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Controlled Change: A Crucial Curriculum Component in Social Education.

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Bibliographic Details
Title: Controlled Change: A Crucial Curriculum Component in Social Education.
Authors: Aoki, T.
Peer Reviewed: N
Page Count: 19
Publication Date: 1971
Descriptors: Change, Curriculum Design, Individual Development, Interaction, Self Actualization, Social Studies, Student Centered Curriculum, Values
Abstract: Where is an appropriate point of departure for instructional planning in the social studies? I advocate an approach based on the transaction between a student and his significant world. The Transactional Unit is that segment of the interactive phase of teaching which focusses on the transaction between the student and the display. In this context, the student can be seen as being engaged in the process of becoming, viewed here as a transactional affair. Becoming is entailed in the structuring of perceptual, preferential, and manipulative acts which elaborate/transform the ongoing relationship between student and action world. Steady-state change, morphogenic change, and their sub-concepts are some of the salient concepts embedded in our notion of transaction, and provide us with a shape of the potentiality of the concept of change as a focal point in the social studies. In a social studies program based on transaction, it is crucial that the student make as part of the program the nurturing of his control in the structuring of his perceptual, appraisive, and manipulative acts guided by designative, appraisive, and prescriptive questions to effect the desired change. The transactional approach to social education calls for students' participatory commitment to the processes of change. Thus a social studies curriculum focussing on controlled change calls for the totality of our students' transactional experience. (Author/JLB)
Notes: Paper presented at the Annual Conference of the National Council for the Social Studies, Denver, Colo., Nov. 26, 1971
Journal Code: RIENOV1972
Entry Date: 1972
Accession Number: ED065404
Database: ERIC
Description
Abstract:Where is an appropriate point of departure for instructional planning in the social studies? I advocate an approach based on the transaction between a student and his significant world. The Transactional Unit is that segment of the interactive phase of teaching which focusses on the transaction between the student and the display. In this context, the student can be seen as being engaged in the process of becoming, viewed here as a transactional affair. Becoming is entailed in the structuring of perceptual, preferential, and manipulative acts which elaborate/transform the ongoing relationship between student and action world. Steady-state change, morphogenic change, and their sub-concepts are some of the salient concepts embedded in our notion of transaction, and provide us with a shape of the potentiality of the concept of change as a focal point in the social studies. In a social studies program based on transaction, it is crucial that the student make as part of the program the nurturing of his control in the structuring of his perceptual, appraisive, and manipulative acts guided by designative, appraisive, and prescriptive questions to effect the desired change. The transactional approach to social education calls for students' participatory commitment to the processes of change. Thus a social studies curriculum focussing on controlled change calls for the totality of our students' transactional experience. (Author/JLB)