Objectives of Social Studies: From Building Good Citizens to Solving Social Problems
Social studies is a multidisciplinary, integrated educational program that teaches citizens the values and norms related to the nation, the global context, patriotism, and the democratic system. Prepared by incorporating essential concepts from history, geography, political science, economics, sociology, and other disciplines, the main objective of this subject is to prepare good citizens who can solve the social problems seen in society.
This subject gives children knowledge of human relations. Fulfilling the needs of life alone is not enough to become a good citizen; social values, conduct, and ideals necessary for integration into society are also required. Therefore, social studies makes customs, traditions, culture, values, ways of living, dress, and the geographical and physical environment related to human life its subject matter. Its goal is not merely to provide raw knowledge but to develop knowledge, skills, attitudes, and understanding.
In the Education Curriculum Guidelines, social studies has been explained as the study of the ways in which people organize their programs and environment to fulfill the basic needs of life. Looking at the development of this concept, after the American War of Independence, when the United States of America became a country after being freed from British colonial rule, its need was felt to establish harmony among people who had come from different places and to maintain understanding among different states. The debate on how to make the citizens of independent America ideal citizens began from that time.
At first, knowledge of history was considered necessary. Therefore, history was included in the curriculum in 1820. History was given importance on the basis of the conclusion that patriotic citizens who love their country cannot be prepared unless they have knowledge of their country’s history, lifestyle, culture, and civilization. Since knowledge of the geographical conditions of one’s own country and foreign countries was also necessary, arrangements were also made to study geography. After that, the need for the economy and political science of the country and abroad was seen, and those subjects were also included in the curriculum.
From 1916, the Education Commission of America recommended the subject of social studies. In 1934, the National Council for Social Studies was formed and further study of it was advanced. Gradually, Western countries also began to include social studies in the curriculum. The First World War, which began in 1914, and the Second World War, which began in 1939, caused countless human casualties. The economic condition collapsed, humanity was lost, and the tendency of people to commit violence against other people increased. This disrupted social life and raised questions about human civilization itself.
As hostility and conflict among countries began to increase sharply, the need for social subjects became even clearer. Gradually, physical fitness, healthy habits, development of creativity, respect for caste and ethnic groups, religion, language, culture, and region, and the development of equal regard also became subject matter of social studies. In this way, this subject made not only the personal development of the individual but also psychosocial development its objective.
An individual cannot develop only himself. He is not a person born only for the values and norms of one family. He is born in a society with different ideas, cultures, and relationships. Over time, he becomes involved in social work and organizations. Therefore, he must bear responsibility toward society, the country, and the world. He must participate in various social activities. Social studies was considered necessary to prepare citizens who have moral, creative, and positive thinking, who can protect democratic values, norms, and beliefs, who can preserve their own culture and tradition, and who can live a successful life.
The development of social studies in Nepal also appears to have taken place gradually. Around 2004 BS, after a student movement with the slogan “Jayatu Sanskritam” to include history and geography in the campus curriculum, these subjects were included in the curriculum. After the National Education Commission 2011 BS recommended including the subject of social education in the curriculum, this subject was included in primary education. According to the recommendation of the Comprehensive National Education Committee 2018 BS, the subject of social education began to be taught across the country.
After the National Education System Plan, or New Education 2028 BS, also recommended it, the social subject was made more systematic throughout the state. At present, in Nepal, according to the National Curriculum Framework 2076 BS, curricula have been prepared and implemented under the title Social Studies and Human Values Education at the primary level and Social Studies at the basic and secondary levels.
The curriculum of social studies aims to help students live as good citizens. It includes objectives such as gradually developing good conduct, discipline, responsibility, support, cooperation, peace, love, empathy, trust, brotherhood, and respect for diversity in practical ways. This subject was created after realizing the need for citizens who respect family members and elders and become responsible toward the community and society.
The curriculum of this subject includes areas such as We and Our Society, Our Values and Norms, Social Reform, Civic Awareness, Our Earth, Economic Activities, Our Past, International Relations and Cooperation, and Population Management. These subject matters have been adapted and adjusted according to level-wise competencies, students’ interests, levels, and needs. At the university level as well, social studies education has been included in the teacher education program curriculum for teaching, and the human resources produced from it are available in the educational sector.
Even while teaching social studies, a subject that carries the objective of developing civic awareness and preparing ideal citizens, the question is often raised at home and abroad as to whether citizens have been prepared according to the objectives. The conflict seen in the world, attacks on humanity, shortages of consumer goods and essential materials, and price increases have put human life under pressure. In Nepal too, an environment of conflict remains. There is no political stability. Although the federal republican system created by the Constituent Assembly has been implemented, political parties that are dissatisfied with the political system still remain.
Negativity has found space in society. News is being disseminated on social media without evidence and without authenticity. People’s attention appears to be drawn more toward negative information than positive information. It is also seen that wrong messages are communicated to the general public in an instant, and wrong sides are supported. There is even the reality that people with wrong conduct have reached power because people cannot distinguish right from wrong. From policy-level corruption to earning wealth illegally, evading taxes owed to the government, and competing to accumulate immense wealth overnight, such tendencies are visible. When a situation is seen in which people do not hesitate even to commit violence against other people for the sake of gaining wealth, the question arises as to where human civilization is heading.
In such a situation, questions also arise about the social studies curriculum: Why has it not been able to prepare citizens with ideals? Is it because the curriculum is defective or because there are complexities in implementation? Is it because there is a problem in the textbook or because of the lack of skilled and qualified subject teachers? Have the objectives not been fulfilled because of social diversity, physical management, teaching materials, the broad scope of the subject, lack of access, or lack of necessary training and refresher training for the working human resources? It is necessary to seek answers to these questions.
However, it is not appropriate to devalue social studies by blaming only the subject or by running away from the problem. Finding a solution is the shared responsibility of the state, society, and the individual. Everyone’s participation is necessary in constructing and implementing a curriculum that suits the times, fulfills the needs of society, prevents conflict from arising in society, develops humanity, thinks of the welfare of the world, and prepares good citizens who understand the global context.
The three levels of government, social and religious organizations, intellectuals, and all concerned parties need to pay attention to this matter. Teaching-learning activities should be made practical, topics that free society from conflict should be included in classwork and project work, research on social barriers should be carried out, and the practice of participating in community activities should be strengthened.
Education that inspires people to serve their family, society, and country; develops the feeling of a corruption-free society; builds a sense of coexistence among human beings; teaches people to love their culture and customs; and motivates them to respect the culture and customs of others is the core essence of social studies. Only if everyone bears responsibility toward producing responsible human resources capable of limiting the conflicts that have increased among states can the expected objective of the subject of social studies be fulfilled.
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