The semantic paradigm of social studies’ definition and purpose has become one of the most discussed topics in terms of the field among both scholars and students who enroll in social studies programs. According to the National Council for Social Studies (NCSS), the major purpose of the field is related to encouraging citizens to make well-considered decisions for the public good and maintaining international relations (NSCC, n.d.). Hence, social studies are primarily about people’s emphasizing the present they live in rather than reflecting upon the past.
One of the major problems that lie behind the social studies aims definition is the way educators present this idea to the students at a relatively young age. Many teachers pay quite specific attention to the history of the social environment instead of motivating students to apply their social knowledge to real-life situations that influence their community (Jadallah, 2000). Another issue concerning social studies education lies in the variety of topics covered by this umbrella term. Some educators choose the path of giving maximum information regardless of its relevance to the present. However, it is vitally important to outline some issues tackling society today to secure people’s understanding of the learning process (NSCC, n.d.). Hence, social studies should be focused on providing people with information about their rights and responsibilities as a part of the world community.
Today’s world is concerned with the issues of cultural diversity and socioeconomic equality at an unprecedented rate. Social studies, in their turn, have become an asset in terms of proper educational sources representation. Thus, the purpose paradigm has shifted towards making the most out of cultural interaction based on perceived knowledge (NSCC, n.d.). Hence, considering the aforementioned aspects, it might be concluded that the primary purpose of social studies is to educate residents on how to use the rights and responsibilities they are given in ways beneficial for both community and personal life.
References
Jadallah, E. (2000). Constructivist learning experiences for social studies education. The Clearing House, 4, 221-225.
NSCC. (n.d.). A vision of powerful teaching and learning in social studies.
NSCC. (n.d.). About. Web.
NSCC. (n.d.). Culture.