In the United States education system, social studies is the integrated study of multiple fields of social science and the humanities, including history, culture, geography, and political science. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the traditional models of lower education in the United States, such as philosophy and psychology. One of the purposes of social studies, particularly at the level of higher education, is to integrate several disciplines, with their unique methodologies and special focuses of concentration, into a coherent field of subject areas that communicate with each other by sharing different academic "tools" and perspectives for deeper analysis of social problems and issues. Social studies aims to train students for informed, responsible participation in a diverse democratic society. The content of social studies provides the necessary background knowledge in order to develop values and reasoned opinions, and the objective of the field is civic competence.
In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit, the excluded, and the extracurricular.
The Core Curriculum was originally developed as the main curriculum used by Columbia College of Columbia University in 1919. Created in the wake of World War I, it became the framework for many similar educational models throughout the United States, and has played an influential role in the incorporation of the concept of Western civilization into the American college curriculum. Today, customized versions of the Core Curriculum are also completed by students in the School of Engineering and Applied Science and the School of General Studies, the other two undergraduate colleges of Columbia University.
The University of the Philippines Rural High School was established as a subsidiary of the Department of Agricultural Education of the University of the Philippines College of Agriculture, pursuant to Sec.4 of Act 3377 of the Philippine Legislature which was approved on December 3, 1927. The school, with a vocational curriculum, served as a practice school for the training of teachers, provided secondary education in agriculture for those preparing for college, and trained intermediate school graduates in agriculture.
Michael Billig is a British academic. He is Emeritus Professor of Social Sciences at Loughborough University, working principally in contemporary social psychology although much of his work crosses disciplinary boundaries in the social sciences.
Barry John Kemp, is an English archaeologist and Egyptologist. He is Professor Emeritus of Egyptology at the University of Cambridge and directing excavations at Amarna in Egypt. His widely renowned book Ancient Egypt: Anatomy of a Civilisation is a core text of Egyptology and many Ancient History courses.
Peggy McIntosh is an American feminist, anti-racism activist, scholar, speaker, and Senior Research Scientist of the Wellesley Centers for Women. She is the founder of the National SEED Project on Inclusive Curriculum. She and Emily Style co-directed SEED for its first twenty-five years. She has written on curricular revision, feelings of fraudulence, hierarchies in education and society, and professional development of teachers.
Pesantren, or pondok pesantren, are Islamic boarding schools in Indonesia. They consist of pondok, mosque, santri, teaching of classical Islamic texts and Kyai. According to one popular tradition, the pesantren education system originated from traditional Javanese pondokan; dormitories; ashram for Hindu or viharas for Buddhists to learn religious philosophies, martial arts and meditation. Institutions much like them are found across the Islamic world and are called pondok in Malaysia and Southern Thailand and madrasa Islamia in India and Pakistan and much of the Arabic-speaking world. The pesantren aim is to deepen knowledge of the Qurʾān, particularly through the study of Arabic, traditions of exegesis, the Sayings of the Prophet, law and logic. The term pesantren derives from the root word santri or student -- pe-santri-an or the place of the santri.
Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes. CT can be approached from the educational, philosophical, psychological and sociological perspectives. James MacDonald states "one central concern of theorists is identifying the fundamental unit of curriculum with which to build conceptual systems. Whether this be rational decisions, action processes, language patterns, or any other potential unit has not been agreed upon by the theorists." Curriculum theory is fundamentally concerned with values, the historical analysis of curriculum, ways of viewing current educational curriculum and policy decisions, and theorizing about the curricula of the future.
Gartree High School is a coeducational secondary school with academy status. Its age-range designation is 11–16. GCSEs have been taught since 2017 and its first GCSE results published in 2019. The school is situated in Oadby, a town on the south side of Leicester, England.
Curriculum studies (CS) is a concentration within curriculum and instruction concerned with understanding curricula as an active force of human educational experience.
Pakistan studies curriculum is the name of a curriculum of academic research and study that encompasses the culture, demographics, geography, history, International Relations and politics of Pakistan. The subject is widely researched in and outside the country, though outside Pakistan it is typically part of a broader South Asian studies or some other wider field. Several universities in Pakistan have departments and research centers dedicated to the subject, whereas many independent research institutes carry out multidisciplinary research on Pakistan Studies. There are also a number of international organizations that are engaged in collaborative teaching, research, and exchange activities on the subject.
The National Association of Scholars (NAS) is an American non-profit politically conservative advocacy organization, with a particular interest in education. It opposes a perceived political correctness on college campuses and supports a return to mid-20th-century curricular and scholarship norms, and an increase in conservative representation in faculty.
Krishna Kumar is an Indian intellectual and academician, noted for his writings in the sociology and history of education. His academic oeuvre has drawn on multiple sources, including the school curriculum as a means of social inquiry. His work is also notable for its critical engagement with modernity in a colonized society. His writings explore the patterns of conflict and interaction between forces of the vernacular and the state. As a teacher and bilingual writer, he has developed an aesthetic of pedagogy and knowledge that aspires to mitigate aggression and violence. In addition to his academic work, he writes essays and short stories in Hindi, and has also written for children. He has taught at the Central Institute of Education, University of Delhi, from 1981 to 2016. He was also the Dean and Head of the institution. From 2004 to 2010, he was Director of the National Council of Educational Research and Training (NCERT), an apex organization for curricular reforms in India. He was awarded the Padma Shri by the President of India in 2011.
James Stevens Curl is an architectural historian, architect, and author with an extensive range of publications to his name.
Thomas S. Popkewitz is an Professor in the Department of Curriculum and Instruction, University of Wisconsin–Madison School of Education, USA. His studies explore historically and contemporary education as practices of making different kinds of people that distribute differences. He has written or edited approximately 40 books and 300 articles in journals and book chapters translated into 17 languages. Recent studies focus on the comparative reason of educational research as cartographies and architectures that produce phantasmagrams of societies, population and differences. The studies entail theoretical, discursive, ethnography, and historical studies that explore school, professional identities, and the relation to conceptions of differences inscribed childhood, learning and cultural differences.
Kenneth Wain is a major Maltese philosopher and educator. His areas of specialisation in philosophy are chiefly education, ethics, political philosophy.
Walter Peñaloza (1920–2005) was a Peruvian philosopher and educator recognised for his contribution to the professional training of Peruvian teachers. He studied at the former Anglo-Peruvian College in Lima, today the Colegio San Andrés. Later, while working as a teacher on the same campus, he won the First "Gonzales Prada" Prize in 1944, granted by the Directorate of Artistic Education Cultural Extension to the best philosophy work.
Robert L. Selman is an American-born educational psychologist and perspective-taking theorist who specializes in adolescent social development. He is currently a professor of Education and Human Development at the Harvard Graduate School of Education, and a professor of psychology in Medicine at Harvard University. He is also known as the author of the 1980s G.I. Joe public service announcements.
Marilyn Leask is an academic and author who researches in education in the UK. She is Professor of Education at De Montfort University, and was previously Professor of Educational Knowledge Management at the University of Bedfordshire and a professor at Brunel University. Many of her works involve the educational use of information and communications technology (ICT).
