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Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies

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Controversial Issues and Social Problems for an Integrated Disciplinary Teaching

Part of the book series: Integrated Science ((IS,volume 8))

Abstract

Most integrative tendencies seek to change practices and promote innovation. On the contrary, the proposals which defend the predominance of disciplines in general do not address social criticism subjects or analyse the problems. The fundamental purpose of social sciences education is to teach critical and democratic citizens. This must be the main goal of education. In this respect, the heart of education is not the disciplines, but rather people and their problems. The work based on social problems originated in Dewey’s proposals, followed by two differentiated currents: social problems as a methodology and social problems and conflicts as essential knowledge. We consider critical theory to be the most important source to suggest an integrated curriculum. From a critical perspective controversial issues should be the basis of education for citizenship, considering that controversy is the essence of democratic education. It is a question of understanding plurality, the existence of different points of view in social problems or conflicts.

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Authors and Affiliations

  1. Universidad Autónoma de Barcelona, Barcelona, Spain

    Antoni Santisteban-Fernández

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  1. Antoni Santisteban-Fernández
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Correspondence to Antoni Santisteban-Fernández .

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  1. Department of Specific Didactics, University of Burgos, Burgos, Spain

    Delfín Ortega-Sánchez

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Santisteban-Fernández, A. (2022). Social Sciences Education Based on Social Problems: Traditions and Integrative Tendencies. In: Ortega-Sánchez, D. (eds) Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Integrated Science, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-031-08697-7_3

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  • DOI: https://doi.org/10.1007/978-3-031-08697-7_3

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