Origins and development of social science disciplines in the United States

¶ … Social Sciences in Education

The development and specialization of the various fields in the social sciences started with the establishment of sociology as an academic discipline in the 19th century. The architects of this early discipline include Max Weber, Emile Durkheim and Karl Marx. Over time, the social sciences have broadened to include other disciplines looking at human life through in a variety of contexts, including anthropology, economics, political science, history, psychology, communication and linguistics.

There are two broadly-defined schools of thought in the contemporary understanding of social sciences. A positivist interpretation of the social sciences utilizes the scientific method in the study of human society. An interpretivist social scientist tends to utilize analysis, written deconstruction, and contextualization to examine theoretical linkages. One of the more notable tendencies of contemporary social science practice have been researchers who use hybrid styles, techniques, and methodologies in their work to look at their topics from many angles (Vessuri 2000).

In the primary and secondary school settings in the United States, the social sciences are taught as broad, comprehensive courses in social studies departments. The National Council for the Social Studies states that social studies is "the integrated study of the social sciences and humanities to promote civic competence (NCSS 2009)." The scale at which social science is taught, geographically, tends to focus on a more local scale when students are younger and expand to look at larger national and international issues as students progress in their education. At the secondary school level, the curriculum utilizes more language and theory from the various social science disciplines while focusing on issues of contemporary and historical importance.

Social Sciences in the United States and Worldwide

The development of the social sciences in the United States bears many distinctions from other countries due to its unique social history. One important example is the way in which American social scientists viewed race in the early 19th century when the prominent European sociologists were writing. French social scientists had a more progressive view of race and race relations in this time period than Americans. Considering France's relatively progressive approach to citizenship during the colonial period vs. The United State's history of slavery, it stands to reason that the social context of a writer's country of origin would influence his or her politics and perspectives (Jacoby 2005).

Jacoby theorizes that the organization of a government and the articulation of labor practices and industrial relations in a country are influential in the development of social science curriculum. He states that countries with centralized government produce social scientists and science curriculum with a greater focus on critical research. This contrasts with the United States, in his opinion, where business interests are too closely connected with social science research to produce research as critical as is done in the other countries he analyzed. "There also are disparate cultural traditions: the pragmatic strand in American social science vs. The stronger pull exerted by Marxism in Europe and Japan. (Jacoby 2005 827)."

Contemporary Issues in Interdisciplinary Educational Settings

Contemporary issues at local, national, and international levels provide social science educators with valuable opportunities to engage students in conversations that instill critical analysis skills. While factual accuracy is always an educational goal, the social science curriculum, particularly within interpretivist constructions, aim to develop less tangible skills in students which are of critical importance in the social sciences: the ability to debate effectively and conscientiously, multicultural respect and tolerance, and the ability to understand a broad and specific social and historical themes and events. Discussion-based learning is a valuable by-product of multidisciplinary education that aims to engage students in a critical analysis of contemporary issues. One rubric offered by a social studies educator in the selection of controversial public issues is meant to assist in the selection of issues that optimize the educational value of discussion-based education:

(1) the extent to which the issue involves a clear conflict between competing values (such as equality and liberty);