Social Science, Social Studies, and Social Education

 
 
Social Science refers to a research or field of study that identifies and analyzes social problems and then present solutions. It is a discipline that studies our society, human behavior and how they are interconnected. Saxe (1991) discussed that individuals learn the rules of society and adopt culture of others, and learn to be part of their own culture.
 
Social Studies refers to the subject or learning program to be taught in schools. “In secondary education, most social studies courses are in a particular social science such as economics, government, history, or geography (Thornton, 2005, p. 14)." The goal is to develop informed, responsible citizens who can think critically and participate effectively in their communities. It is a key part of school focused on the study of social relationships and the functioning of society, as well as our relationship to it. There is widespread agreement that the primary goal of social studies is citizenship education, which prepares young people with the knowledge, skills, and values necessary for active participation in society (Barr, Barth, & Shermis, 1977, as cited in Ross, 2006).

The idea about social study being a school subject is also supported by Herbert Spencer (1890) on “descriptive sociology.”
Spencer noted that the content of such course would be "drawn from the broad materials of history, economics, political science, sociology, psychology, and anthropology". By adding geography and contemporary problems to this list, Spencer's subjects would essentially match the content of 1916 social studies.
 
Social education was viewed as the generic term for a socially centered school curriculum that encompassed all courses or subject fields (Saxe, 1991, p. 3). This means everything that was taught in school will now be applied to reality. Everything that was taught goes beyond the classroom and formal schooling. What cemented curricula together was a sociological outlook toward education, an outlook that held the purpose of education was to prepare students in and for social life (Saxe, 1991, p. 11).
 
All three concepts are interconnected and share points of convergence. Social Science produces knowledge through research and investigations. This knowledge is then taught to students in the form of Social Studies. All these learnings lead to Social Education, where it is applied to real-life scenarios.

An example is the student I interviewed last week. He is pursuing a PhD in Social Work. He uses research data from Social Science to understand how social workers previously developed solutions for social welfare. Social Studies helps him reflect on past social policies and the successes and failures of previous social workers, guiding his approach. This leads to Social Education, as it shapes his values through hands-on experiences in community work.
I designed a simple flowchart illustrating how these concepts are applied in real life.

Roles of Social Studies Educator and Social Scientists
The role of Social Studies Educator is to prepare students for their lives (Thornton, 2005, p. 28). Snedden (1935) construed social education as largely a matter of adapting the student to existing social conditions.

The educator must equip students with the knowledge and skills needed to navigate real-life social situations, such as interacting with people of all backgrounds, showing empathy, and advocating for those in need. Students must understand the importance of being responsible citizens, as their actions have a significant impact on the community. In the resource provided last week, Thornton (2005) cites the National Council for the Social Studies (NCSS) statement, "The vitality of a democracy depends upon the education and participation of its citizens" (NCSS, 1994, as cited in Thornton, 2005, p. 16).

On the other hand, social scientists are the people doing the research study. They influenced curriculum development by making academic knowledge more accessible to younger students.

Social scientists focus on conducting research, analyzing societal issues, and developing theories to understand human behavior and social structures. In contrast, social studies educators use this knowledge to teach students about history, government, economics, and culture, helping them become informed and responsible citizens. While social scientists generate new insights, social studies educators translate these ideas into practical lessons that shape students' understanding of society and their role in it.

As citizens, having a strong understanding of history, government, economics, and culture is essential, as it influences how we engage with our communities and fulfill our responsibilities in society. This helps us become more socially aware, making our actions and decision-making more meaningful. If we are aware of history, it allows us to understand current issues and make better decisions.
 
References:
Saxe, D. W. (1991). Social science, social education, and social studies: Descriptions, definitions, and origins. In Social studies in schools: A history of the early years. SUNY Press. Retrieved from http://www.sunypress.edu/pdf/52303.pdf.
 
Thornton, S. (2005). Teaching social studies that matter: Curriculum for active teaching. Teacher’s College Press.
 
Ross, E. W. (Ed.). (2006). The social studies curriculum: Purposes, problems, and possibilities (pp. 17–36). State University of New York Press.