scholarly journals A Historical Approach to Social Studies Laboratory Method

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
James Mauch ◽  
Bulent Tarman
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Laboratory Method ◽  
Early Years ◽  
First Century ◽  
Comparative Approach ◽  
Past Century ◽  
The Social ◽  
Social Studies Teacher ◽  
Twenty First Century

In the early years of Social Studies education, great attention was given to "Social Studies Laboratories" and a teaching and learning pedagogy called "The Laboratory Method"  This study examines historical documents about the development of the social studies laboratory. The researchers examined certain periodicals published in the US such as Education, The Historical Outlook and The History Teacher's Magazine along with the non-experimental historical research methodology. In an age of inquiry-based projects and "hands-on" approaches to the learning of Social Studies, a brief historical overview of the foundations of such approaches in the Social Studies seems appropriate from US perspective.  Parallels are drawn by using comparative approach, and suggestions made, for a twenty-first century approach to a Social Studies Laboratory and a Laboratory Method of teaching the many disciplines that define the Social Studies. The findings of this study indicate that despite the social studies classroom, method and laboratory may have changed a great deal over the past century, the goals of the social studies teacher have not changed.  The social studies teacher still works to keep his or her students actively engaged in learning, still works to help them learn new concepts and skills, and still works to help each and every student succeed.  Above all, the social studies teacher still looks for strategies and tools to help students prepare for life outside of the classroom.  In conclusion, a valuable lesson is to be learned from the early development of the social studies laboratory: the room, the technology and the innovative ideas are meaningless unless accompanied by a commitment to move toward student-centered activities and learning, a twenty-first century version of the "laboratory method".  It is when technological access becomes inexorably entwined with teaching strategies that empower students to use, develop and critique the technology that substantive learning takes place in the social studies classroom.

The Younghusband-Waddell Collection and Its People: the Social Life of Tibetan Books Gathered in a Late-colonial Enterprise

Inner Asia ◽  
2012 ◽  
Vol 14 (1) ◽  
pp. 131-171
Author(s):  
Hildegard Diemberger
Keyword(s):  
Digital Technology ◽  
Social Life ◽  
First Century ◽  
The Political ◽  
Academic Institutions ◽  
Cultural Biography ◽  
The Social ◽  
Twenty First Century ◽  
New Perspective ◽  
Insight Into

AbstractIn this paper I follow the social life of the Tibetan books belonging to the Younghusband-Waddell collection. I show how books as literary artefacts can transform from ritual objects into loot, into commodities and into academic treasures and how books can have agency over people, creating networks and shaping identities. Exploring connections between books and people, I look at colonial collecting, Orientalist scholarship and imperial visions from an unusual perspective in which the social life and cultural biography of people and things intertwine and mutually define each other. By following the trajectory of these literary artefacts, I show how their traces left in letters, minutes and acquisition documents give insight into the functioning of academic institutions and their relationship to imperial governing structures and individual aspirations. In particular, I outline the lives of a group of scholars who were involved with this collection in different capacities and whose deeds are unevenly known. This adds a new perspective to the study of this period, which has so far been largely focused on the deeds of key individuals and the political and military setting in which they operated. Finally, I show how the books of this collection have continued to exercise their attraction and moral pressure on twenty-first-century scholars, both Tibetan and international, linking them through digital technology and cyberspace.

Social Policy Review 18

2006 ◽  
Keyword(s):  
Social Policy ◽  
First Century ◽  
British Society ◽  
Policy Review ◽  
The Social ◽  
Twenty First Century

A hundred years after its philanthropist founder identified the social evils of his time, the Joseph Rowntree Foundation initiated a major consultation among leading thinkers, activists and commentators, as well as the wider public. This book examines the underlying problems that pose the greatest threat to British society in the twenty-first century.

scholarly journals Body Surrogates: Mannequins, Life-Size Dolls, and Avatars

2016 ◽  
Vol 38 (2) ◽  
pp. 1-20
Author(s):  
Francesco Spampinato
Keyword(s):  
Early Years ◽  
First Century ◽  
Digital Culture ◽  
Human Being ◽  
Twenty First Century ◽  
Material Conditions

One of the tropes of these early years of the twenty-first century is that of the avatar, a virtual representation of a human being used for entertainment, educational, technical, or scientific purposes. The avatar is a product of digital culture, but its origins are coeval with those of the human being and its evolution is affected by material conditions and the level of technology currently achieved by a given society. The origin of the word “avatar” has a spiritual connotation: It was associated with Hinduism and used to describe a deity who took a terrestrial form. More generally, however, whether in terms of religion or computing, we could define the avatar as a surrogate, a body—real or virtual—that replaces another.

Context and Participation

2018 ◽  
pp. 49-66
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Activity Theory ◽  
Design Process ◽  
Curriculum Design ◽  
Participatory Design ◽  
Teaching And Learning ◽  
First Century ◽  
Student Experiences ◽  
Opposing View ◽  
Twenty First Century ◽  
Programs Of Study

Programs of study are an important interface between student and institution. The program curriculum, as the architecture of learning experiences greatly influences the learning environment and the students' experience of the institution. Despite the recent institutional concern about program quality and significant investment in making positive change to teaching and learning, there is evidence of little change in curriculum design processes. Programs are frequently faced with challenges of criticisms, poor student experiences and opposing view points about what should and should not be done. The present chapter develops a conceptualisation of the program level curriculum design process, with the intent of contributing to evolving approaches of program level curriculum design which meet the demands of the twenty first century. The conceptualisation of program level curriculum design presented in the chapter brings together key ideas from the literature including curriculum models, capacities for the twenty first century learners, activity theory and participatory design.

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