25 September 2010


The goal of social Education is to introduce children to different modes of thinking. In this regards social Education help children to comprehend their world and prepare them for citizenship. The social Education ,however need to be taught as disciplines or subjects such as mathemeatics or languages.
As in some societies social Education taught as Social studies,Religious and moral Education ,law etc subjects. They fulfill the intellectual experiences in order to be educative ,must lead out into subjects matter of facts ,information and ideas concerning human beings and their society. This condition supported by Joyce(1965:12)says ,social Education satisfied only by teachers who review the teaching and learning as a continuous process of reconstruction of experiences.
According to Freire(1980)calls it praxis to knowledge which comes from action and reflection. Knowledge is an active thing which cannot found anywhere lying idle doing nothing. And mental processes works adequately if the child exposed fully with his/her environment.
Therefore the school 's role is to invove children in the state of intellectual development to interact with wise minds and inventive people to fully get involved into the social ,physical ,political and economic situations. School 's purpose is to enable children to live ,act and reflect at the level of the best ideas and actions of the times in which they are living. Social Education is objectively exposed children to these ideas and learn them as come to possess the most complete description and action of the social world in which they live.
Social Education has its disposal the effective methods with which to analyse human events and problems. As children are glowing to be mature they can learn these methods in a pragmatic fashion which is more sophisticated form of analysing the affairs of their world.
When presented with a specific problem ,children should be able to examine it and come up with various ways of solving them. Allen(1965)asserts ,the acquiring of skills instructions are divided according to children's cognitive development so as to make provisions of a foundation for attacking these problematic situations. Teachers should then avoid giving information which suits neither the whole group of the class nor a specific individual learners. Instead they should teach the skills only when the children are ready for them. Thus children perceive the need for a particular skill and when reached that level of intellectual maturity making them capable of benefiting from instructions in that skill.
Hence children must see the meaning in the learning of the skill ,since the skills are tools necessary for tackling specific problems faced by children and solve them, so a maturity level for a specific skills is needed to enable them to cope with all technicalities in the learning process.
Besides these skills to operate efficiently there is also a need for motivational stimulus for them to learn above their apperant capacity. Vygotsky and Montessori in their ideas concerning children that if they taught to write when mature to do so their responses are abundant and imaginative in use of written speech that is never found in children even few years older than they are. Therefore teachers should should prepare lessons in such a way that they are provokative to children to think even more deeply. The best way to do it is simply expose them to the ideas that would like to acquire social Education.

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