Transcript Socialisation and education theories when

“Sociology of Education and
Didactics- theory of Education
”
Thelma de Jager (Educational Studies)
Overview
•Introduction
•Socialisation theories
•Socialisation agencies
•Didactics
•Constructivistic learning
•Techniques
•Conclusion
Humanities. Department: Educational Studies
Introduction
•Humankind: set standards derive
from values of the family and
society.
•Construct a sensible world with
help of others
•Acquisition of cultural content is
important for the acquisition of an
individual identity and social
competence.
Humanities. Department: Educational Studies
Introduction
•As part of their social
development all pupils need:
Affection, respect, recognition
Role model identification
•Avoid unpleasant feelings
Humanities. Department: Educational Studies
Socialisation
•Transmission of conduct rules, attitudes and
values from one generation to another
(Chetwynd & Hartnett, 1978).
•Meyer(1990) : a process where the individual
becomes a member of a social group.
Social development
•Social skills and human contact ( emotion and
empathy)
Humanities. Department: Educational Studies
Socially oriented theories
•Erickson’s psychosocial theory: every
individual develops throughout his life
•Bandura’s social learning theory: continual
change of the individual’s behaviour.
because of interaction with environmental
factors.
•Adler (1930): the personality is the entity
that functions to attain certain self imposed
objectives.
Humanities. Department: Educational Studies
Socially oriented theories
•Fromm (Meyer et al 1988) focus on the
relationship between the individual and
society.
•Sullivan (1953:141) focus on interpersonal
relationships.
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Humanities. Department: Educational Studies
Faculty: Humanities. Department: Educational Studies
Socialisation agencies
Daycare, preprimary and formal school :
most important socialisation agents
(Kostelnik,2004) to establish social
relationships and learning to live within the
boundaries of societal expectations.
1. The family: blueprint for other
relationships (personal and emotional
relationship). No longer: daycare ,TV and
peer are main role models.
Humanities. Department: Educational Studies
Faculty: Humanities. Department: Educational Studies
Socialisation agencies
2.School demands children's respect and
form a trust relationship with teachers.
3.The peer group: child learns to respect
views of others, accept responsibility, to
dominate, to protect, (Very, 1984)
4.The mass media TV: information on
human behaviour, real and imaginary
world. Computers: social communication
skills
Other relationships
•Objects: relationship with objects to
conceptualise space, time and quantity
in relation to the real world.
•The self: self-identity
•Religious figure: example of parents
Humanities. Department: Educational Studies
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•Pro-social behaviour: to meet the standards set by society. Cooperation, willing to share.
•Anti-social behaviour: antagonism
towards opposite sex, selfish,
egocentric, etc.
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]
Humanities. Department: Educational Studies
Faculty: Humanities. Department: Educational Studies
Didactics of Education
•Cognitive development (Vygotsky,1978)
•Constructivist approach(Piaget, 1937):
develop from own personal experiences
1. Social constructivism: interaction through
environment
2. Cognitive: find new ideas and info from
experiences
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Faculty: Humanities. Department: Educational Studies
•Education should be neutral and not
endorse a specific philosophy. Use a variety
of philosophies in curriculum to accommodate all cultural groups.
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Faculty: Humanities. Department: Educational Studies
Be adaptable to the nature, traditions,
customs, values and norms of groups
attending classes.
Prepare differentiated activities to include all
pupils regardless of their barriers.
Different learning styles
Thinking patterns
Scaffold and use differentiated activities
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Realistic outcomes
and realistic learning
contexts
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Be enthusiastic about the subject
content and create interpersonal
skills
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Create positive class attitudes and
communication skills
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Use and link topics of interest to real
life situations
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•Connect memory to visual images
•Use humour
•Equip them for leadership
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Use techniques to enable them to
view situations from multiple
perspective and encourage critical
thinking
•Fish bowl
•Quotations
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•Collaborative group work
•Jigsaw
•Quiz
•Narratives
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Concept map: creativity combined
with critical thinking skills
Humanities. Department: Educational Studies
To conclude
Cultural grouping will be based on
ethnicity, gender, religion, age and
socio-economic status. Any group (
hearing disabilities) can develop
unique knowledge of their world that
may be considered as cultural
knowledge
Humanities. Department: Educational Studies
To conclude
•Different cultures have different
experiences of the real world- value
and acknowledge cultural knowledge
•Teachers should acknowledge the
social role of language
•Teach actively in a social context
•All intellectual cognitive skills
development are dependent on the
emotional and social development of
a learner
Humanities. Department: Educational Studies
To implement theory into practice:
Teachers must:
Have knowledge of their subjects
Know how pupils learn (psychology)
Know how to guide pupils(General
pedagogical knowledge)
Know how to teach in their own
discipline(Pedagogical content
knowledge)
Humanities. Department: Educational Studies