Social theory

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Social studies (GL) is a subject in North Rhine-Westphalia, Hesse, Rhineland-Palatinate and Saarland, Berlin, Brandenburg, Lower Saxony, Schleswig-Holstein ( Weltkunde ) that at the secondary level of comprehensive schools and, increasingly, the secondary is taught and content of traditional subjects Includes geography , history , politics, and social studies .

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Concept and problems

The subject's claim is interdisciplinary integration. The knowledge areas and methods of the traditional subjects are integrated by looking at certain topics that are also relevant for the learners (e.g. health, agriculture) from several professional perspectives of related subjects and looking for mutually beneficial points of view. The basic pedagogical thesis is that in reality no facts are presented in separate subjects, but always as complex wholes. The economist Gunnar Myrdal wrote in 1974 that in reality there are no 'economic', 'sociological' and 'psychological' problems, but simply problems that are usually very complex. The school treatment must follow this. On the other hand, the objection can be made that the necessary didactic reduction always leads to an elementaryization of the facts and therefore the complexity claim can hardly be met and in the interests of comprehensibility for the children should not be allowed either. Networked thinking is already required and possible within the subjects. Myrdal's insight is valid for science, less for didactics. In addition, there is always a threat of professional amateurism . In the “Declaration of Hanover”, the teachers' associations therefore advocated a close connection between specialist teacher training and teaching. While the subject didactics of history and geography see their teaching goals as threatened by integration, the judgment of subject didactics in the subject of politics is divided.

The subject that precedes elementary school is specialist knowledge , which also integrates natural sciences. In the pedagogical tradition of the Hauptschule it has always been to combine several subjects with the same teacher in order to create more connections and avoid unfavorable one-hour subjects. However, the higher the technical demands increase due to the content, the more difficult it is to redeem the claim. For this reason, no federal state has so far introduced subject integration in grammar schools outside of comprehensive schools. In the sixth form the tray is not approved, but rather in vocational school and vocational college in North Rhine-Westphalia . However, non-subject teaching is advancing everywhere, which relativizes the argument of a lack of specialist training for teachers. So far, there is nowhere a suitable university education for integrative teaching with a study of the relevant subject content, which always comes from more than two subjects. An integrative course of study has only been offered at the University of Potsdam since 2018 for the orientation level at the six-year primary school in Berlin / Brandenburg.

development

In Hesse in particular , the structure of the new subject ( Hessian framework guidelines for social theory (1972) ) triggered strong outrage when it was introduced; the CDU Hesse criticized it massively (especially because of the alleged Marxist image of society in the background and because of the devaluation of history in favor of pure Present orientation ), so that there have been various attempts to change the subject. At the Hessian comprehensive schools there were at times similar subjects called social studies (GK) or community studies (GM). In the 1990s the discussion relaxed, and the new Hessian framework plan for social studies could be put into effect in 1995 without great resistance. Contributing to this was that in the Hessian School Act it is left to the individual schools to teach social studies, history and geography as individual subjects or integrated into the learning area of ​​social studies in lower secondary level. There are framework plans for both variants, a total of four for the subjects of the learning area: one each for the individual subjects and one for the schools that want to teach social studies in an integrated manner. The subject has also been introduced in other federal states (see above), mostly under red-green political leadership, but also in Bavaria, where an integrative solution for the three subjects is planned at secondary schools .

Content and structure of the subject in Hessen

In lower secondary level (grades 5–10), the subject is taught by the class teacher for an average of 5 hours per week . H. The GL teacher is always responsible for advising students on the career path, providing educational support, and informing and organizing class activities. At the same time, this means that the teacher does not have a specialization in geography, history or social sciences in a large part of the subject matter, but it is assumed that every graduate of one of these subjects can also teach the contents of the other at school level.

A typical technical curriculum for GL (example from the Ernst Reuter School in Frankfurt am Main) looked like this in Hessen in 1971:

7th school year: Primary social areas

  1. General introduction - what is society and social theory?
  2. School , family , sex education , housing , city , institutions , economic geography
  3. History: Middle Ages - 19th century - 20th century (city-country)
  4. Geography: North / South America ( industrial country vs, agricultural country )

8th school year: behavior control and politics

  1. Who and what controls my behavior?
  2. Public mass media
  3. Government system in the Federal Republic of Germany
  4. Deviant behavior , sanctions

9th grade: Political Economy

  1. Distribution of wealth in the Federal Republic of Germany
  2. Operation sightseeing / exploring
  3. Operational structure
  4. Prehistory and Development of Capitalism
  5. History of the Labor Movement
  6. Co-determination
  7. Social structure of the Federal Republic of Germany (and GDR )

Year 10: International Relations and Systems

  1. Business cycles , crises , liberal market economy
  2. Colonialism , imperialism , neocolonialism ; Third World ( Africa )
  3. fascism
  4. Socialism , communism ( USSR , China )

See also

Web links

Single receipts

  1. ↑ NRW social theory
  2. ↑ GL Hessen
  3. ^ Subject social studies: Integrated comprehensive school: Bildungsserver Rheinland-Pfalz. Retrieved July 20, 2020 .
  4. ^ Berlin-Brandenburg G sciences
  5. ^ Thomas Hirschle: Social Sciences 5/6. Retrieved July 20, 2020 .
  6. ^ Sociology in lower secondary education - Lower Saxony education server. Retrieved July 20, 2020 .
  7. ↑ Birgit Weber: Subject integration for an introduction . In: Zf Didactics of Social Sciences . tape 5 , no. 1 , 2014, p. 10 .
  8. ^ Declaration from Hanover (July 2015). In: Verband der Geschichtslehrer Deutschlands eV November 30, 2015, accessed on July 20, 2020 (German).
  9. ^ Kerstin Pohl: Social science education? Retrieved July 21, 2020 .
  10. ↑ Editor: A shortage of subject teachers has an impact: More and more colleagues have to teach what they have not studied. In: News4teachers. February 24, 2016, accessed on July 20, 2020 (German).
  11. ^ Peter Gautschi: Teacher training for the integration subject "Social Sciences" - impulses, core ideas, perspectives . In: Zf Didactics of Social Sciences . tape 10 , no. 2 , 2019, p. 43-74 .
  12. ↑ https://www.uni-potsdam.de/am-up/2018/ambek-2018-08-537-543.pdf
  13. ↑ The concept of "social theory" | as well as online. Retrieved July 20, 2020 .