Using Linguistic Structures as a Framework for Social Education.

Autor/in	Hartoonian, H. Michael
Titel	Using Linguistic Structures as a Framework for Social Education.
Quelle	(1978), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Communication (Thought Transfer); Concept Formation; Cultural Context; Cultural Interrelationships; Curriculum Development; Decision Making; Educational Needs; Educational Objectives; Elementary Secondary Education; Ethics; Interdisciplinary Approach; Language Role; Language Usage; Linguistic Theory; Literature Reviews; Logic; Philosophy; Social Action; Social Studies; Speech Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Ethik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachgebrauch; Linguistische Theorie; Logik; Philosophie; Soziales Handeln; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Analysis of the relationship between language and ethics can provide insight into social institutions, social discourse, and social action. Further, synthesis of language and social education can aid educators as they develop curriculum which deals with communication and reasoning in social decision making. Ethics is interpreted to include the moral principles of a society and rules which dictate modes of conduct. Language is interpreted primarily as a social enterprise which locks individuals into a certain view of reality. Consequently, speech, action, and social institutions must be considered in light of specific reasoning patterns and moral persuasions. Curriculum dealing with social action should emphasize cultural perspectives of time and place as well as the aesthetic balance of nature and culture which is necessary for human existance. Areas of study throughout the K-12 sequence should include history, social sciences, ethics, aesthetics, logic, and philosophic thinking processes. In addition, students should be involved in community projects and enrichment activities with institutions of high learning. Social education will improve if social studies educators help students understand the human structures of reasoning and their linguistic and ethical underpinnings. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01