Core Knowledge Area Module Number III
Principles of Social Systems
The Correlation Between Social and Educational Systems
Walden University
August 28, 2005
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Knowledge Area Module III
Principles of Social Systems
Introduction
In this KAM, a study of the Principles of Social Systems will be conducted. Various systems will be examined and evaluated to determine the impact on education. Theories and theorists will be investigated to determine how they impact social systems. Within social systems, methodologies will be synthesized to ascertain their effectiveness.
Purpose
The purpose of KAM III is to understand the historical basis for systematic approaches and the correlation to today’s world. It is also imperative to understand systems approaches in a theoretical framework. In learning about social systems it will be necessary to demonstrate which practices work within education.
Learning Objectives
· Identify theories of social systems
· Examine and evaluate historic theories
· Analyze current, effective practices
Theorists Examined
The theorists for KAM III will be diverse so that an accurate compare and contrast model may be used to determine which theories work best. The impact on social
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systems based upon these theories may be more evident in specific theorists. Primary sources will be used, supported by contemporary inquiries. The following theorists will be the foundation for this KAM.
Albert Bandura is a theorist of the modern era. is studies indicate that imitation and modeling are major components of learning. His studies have included aggressive behaviors. His views oppose those of Piaget.
Ernest Boyer impacted the latter part of the twentieth century in his theories regarding teaching. He suggested that scholarship is comprised of four areas. His research focused on teaching, discovery, integration of knowledge and service. He advocated for students being the central focus of education.
Carl Rogers was an American therapist who developed a practice of client-centered psychotherapy. His theories and practices have influenced modern psychology. He believed in the value of his subjects and the potential for human growth.
Lev Vygotsky was a Jewish, Russian theorist whose life was tumultuous and complicated. In Russia, his works were banned until after his death. His works have been translated, edited and revised for easier understanding. His influence continues to grow as his works are made available and accepted.
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Breadth Component
The primary theorists as described, will be investigated to develop an understanding of the theories and principles of social systems. The foundations of these social systems will be evaluated and synthesized to determine which methodologies are substantive.
A critical analysis of historic theories will be conducted to determine how they work. Comparisons will be made between the theories to substantiate which are most effective. The breadth component will consist of the foundations of social systems. Questions will be answered.
* What are the historic principles of social systems
* How have the theories changed over the course of time
* What are the major issues in the principles of social systems
* Is our understanding of social systems comprehensive
The following resources will be accessed to determine their applicability to the study. From these resources, a minimum of 5 books will be chosen. The books will provide the foundation for the study. Journal articles may be evaluated for the breadth, with the majority of information sought from primary sources.
Bibliography
Bandura, A. (1995). Self-Efficacy in Changing Societies. Cambridge University Press.
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Bandura, A. (1977). Social Learning Theory. Prentice Hall, Inc.
Bandura, A. ( ). Principles of Behavior Modification.
Boyer, E. ( ). The Basic School: A Community for Learning.
Boyer, E. (1990). Scholarship Reconsidered. The Carnegie Foundation.
Boyer, E. (1997). Selected Speeches. The Carnegie Foundation.
Boyer, E. ( ). The Undergraduate Experience in America.
Rogers, C. (1980). A Way of Being. Houghton Mifflin, Co.
Rogers, C. (1989). On Becoming a Person. Houghton Mifflin, Co.
Vygotsky, L. (1987). The Collected Works of L.S. Vygotsky. Plenum Press.
Vygotsky, L. (1978). Mind in Society. Harvard University Press.
Vygotsky, L. (1986). Thought and Language. Massachusetts Institute of Technology
Depth Component
The depth component will evaluate the principles of social systems in today’s world. The goal is the analyze the theories to determine how they impact society at large and education in particular.
Social systems are cultures within the world that sometimes are separate and sometimes intertwined and connected to one another. Inquiries at various levels will be conducted to ascertain their effectiveness. Using the knowledge gained from the primary sources, modern situations will be examined through journal articles to determine what works.
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Bibliography
Anderson, H. (2001). Postmodern Collaborative and Person-Centered Therapies: What Would Carl Rogers Say? Journal of Family Therapy. 23, 4, p. 339-361.
Barresi, J. (1999). On Becoming a Person. Philosophical Psychology. 12, 1, p. 79-99.
Bott, D. (2002). Comment – Carl Rogers and Postmodernism: Continuing the Conversation. Journal of Family Therapy. 24, 3, p. 326-330.
Butcher, G. & Patton, J. (2004). What Would Boyer Do? About Campus. 9, 2, p. 2-8.
Candy, P. (2000). Knowledge Navigators and Lifelong Learners: Producing Graduates for the Information Society. Higher Education Research & Development. 19, 3, p. 261-278.
Henson, K. (2002). Foundations for Learner-Centered Education: A Knowledge Base. Education. 124, 1, p. 5-16.
Kleinsasser, A. (2004). Creating Campus Community: In Search of Ernest Boyer’s Legacy. Journal of Higher Education. 75, 2, p. 239.
Mahn, H. (1999). Vygotsky’s Methodological Contribution to Sociocultural Theory. Remedial and Special Education. 20, 6, p. 341-350.
Pajares, F. (2003). Self-Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of Literature. Reading and Writing Quarterly. 19, p. 139-158.
Roberts, D. (2003). In Search of Ernest Boyer’s Legacy. About Campus. 8, 4, p. 29-31.
Savolainen, R. (2002). Network Competence and Information Seeking on the Internet: From Definitions Towards a Social Cognitive Model. Journal of Documentation. 58, 2, p. 211-227.
VanGeert, P. (2000). The Dynamics of General Developmental Mechanisms: From Piaget and Vygotsky to Dynamic Systems Models. The American Psychological Society. 9, 2, p. 64-68.
Watts, R. (1998). The Remarkable Parallel Between Rogers’s Core Conditions and Adler’s Social Interest. The Journal of Individual Psychology. 54, 1, p. 65-70.
Young, M. (2003). Durkheim, Vygotsky and the Curriculum of the Future. London Review of Education. 1, 2, p. 99-117.
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Application Component
The final segment of KAM III will be the application component. This portion of the KAM will allow the learner to demonstrate an action plan for use in the educational setting. The application will be based on foundational theories gleaned from primary sources and supported by current trends and systems.
The assessment of effectiveness will be to evaluate the program as it is implemented in the educational setting. A description of the program will be explained in this part of the KAM. Mastery of knowledge will be demonstrated.
The plan will connect student learning with principles of social systems. The learning objectives will be practical and applicable to today’s youth.
Learning Objectives
· Students will use innovative methods to learn
· Students will learn how to conduct themselves in social systems
· Students will evaluate academic progress and success for improvement