ERIC Number: ED218214
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Is There a Place for the Nonrational in Social Studies Education?
Fraenkel, Jack R.
The purpose of this paper is to suggest some reasons why feelings are important to study as a part of K-12 social studies and to suggest a few ways this might be done. Reasons why feelings should be taught include the following. Knowledge of how people feel in various situations, as well as knowledge of the forces and factors which bring such feelings about, can help students understand the real world and how it works. If we want to help students understand the actions, beliefs, and values of people as fully as they can, we need to help them understand as much as possible about what causes people to act as they do, believe what they do, and hold the values they do. In addition, an understanding of how people feel in different types of situations is also crucial to moral development. Specific objectives which the explicit study of feelings can help social studies teachers attain are listed. The second part of the paper describes and provides examples of two types of activities which will help students study the feelings of people. First students should be involved in various types of experiences likely to produce an emotional reaction on their part. This experience should be followed up by discussions with them as to how they felt during and after participating in the experience. For example, the students might visit a nursing home and talk with the residents. The second type of activity would engage students in discussions of what they would do in various sorts of emotion-laden situations, how they think other people placed in such situations might feel, and what they think might be the possible consequences of various actions on other people. (RM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).