teaching sociology

I think there is a good case for teaching all of the social sciences. In particular, I support the call for the teaching of sociology to all students in grade 12 and above. At least one year of study will provide students with the knowledge and skills that will contribute to their social and academic development. However, it can be offered as an elective to all others who wish to pursue it at a higher level of study. In some countries, sociology is taught to students over the age of 16 on a voluntary basis. I think it’s too important to be treated this way.

The nature of sociology

Sociology has been defined as many things. In its embryonic stages, its founder Comte (1798-1857) thought of it as a natural science no different from biology, chemistry, or physics. He believed that human behavior could be predicted and controlled in the same way that natural scientists controlled matter. Later, Emile Durkheim (1858-1917), another French sociologist, pioneered the use of statistical analysis in the study of suicide, a social phenomenon. Durkheim argued that in this way it was possible to determine the causal and correlation (al) relationships that exist between and between social variables. These he called ‘social facts’. Suicide and marriage are examples of social events because they have an existence outside of the individual and their rates can be quantified so that their impact on human behavior can be determined using inductive approaches.

Some time later, in Germany, Max Weber (1964-1920) launched a scathing counterattack against the use of statistics in the study of human behavior. He asserted that the true goal of sociology is the verstehen interpretive understanding of the procedures that people use to understand others during their interactions with them. In this way, he gave impetus to the development of the hermeneutic approach in sociology, which proposed that the discipline was rather a social science aimed at understanding how behavior was understood through direct and indirect observation of social phenomena. Many others, such as George Herbert Mead, Herbert Blumer, and Alfred Schutz, have followed Weber’s lead and promulgated the belief that interpretive approaches and perspectives, such as Symbolic Interactionism and Phenomenology.

During the 1950s, a group of French (postmodern) philosophers embarked on a severe critique of metacognition, or generalizability thinking. This has been the general or dominant tenet of the dogmas of the natural and social sciences. The main similarity between them is the propensity to generalize about the nature and direction of human behavior. This has influenced the writings of others such as Lyotard and Baudrillard, whose works have been applied to the study of sociology. They have argued that in contemporary times (especially since World War II) perspectives such as Marxism have become irrelevant to our understanding of social life. For them life has been centered on signs and symbols. Material goods only become important to the extent that they convey specific meanings: signs and symbols. Language is increasingly important as it is often used to perpetuate a duality. For example, the duality of sexual power is reproduced in society through language. Due to the verbal representation of power differences between men and women, women are perceived as bad and bad and men as good and rational, and this acts as a form of legitimization of sexual politics.

As a direct consequence of these three main debates about the nature of sociology, it is extremely difficult to define sociology with any degree of certainty. We know more about what is not than about what is in the news. Despite this, there is a kind of informal consensus among its followers that sociology is a social science in the same way that psychology, anthropology, economics, and political science are.

I have even noticed that not much is being done to change the face of sociology. It has stalled not only because of the centrality of classic themes such as the role of the bourgeoisie in modern capitalism and the social factors that contribute to structured inequality.

Furthermore, there have not been many creative innovations in methodological, theoretical and practical changes or approaches. Despite this drawback, the discipline retains much relevance to social life and must be formally taught in all schools at least from grade 12.

Some benefits of teaching sociology

These are based on my experience teaching sociology at an advanced level (Grade 13 and above) for over 10 years on the island of Trinidad.

1. It facilitates the integral development of the student (providing ample opportunities for cognitive, affective and psychomotor development).
2. Students learn analytical skills that help them appreciate the nature of social structure and individual interaction between and within societies (most importantly their own)

An example of this is deconstructing or analyzing issues or problems.

1. By practicing essay writing, they (students) learn to organize and structure ideas in a logical way (sequentially and chronologically if necessary). This is important to develop synthesis and critical thinking skills.
2. Note taking and note making skills are improved. However, it is worth noting those of the latter since they allow the development of student autonomy.
3. Students are allowed the opportunity to plan (to write) and engage in abstract problem solving skills and competitions.
4. 21st century skills such as cooperation, teamwork and project management can be developed and improved.
5. It provides the opportunity to improve communicative competence as students engage in debates and discussions about research studies, theories, and perspectives.
6. Students are driven to become more culturally relative and less ethnocentric, as they come to appreciate that culture cannot and should not be judged in relation to another. It meets the needs of a particular society or subgroup.
7. It teaches them about the nature, causes, and consequences of different forms of inequality, such as sex and gender, race/ethnicity, social class, and age. In addition, they learn to be empathetic towards marginalized groups and individuals.
8. Students develop values ​​and attitudes of citizenship, and decision making. This helps them to function effectively as members of democratic societies.
9. It allows the appreciation of diversity in the presentation of ‘social reality’ so that they come to perceive the differences between the universal and culturally specific characteristics of social life.
10. It provides an opportunity to view knowledge in a holistic way since sociology is as multidisciplinary as social work is, for example.

Some Suggestions for the Effective Teaching of Sociology

1. Use the students’ experience to help them connect theories with real world or life experiences.
2. Use a mix of teacher-centered and student-centered approaches. Teacher-centered methods, such as lecturing and note-taking, are better for introducing topics, concepts, and problems before deep understanding develops through the use of child-centered methods, such as projects, group work, and puzzle work. field.
3. Use a variety of resources in the same lesson. Images, diagrams and audio material are excellent.
4. Use cooperative learning strategies such as puzzles to deepen student understanding and develop teamwork and shared responsibility.
5. Provide the opportunity for problem-based learning in which students will solve real-world problems through the collection of empirical data and analysis of research findings.
6. Use the reading method wisely. Don’t talk for more than 15 minutes at a time. Allow lectures to be interrupted by student activity, as they like to be involved and have a say.
7. Employ a variety of assessment techniques in your practice, such as portfolios, graphic organizers, poetry, songs, and role plays.
8. Provide many opportunities for statistical data analysis and reporting of findings through graphs, tables, images, etc.
9. Plan and anticipate student participation in activities in which students will simulate qualitative data collection techniques, such as in-depth interviews and systematic participant observation.
10. Provide more opportunity for student dialogue and always provide constructive feedback.
11. Examine the best ways to help students grow mentally, intellectually, emotionally, and spiritually.
12. Invite expert guest speakers to shed light on various topics related to content and everyday life.
13. Make a written plan of the activities for each lesson and change them only if necessary.
14. Use test and exam results to diagnose performance and provide an accurate measure of student performance.
15. Evaluate only what was taught in terms of content and skills.
16. Practice chunking content by breaking large amounts into smaller manageable units according to the age and maturity levels of the students.
17. Make sure students participate in the design of the rubric and grading scheme. This will help them understand the standards and benchmarks for academic excellence.
18. Consider a variety of learning styles in your lessons. Knowledge of the differentiated classroom is an asset to good teaching.
19. Be firm but flexible.
20. Always move from the known to the unknown. Emphasis should be placed on effective teaching of concepts.

I offer the suggestion that students should be exposed to an introductory sociology course, as it will help them develop a variety of skills, talents, and competencies that are critical to life in a modern society.

This article sought to provide a useful guide for sociology teachers at any academic level. He began with a summary of the three main controversies in the nature of sociology, namely, positivist, interpretative, and postmodern. He then provided a rationale for its inclusion in the high school or college curriculum, and ended by reviewing some useful guidelines or tips for teaching sociology.