social sciences as simply the tools of social amelioration, nor do I regard that as the most important aim or justification of social science. The social sciences, like the physical or biological sciences, are intellectual subjects, directed primarily toward understanding, rather than action. It would, of course, be a curious kind of &dquo;understanding&dquo; that had
TL;DR: Comparative education is seen as employing ever more centrally the concepts and tools of the social sciences, and comparative studies of education are likely to become an important part of total social scientific inquiry.
Abstract: Comparative education is seen as employing ever more centrally the concepts and tools of the social sciences. Indeed, comparative studies of education are likely to become an important part of total social scientific inquiry. The trends in this direction are already evident in the literature of comparative education and a conscious effort must now be made to determine the training needed by practitioners of this new style of comparative education.
TL;DR: The various approaches being taken to education in information science are discussed, and specific definitions of “ information,” “information system,’ and “ Information science” are developed which serve to rationalize these approaches.
Abstract: This report discusses the various approaches being taken to education in information science. It develops specific definitions of “information,” “information system,” and “information science” which serve to rationalize these approaches. The result is a common core of interest to which the variety of curricula can be related. The differences in curricula are exhibited in terms of the relative priority they will assign to different course offerings.
TL;DR: The Statement of Purposes and Objectives of the Educational Policies Commission of the U.S. Dept.of Science has adopted a "statement of purpose and objectives" that claims "education in science, like education in letters and arts, will enlarge the child's appreciation of his world; it will also lead him to a better understanding of the range and limits of man's control over nature." as discussed by the authors.
Abstract: of Science has adopted a "Statement of Purposes and Objectives" that claims "Education in science, like education in letters and arts, will enlarge the child's appreciation of his world; it will also lead him to a better understanding of the range and limits of man's control over nature."' These ends are ensured because "The procedures of scientific enquiry, learned not as a canon of rules but as ways of finding answers, can be applied without limit. The well-taught child will approach human behavior and social structure and the claims of authority with the same spirit of alert skepticism that he adopts toward scientific theories."2 The Educational Policies Commission has
TL;DR: In this article, sociological approaches to the history of education have been studied in the British Journal of Educational Studies: Vol. 17, No. 2, pp. 146-165.
Abstract: (1969). Sociological approaches to the history of education. British Journal of Educational Studies: Vol. 17, No. 2, pp. 146-165.
01 Sep 1969
TL;DR: The relationship between under graduate and graduate education in social work has been identified as a major issue by the Hollis-Taylor report as mentioned in this paper, and a large amount of effort has been devoted to the development of curriculum models for social work education.
Abstract: After committing myself to preparing a paper on this somewhat cumbersome sub ject, I felt a very real sense of frustration when actually confronted with the task. The concern is hardly a new onel Some 20 odd years ago the Hollis-Taylor Report identified the relationship between under graduate and graduate education in social work as a major issue. Since then we have gone through a hectic and, at times, trau matic history of detente and withdrawal in our attempt to arrive at resolution. Con siderable thought and energy have gone into the development of curriculum models de signed to establish an effective continuum in social work education. But there has been a persistent, nagging problem underly ing all of these efforts. It becomes apparent that no educational model, however bril liantly conceived, will prove workable until social work educators reach some common