Виды способностей человека обществознание: ЕГЭ. Человек. Тема 5.Способности |

Индивидуальные особенности человека — урок. Обществознание, 8 класс.

Как ты понимаешь, человек — один из наиболее сложноорганизованных организмов, а стало быть, биологически весьма долго эволюционирует. Эволюция человека насчитывает не один миллион лет, хотя сама планета, конечно, гораздо более древняя.

Как социальное существо человек эволюционирует значительно быстрее, можно даже сказать — революционирует. Во многом это связано с тем, что человек быстро обучаем и в силу разума способен создавать нечто принципиально новое, могущее коренным образом изменить какую-либо привычную ситуацию. Ну и, конечно, весьма существенную роль в развитии человека играют мышление и коммуникативная деятельность.

Все мы являемся носителями определённых предзаданных анатомо-физиологических особенностей строения мозга и нервной системы. Это и есть база для дальнейшего развития способностей, иначе говоря — задатки.

Задатки — это особенности строения мозга и нервной системы, данные нам от рождения.

Сами задатки, как ты понимаешь, ещё не способности, но именно они лежат в основе формирования способностей. Для того чтобы способность проявилась, необходим труд и зачастую немалый. Но без задатков способность всё же не возникнет.

 

Обрати внимание!

Задатки — биологическая основа способностей.

Можно сказать, что индивид наследует не сами способности, а способность иметь способности.

Если вовремя разглядеть задатки человека — а они начинают проявляться в деятельности человека ещё в детском возрасте — и начать их развивать, то вполне вероятно, что из этих задатков вырастут способности.

Способность — это индивидуальное качество человека, позволяющее ему успешно заниматься каким-либо видом деятельности.

Задатки очень многозначны, и неверно думать, что из одних и тех же задатков обязательно разовьются одинаковые способности. Значительное влияние на развитие способностей будут оказывать условия жизни, особенности характера человека, процесс его воспитания и, разумеется, желание самого человека трудиться.

 

Итак, развивающиеся способности могут принимать различные формы и трансформироваться, например, из одарённости в талант или даже в гениальность. В жизни мы часто пользуемся этими словами, подчас считая их почти синонимами, сейчас же нужно уяснить разницу между ними.

Одарённость — потенциально высокий уровень способностей у индивида.

Одарённость можно заметить прежде всего по высокому уровню мотивации, заинтересованности человека в какой-либо деятельности. Если же в этой деятельности человек достигает больших успехов, то его уровень одарённости, очевидно, высок. В этом случае мы можем говорить уже о таланте.

Талант — это особое проявление ярких способностей в какой-либо деятельности, высокий уровень одарённости какими-либо способностями.

Талантливый человек в своей области достигает того же, что и другие, но быстрее, качественнее, лучше…

Пример:

Пятеро ребят на занятиях в кружке рисования получили задание нарисовать вазу за два часа. При этом трое занимаются в кружке уже два года, один — только год, а последний из ребят впервые пришёл всего лишь пару месяцев назад. И вот, у последнего из них рисунок вазы готов уже через полчаса, причём ваза нарисована практически идеально. У предпоследнего ваза тоже замечательно вышла, но он потратил на рисунок час. Остальные уложились в эти два часа и тоже нарисовали вазу вполне прилично. Безусловно талантливым, как ты видишь, оказался последний: качество работы лучше и времени затрачено меньше. Одарён — предпоследний: чуть дольше, но тоже хорошо. Остальные же обладают способностями к рисованию, но вот до одарённости и, уж тем более, таланта пока не дотянули.

Самой высшей ступенью развития таланта является гениальность. Гений отличается прежде всего тем, что создаёт что-то, ранее не существовавшее, принципиально новое и не имеющее аналогов. Собственно, именно этим отчасти и объясняется то, что гении зачастую признаются только после смерти — общество должно «дорасти» до их творений.

Гениальность — высшая степень развития способностей личности и её творческого потенциала, позволяющая создать принципиально новое произведение.

90000 Types of Societies 90001 Although humans have established many types of societies throughout history, sociologists and anthropologists (experts who study early and tribal cultures) usually refer to six basic types of societies, each defined by its level of technology. 90002 90003 90004 hunting and gathering societies 90005 90006 90007 The members of 90003 hunting and gathering societies 90006 primarily survive by hunting animals, fishing, and gathering plants.The vast majority of these societies existed in the past, with only a few (perhaps a million people total) living today on the verge of extinction. 90010 90007 To survive, early human societies completely depended upon their immediate environment. When the animals left the area, the plants died, or the rivers dried up, the society had to relocate to an area where resources were plentiful. Consequently, hunting and gathering societies, which were typically small, were quite mobile. In some cases, where resources in a locale were extraordinarily plentiful, small villages might form.But most hunting and gathering societies were 90003 nomadic 90006, moving constantly in search of food and water. 90010 90007 Labor in hunting and gathering societies was divided equally among members. Because of the mobile nature of the society, these societies stored little in the form of surplus goods. Therefore, anyone who could hunt, fish, or gather fruits and vegetables did so. These societies probably also had at least some division of labor based on gender. Males probably traveled long distances to hunt and capture larger animals.Females hunted smaller animals, gathered plants, made clothing, protected and raised children, and helped the males to protect the community from rival groups. 90010 90007 Hunting and gathering societies were also 90003 tribal 90006. Members shared an ancestral heritage and a common set of traditions and rituals. They also sacrificed their individuality for the sake of the larger tribal culture. 90010 90004 90003 90004 90005 90025 pastoral societies 90026 90006 90005 90007 Members of 90003 pastoral societies 90006, which first emerged 12,000 years ago, pasture animals for food and transportation.Pastoral societies still exist today, primarily in the desert lands of North Africa where horticulture and manufacturing are not possible. 90010 90007 Domesticating animals allows for a more manageable food supply than do hunting and gathering. Hence, pastoral societies are able to produce a surplus of goods, which makes storing food for future use a possibility. With storage comes the desire to develop settlements that permit the society to remain in a single place for longer periods of time.And with stability comes the trade of surplus goods between neighboring pastoral communities. 90010 90007 Pastoral societies allow certain of its members (those who are not domesticating animals) to engage in nonsurvival activities. Traders, healers, spiritual leaders, craftspeople, and people with other specialty professions appear. 90010 90004 90004 90005 90004 Horticultural societies 90005 90005 90007 Unlike pastoral societies that rely on domesticating animals, 90003 horticultural societies 90006 rely on cultivating fruits, vegetables, and plants.These societies first appeared in different parts of the planet about the same time as pastoral societies. Like hunting and gathering societies, horticultural societies had to be mobile. Depletion of the land’s resources or dwindling water supplies, for example, forced the people to leave. Horticultural societies occasionally produced a surplus, which permitted storage as well as the emergence of other professions not related to the survival of the society. 90010 90003 Agricultural societies 90006 use technological advances to cultivate crops (especially grains like wheat, rice, corn, and barley) over a large area.Sociologists use the phrase 90003 Agricultural Revolution 90006 to refer to the technological changes that occurred as long as 8,500 years ago that led to cultivating crops and raising farm animals. Increases in food supplies then led to larger populations than in earlier communities. This meant a greater surplus, which resulted in towns that became centers of trade supporting various rulers, educators, craftspeople, merchants, and religious leaders who did not have to worry about locating nourishment.90007 Greater degrees of social stratification appeared in agricultural societies. For example, women previously had higher social status because they shared labor more equally with men. In hunting and gathering societies, women even gathered more food than men. But as food stores improved and women took on lesser roles in providing food for the family, they became more subordinate to men. 90010 90007 As villages and towns expanded into neighboring areas, conflicts with other communities inevitably occurred.Farmers provided warriors with food in exchange for protection against invasion by enemies. A system of rulers with high social status also appeared. This 90003 nobility 90006 organized warriors to protect the society from invasion. In this way, the nobility managed to extract goods from the «lesser» persons of society. 90010 90025 Feudal societies 90026 90007 From the 9th to 15th centuries, 90003 feudalism 90006 was a form of society based on ownership of land. Unlike today’s farmers, 90062 vassals 90063 under feudalism were bound to cultivating their lord’s land.In exchange for military protection, the lords exploited the peasants into providing food, crops, crafts, homage, and other services to the owner of the land. The 90062 caste 90063 system of feudalism was often multigenerational; the families of peasants may have cultivated their lord’s land for generations. 90010 90007 Between the 14th and 16th centuries, a new economic system emerged that began to replace feudalism. 90003 Capitalism 90006 is marked by open competition in a free market, in which the means of production are privately owned.Europe’s exploration of the Americas served as one impetus for the development of capitalism. The introduction of foreign metals, silks, and spices stimulated great commercial activity in Europe. 90010 90071 90003 90025 90003 Industrial societies 90006 90026 90002 90006 90079 90007 90003 Industrial societies 90006 are based on using machines (particularly fuel-driven ones) to produce goods. Sociologists refer to the period during the 18th century when the production of goods in mechanized factories began as the 90003 Industrial Revolution 90006.The Industrial Revolution appeared first in Britain, and then quickly spread to the rest of the world. 90010 90007 As productivity increased, means of transportation improved to better facilitate the transfer of products from place to place. Great wealth was attained by the few who owned factories, and the «masses» found jobs working in the factories. 90010 90007 Industrialization brought about changes in almost every aspect of society. As factories became the center of work, «home cottages» as the usual workplace became less prevalent, as did the family’s role in providing vocational training and education.Public education via schools and eventually the mass media became the norm. People’s life expectancy increased as their health improved. Political institutions changed into modern models of governance. Cultural diversity increased, as did social mobility. Large cities emerged as places to find jobs in factories. Social power moved into the hands of business elites and governmental officials, leading to struggles between industrialists and workers. Labor unions and welfare organizations formed in response to these disputes and concerns over workers ‘welfare, including children who toiled in factories.Rapid changes in industrial technology also continued, especially the production of larger machines and faster means of transportation. The Industrial Revolution also saw to the development of 90003 bureaucratic 90006 forms of organization, complete with written rules, job descriptions, impersonal positions, and hierarchical methods of management. 90010 Sociologists note that with the advent of the computer microchip, the world is witnessing a technological revolution. This revolution is creating a 90003 postindustrial society 90006 based on information, knowledge, and the selling of services.That is, rather than being driven by the factory production of goods, society is being shaped by the human mind, aided by computer technology. Although factories will always exist, the key to wealth and power seems to lie in the ability to generate, store, manipulate, and sell information. 90007 Sociologists speculate about the characteristics of postindustrial society in the near future. They predict increased levels of education and training, consumerism, availability of goods, and social mobility.While they hope for a decline in inequality as technical skills and «know-how» begin to determine class rather than the ownership of property, sociologists are also concerned about potential social divisions based on those who have appropriate education and those who do not. Sociologists believe society will become more concerned with the welfare of all members of society. They hope postindustrial society will be less characterized by social conflict, as everyone works together to solve society’s problems through science.90010 .90000 National Curriculum Standards for Social Studies: Chapter 2-The Themes of Social Studies 90001 90002 90003 Standards Main Page 90004 90003 Executive Summary 90004 90003 Preface 90004 90003 Introduction 90004 90003 Thematic Strands 90012 90013 90014 90002 90016 Social studies programs should include experiences that provide for the study of culture and cultural diversity. 90017 90012 90019 90002 90021 Human beings create, learn, share, and adapt to culture. 90022 The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods.Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive. In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points. 90012 90002 90021 Cultures are dynamic and change over time. 90022 The study of culture prepares students to ask and answer questions such as: What is culture? What roles does culture play in human and societal development? What are the common characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity and how is it maintained within a culture? How do various aspects of culture such as belief systems, religious faith, or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within and across communities, regions, and nations? 90012 90002 90021 Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place.90022 They will acquire knowledge and understanding of culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with peoples of divergent backgrounds, and completing research into the complexity of various cultural systems. 90012 90002 90021 In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. 90022 Young learners can explore concepts of likenesses and differences among cultural groups through school subjects such as language arts, mathematics, science, music, and art.In social studies, learners interact with class members and discover culturally-based likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world. In the middle grades, students begin to explore and ask questions about the nature of various cultures, and the development of cultures across time and place. They learn to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human behavior.As students progress through high school, they can understand and use complex cultural concepts such as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology, and other disciplines to explain how culture and cultural systems function. 90012 90036 90004 90038 90014 90016 Social studies programs should include experiences that provide for the study of the past and its legacy. 90017 90019 90002 90021 Studying the past makes it possible for us to understand the human story across time.90022 The historical experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values ​​and ways of life . 90012 90002 90021 Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values ​​and beliefs of the periods in which they took place.90022 Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. 90012 90002 90021 Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: 90022 How do we learn about the past? How can we evaluate the usefulness and degree of reliability of different historical sources? What are the roots of our social, political and economic systems? What are our personal roots and how can they be viewed as part of human history? Why is the past important to us today? How has the world changed and how might it change in future? How do perspectives about the past differ, and to what extent do these differences inform contemporary ideas and actions? 90004 90012 90002 90021 Children in early grades learn to locate themselves in time and space.90022 They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. The use of stories about the past can help children develop their understanding of ethical and moral issues as they learn about important events and developments. Children begin to recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past. They learn to offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence from multiple sources.They begin to understand the linkages between human decisions and consequences. The foundation is laid for the further development of historical knowledge, skills, and values ​​in the middle grades. 90012 90002 90021 Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry. 90022 They develop a deeper understanding and appreciation for differences in perspectives on historical events and developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal values, and cultural traditions.They are increasingly able to use multiple sources to build interpretations of past events and eras. High school students use historical methods of inquiry to engage in the examination of more sophisticated sources. They develop the skills needed to locate and analyze multiple sources, and to evaluate the historical accounts made by others. They build and defend interpretations that reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the present.90012 90036 90065 90014 90002 90016 Social studies programs should include experiences that provide for the study of people, places, and environments. 90017 90012 90019 90002 90021 The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. 90022 Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations.They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. 90012 90002 90021 During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments.90022 They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations.90012 90002 90021 Today’s social, cultural, economic and civic issues demand that students apply knowledge, skills, and understandings as they address questions such as: 90022 Why do people decide to live where they do or move to other places? Why is location important? How do people interact with the environment and what are some of the consequences of those interactions? What physical and other characteristics lead to the creation of regions? How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments? 90012 90002 90021 In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures.90022 Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment.During the middle grades, students explore people, places, and environments in this country and in different regions of the world. They learn to evaluate issues such as population growth and its impact, «push and pull» factors related to migration, and the causes and implications of national and global environmental change. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies.90012 90036 90089 90014 90016 Social studies programs should include experiences that provide for the study of individual development and identity. 90017 90019 90002 90021 Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individual’s own culture throughout her or his development. 90022 Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences.The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action. 90012 90002 90021 Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. 90022 Such questions include: How do individuals grow and change physically, emotionally and intellectually? Why do individuals behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop over time? How do social, political, and cultural interactions support the development of identity? How are development and identity defined at other times and in other places? 90004 90012 90002 90021 The study of individual development and identity will help students to describe factors important to the development of personal identity.90022 They will explore the influence of peoples, places, and environments on personal development. Students will hone personal skills such as demonstrating self-direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and convictions. 90012 90002 90021 In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities. 90022 Central to this development are the exploration, identification, and analysis of how individuals and groups are alike and how they are unique, as well as how they relate to each other in supportive and collaborative ways.In the middle grades, issues of personal identity are refocused as the individual begins to explain his or her unique qualities in relation to others, collaborates with peers and with others, and studies how individuals develop in different societies and cultures. At the high school level, students need to encounter multiple opportunities to examine contemporary patterns of human behavior, using methods from the behavioral sciences to apply core concepts drawn from psychology, sociology, and anthropology as they apply to individuals, societies, and cultures.90012 90036 90112 90014 90016 Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. 90017 90019 90002 90021 Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs. 90022 Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values ​​of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.90012 90002 90021 It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. 90022 The study of individuals, groups, and institutions, drawing upon sociology, anthropology, and other disciplines, prepares students to ask and answer questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? 90012 90002 90021 Students identify those institutions that they encounter.90022 They analyze how the institutions operate and find ways that will help them participate more effectively in their relationships with these institutions. Finally, students examine the foundations of the institutions that affect their lives, and determine how they can contribute to the shared goals and desires of society. 90004 90012 90002 90021 In schools, this theme typically appears in units and courses dealing with sociology, anthropology, psychology, political science, and history.90022 Young children should be given the opportunity to examine various institutions that affect their lives and influence their thinking. They should be assisted in recognizing the tensions that occur when the goals, values, and principles of two or more institutions or groups conflict-for example, the school board removing playground equipment for safety reasons vs. the same equipment being used in a city park playground (i.e., swings, monkey bars, or sliding boards). They should also have opportunities to explore ways in which institutions (such as voluntary associations, or organizations like health care networks) are created to respond to changing individual and group needs.Middle school learners will benefit from varied experiences through which they examine the ways in which institutions change over time, promote social conformity, and influence culture. They should be encouraged to use this understanding to suggest ways to work through institutional change for the common good. High school students must understand the paradigms and traditions that undergird social and political institutions. They should be provided opportunities to examine, use, and add to the body of knowledge offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves around common needs, beliefs, and interests.90012 90036 90135 90014 90002 90016 Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. 90017 90012 90019 90002 90021 The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world. 90022 Learning the basic ideals and values ​​of a constitutional democracy is crucial to understanding our system of government. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and security. 90012 90002 90021 In exploring this theme, students confront questions such as: 90022 What are the purposes and functions of government? Under what circumstances is the exercise of political power legitimate? What are the proper scope and limits of authority? How are individual rights protected and challenged within the context of majority rule? What conflicts exist among fundamental principles and values ​​of constitutional democracy? What are the rights and responsibilities of citizens in a constitutional democracy? 90012 90002 90021 Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life .90022 By applying concepts and methods of political science and law, students learn how people work to promote positive societal change. 90012 90002 90021 In schools, this theme typically appears in units and courses dealing with government, politics, political science, civics, history, law, and other social sciences. 90022 Learners in the early grades explore their natural and developing sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts.During the middle school years, these rights and responsibilities are applied in more complex contexts with emphasis on new applications. Learners study the various systems that have been developed over the centuries to allocate and employ power and authority in the governing process. High school students develop their abilities to understand and apply abstract principles. At every level, learners should have opportunities to apply their knowledge and skills to participate in the workings of the various levels of power, authority, and governance.90012 90036 90159 90014 90002 90016 Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. 90017 90012 90019 90002 90021 People have wants that often exceed the limited resources available to them. 90022 The unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy, while the role of government in economic policy-making varies over time and from place to place.Increasingly, economic decisions are global in scope and require systematic study of an interdependent world economy and the role of technology in economic growth. As a result, a variety of ways have been invented to decide upon answers to four fundamental questions: What is to be produced? How is production to be organized? How are goods and services to be distributed and to whom? What is the most effective allocation of the factors of production (land, labor, capital, and entrepreneurship)? 90012 90002 90021 In exploring this theme, students confront such questions as: 90022 What factors influence decision-making on issues of the production, distribution and consumption of goods? What are the best ways to deal with market failures? How does interdependence brought on by globalization impact local economies and social systems? 90012 90002 90021 Students will gather and analyze data, as well as use critical thinking skills to determine how best to deal with scarcity of resources.90022 The economic way of thinking will also be an important tool for students as they analyze complex aspects of the economy. 90012 90002 90021 In schools, this theme typically appears in units and courses dealing with concepts, principles, and issues drawn from the discipline of economics. 90022 Young learners begin by prioritizing their economic wants vs. needs. They explore economic decision-making as they compare their own economic experiences with those of others and consider the wider consequences of those decisions on groups, communities, the nation, and beyond.In the middle grades, learners expand their knowledge of economic concepts and principles, and use economic reasoning processes in addressing issues related to fundamental economic questions. High school students develop economic perspectives and deeper understanding of key economic concepts and processes through systematic study of a range of economic and sociopolitical systems, with particular emphasis on the examination of domestic and global economic policy options related to matters such as trade, resource use, unemployment, and health care.90012 90036 90183 90014 90002 90016 Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. 90017 90012 90019 90002 90021 Science, and its practical application, technology, have had a major influence on social and cultural change, and on the ways people interact with the world. 90022 Scientific advances and technology have influenced life over the centuries, and modern life, as we know it, would be impossible without technology and the science that supports it.90012 90002 90021 There are many questions about the role that science and technology play in our lives and in our cultures. 90022 What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? Is new technology always better than that which it replaces? How can we cope with the ever-increasing pace of change, perhaps even the concern that technology might get out of control? How can we manage technology so that the greatest numbers of people benefit? How can we preserve fundamental values ​​and beliefs in a world that is rapidly becoming one technology-linked village? How do science and technology affect our sense of self and morality? How are disparate cultures, geographically separated but impacted by global events, brought together by the technology that informs us about events, and offered hope by the science that may alleviate global problems (e.g., the spread of AIDS)? How can gaps in access to benefits of science and technology be bridged? 90012 90002 90021 This theme appears in units or courses dealing with history, geography, economics, and civics and government. 90022 It draws upon several scholarly fields from the natural and physical sciences, social sciences, and the humanities for specific examples of issues as well as the knowledge base for considering responses to the societal issues related to science and technology. 90004 90012 90002 90021 Young children learn how science and technologies influence beliefs, knowledge, and their daily lives.90022 They study how basic technologies such as telephones, ships, automobiles, and airplanes have evolved and how we have employed technology such as air conditioning, dams, and irrigation to modify our physical environment and contribute to changes in global health and economics. From history (their own and others ‘), they can construct examples of the effects of technologies such as the wheel, the stirrup, an understanding of DNA, and the Internet. In the middle grades, students begin to explore the complex influence of scientific findings and technology on human values, the growth of knowledge, and behavior.Students examine scientific ideas and technological changes that have surprised people and even challenged their beliefs, as in the case of discoveries about our universe and their technological applications, as well as the genetic basis of life, atomic physics, and other subjects. As they move from the middle grades to high school, students continue to think analytically about the consequences of change and how we can manage science and technology to increase benefits to all. Students gain the knowledge to analyze issues such as the protection of privacy in the age of the Internet; electronic surveillance; the opportunities and challenges of genetic engineering; test-tube life; and other findings and technologies with implications for beliefs, longevity, and the quality of life and the environment.90012 90036 90208 90014 90002 90016 Social studies programs should include experiences that provide for the study of global connections and interdependence. 90017 90012 90019 90002 90021 Global connections have intensified and accelerated the changes faced at the local, national, and international levels. 90022 The effects are evident in rapidly changing social, economic, and political institutions and systems. World trade has expanded and technology has removed or lowered many barriers, bringing far-flung cultures, institutions, and systems together.Connections among nations and regions of the world provide opportunities as well as uncertainties. The realities of global interdependence require deeper understanding of the increasing and diverse global connections among world societies and regions. 90012 90002 90021 In exploring this theme, students confront questions such as: 90022 What are the different types of global connections? What global connections have existed in the past, exist currently, and are likely in the future? How do ideas spread between societies in today’s interconnected world? How does this result in change in those societies? What are the other consequences of global connections? What are the benefits from and problems associated with global interdependence? How might people in different parts of the world have different perspectives on these benefits and problems? What influence has increasing global interdependence had on patterns of international migration? How should people and societies balance global connectedness with local needs? What is needed for life to thrive on an ever changing and increasingly interdependent planet? 90004 90012 90002 90021 Analyses of the costs and benefits of increased global connections, and evaluations of the tensions between national interests and global priorities, contribute to the development of possible solutions to persistent and emerging global issues.90022 By interpreting the patterns and relationships of increased global interdependence, and its implications for different societies, cultures and institutions, students learn to examine policy alternatives that have both national and global implications. 90012 90002 90021 This theme typically appears in units or courses dealing with geography, culture, economics, history, political science, government, and technology but may also draw upon the natural and physical sciences and the humanities, including literature, the arts, and languages.90022 Through exposure to various media and first-hand experiences, young learners become aware of how things that happen in one part of the world impact other parts of the world. Within this context, students in early grades examine and explore various types of global connections as well as basic issues and concerns. They develop responsive action plans, such as becoming e-pals with a class in another part of the world. In the middle years, learners can initiate analyses of the consequences of interactions among states, nations, and world regions as they respond to global events and changes.At the high school level, students are able to think systematically about personal, national, and global decisions, and to analyze policies and actions, and their consequences. They also develop skills in addressing and evaluating critical issues such as peace, conflict, poverty, disease, human rights, trade, and global ecology. 90012 90036 90004 90234 90014 90002 90016 Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.90017 90012 90019 90002 90021 An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship, which is the central purpose of social studies. 90022 All people have a stake in examining civic ideals and practices across time and in different societies. Through an understanding of both ideals and practices, it becomes possible to identify gaps between them, and study efforts to close the gaps in our democratic republic and worldwide.90012 90002 90021 Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good. 90022 Through social studies programs, students acquire a historical and contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the institutions and practices that support and protect these freedoms and rights, as well as the important historical documents that articulate them. Students also need to become familiar with civic ideals and practices in countries other than our democratic republic.90012 90002 90021 Questions faced by students studying this theme might be: 90022 What are the democratic ideals and practices of a constitutional democracy? What is the balance between rights and responsibilities? What is civic participation? How do citizens become involved? What is the role of the citizen in the community and the nation, and as a member of the world community? Students will explore how individuals and institutions interact. They will also recognize and respect different points of view.Students learn by experience how to participate in community service and political activities and how to use democratic processes to influence public policy. 90012 90002 90021 In schools, this theme typically appears in units or courses dealing with civics, history, political science, cultural anthropology, and fields such as global studies and law-related education, while also drawing upon content from the humanities. 90022 In the early grades, students are introduced to civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group.During these years, children also experience views of citizenship in other times and places through stories and drama. By the middle grades, students expand their knowledge of democratic ideals and practices, along with their ability to analyze and evaluate the relationships between these ideals and practices. They are able to see themselves taking civic roles in their communities. High school students increasingly recognize the rights and responsibilities of citizens in identifying societal needs, setting directions for public policies, and working to support both individual dignity and the common good.They become familiar with methods of analyzing important public issues and evaluating different recommendations for dealing with these issues. 90012 .90000 sociology | Definition, History, Examples, & Facts 90001 90002 90003 Sociology 90004, a social science that studies human societies, their interactions, and the processes that preserve and change them. It does this by examining the dynamics of constituent parts of societies such as institutions, communities, populations, and gender, racial, or age groups. Sociology also studies social status or stratification, social movements, and social change, as well as societal disorder in the form of crime, deviance, and revolution.90005 90002 Social life overwhelmingly regulates the behaviour of humans, largely because humans lack the instincts that guide most animal behaviour. Humans therefore depend on social institutions and organizations to inform their decisions and actions. Given the important role organizations play in influencing human action, it is sociology’s task to discover how organizations affect the behaviour of persons, how they are established, how organizations interact with one another, how they decay, and, ultimately, how they disappear.Among the most basic organizational structures are economic, religious, educational, and political institutions, as well as more specialized institutions such as the family, the community, the military, peer groups, clubs, and volunteer associations. 90005 90002 Sociology, as a generalizing social science, is surpassed in its breadth only by anthropology-a discipline that encompasses archaeology, physical anthropology, and linguistics. The broad nature of sociological inquiry causes it to overlap with other social sciences such as economics, political science, psychology, geography, education, and law.Sociology’s distinguishing feature is its practice of drawing on a larger societal context to explain social phenomena. 90005 90002 Sociologists also utilize some aspects of these other fields. Psychology and sociology, for instance, share an interest in the subfield of social psychology, although psychologists traditionally focus on individuals and their mental mechanisms. Sociology devotes most of its attention to the collective aspects of human behaviour, because sociologists place greater emphasis on the ways external groups influence the behaviour of individuals.90005 Get exclusive access to content from our тисяча сімсот шістьдесят вісім First Edition with your subscription. Subscribe today 90002 The field of social anthropology has been historically quite close to sociology. Until about the first quarter of the 20th century, the two subjects were usually combined in one department (especially in Britain), differentiated mainly by anthropology’s emphasis on the sociology of preliterate peoples. Recently, however, this distinction has faded, as social anthropologists have turned their interests toward the study of modern culture.90005 90002 Two other social sciences, political science and economics, developed largely from the practical interests of nations. Increasingly, both fields have recognized the utility of sociological concepts and methods. A comparable synergy has also developed with respect to law, education, and religion and even in such contrasting fields as engineering and architecture. All of these fields can benefit from the study of institutions and social interaction. 90005 90016 Historical development of sociology 90017 90002 Though sociology draws on the Western tradition of rational inquiry established by the ancient Greeks, it is specifically the offspring of 18th- and 19th-century philosophy and has been viewed, along with economics and political science, as a reaction against speculative philosophy and folklore .Consequently, sociology separated from moral philosophy to become a specialized discipline. While he is not credited with the founding of the discipline of sociology, French philosopher Auguste Comte is recognized for having coined the term 90019 sociology 90020. 90005 90002 The founders of sociology spent decades searching for the proper direction of the new discipline. They tried several highly divergent pathways, some driven by methods and contents borrowed from other sciences, others invented by the scholars themselves.To better view the various turns the discipline has taken, the development of sociology may be divided into four periods: the establishment of the discipline from the late 19th century until World War I, interwar consolidation, explosive growth from 1945 to 1975, and the subsequent period of segmentation. 90005 90016 Founding the discipline 90017 90002 Some of the earliest sociologists developed an approach based on Darwinian evolutionary theory. In their attempts to establish a scientifically based academic discipline, a line of creative thinkers, including Herbert Spencer, Benjamin Kidd, Lewis H.Morgan, E.B. Tylor, and L.T. Hobhouse, developed analogies between human society and the biological organism. They introduced into sociological theory such biological concepts as variance, natural selection, and inheritance-asserting that these evolutionary factors resulted in the progress of societies from stages of savagery and barbarism to civilization by virtue of the survival of the fittest. Some writers believed that these stages of society could be seen in the developmental stages of each individual.Strange customs were explained by assuming that they were throwbacks to useful practices of an earlier period, such as the make-believe struggle sometimes enacted between the bridegroom and the bride’s relatives reflecting the earlier custom of bride capture. 90005 90002 In its popular period of the late 19th and early 20th centuries, social Darwinism, along with the doctrines of Adam Smith and Thomas Malthus, touted unrestricted competition and laissez-faire so that the «fittest» would survive and civilization would continue to advance.Although the popularity of social Darwinism waned in the 20th century, the ideas on competition and analogies from biological ecology were appropriated by the Chicago School of sociology (a University of Chicago program focusing on urban studies, founded by Albion Small in 1892) to form the theory of human ecology that endures as a viable study approach. 90005 .90000 Just a moment … 90001 90002 Please enable Cookies and reload the page. 90003 90004 This process is automatic. Your browser will redirect to your requested content shortly. 90003 90006 Please allow up to 5 seconds … 90003 90008 + ((! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (! + [] + (!! []) + !! [] + !! []) + (+ !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [ ] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (+ !! [])) / + ((! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (! + [] + (!! []) + !! [] + !! []) + (! + [] + (!! []) + !! [ ] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] +! ! [] + !! []) + (+ !! []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [])) 90003 90008 + ((! + [] + (!! []) + !! [] + !! [] + !! 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[]) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! []) + (! + [] + (!! []) — []) + (! + [] + (!! [] ) + !! [] + !! []) + (! + [] + (!! []) + !! [])) / + ((+ !! [] + []) + (+ !! []) + (! + [] + (!! []) + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] ) + (! + [] + (!! []) + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] +! ! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! [])) 90003 90008 + ((! + [ ] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (! + [] + ( !! []) + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + ( !! []) + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! []) +! ! [])) / + ((+ !! [] + []) + (! + [] + (!! []) + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! []) + (+ !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [])) 90003 90008 + ((! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (! + [] + (!! []) + !! [] + !! []) + (+ !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] +! ! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + ( !! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (+ !! [])) / + ((! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [ ]) + (! + [] + (!! []) — []) + (+ !! []) + (! + [] + (!! []) + !! 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[] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [ ]) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] — (!! []))) 90003 90008 + ( (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] +! ! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + ( ! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! [ ]) + !! [])) / + ((! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + []) + ( ! + [] + (!! []) + !! [] + !! []) + (+ !! []) + (+ !! []) + (! + [] + (!! [] ) + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! []) + (! + [] + (!! []) — []) + (! + [] + (!! []) — [])) 90003 90008 + (( ! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! [] + !! [] + []) + (+ !! []) + (! + [] + (!! []) + !! [] + !! [] + !! [] + !! [] + !! []) + (! + [] + ( !! []) + !! [] + !! [] + !! []) + (! + [] — (!! [])) + (! + [] + 90003 .