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Question: Activation of constructive and creative forces An important function of education is to provide a qualified and creative workforce made up of people who are able to adapt to new technologies and participate in the 'intelligence revolution ' that is the driving force behind most of the world 's economies. According to Ballantine and Hammack (2012), education should achieve the following: • ensure that learners are able to make a living by giving them adequate vocational education • develop the mental and physical skills of learners (including motor, thinking , communication and social skills) • produce adaptable people who can cope with changes in their social environment • create individuals who are able to make a contribution to the development of their society • produce citizens who understand and appreciate democracy, and live according to its principles • create people who make good use of leisure time • teach students to adapt to change, prepare for change or initiate change in society • develop individuals who are open to others by teaching them mutual understanding and the value of peace • promote knowledge of socially acceptable moral practices and ethical standards • develop people who have an understanding of human relations and motivations . As stated earlier, some sociologists approach their research at a micro level (that is, they aim to identify how variations in school practices affect student performances), while others adopt a macro approach (in other words, they seek to understand the effect of social forces on education). This means that they look at the same phenomena in different ways. The micro approach is dominated by the theory of symbolic interactionism, whereas the macro approach is dominated by functionalism and conflict theory . These three perspectives (functionalism, conflict theory and symbolic interactionism) are discussed below . Question 1 read the text above and answer the question below 1.1. One of the functions of the sociology of education is the activation of constructive and creative forces. How could this aim be taught in the classroom? (Take answers from the text)
To activate constructive and creative forces in the classroom, the functions of education, as outlined by Ballantine and Hammack (2012), can be translated into specific teaching strategies and activities. Here are some ways this aim could be taught in the classroom based on the text: 1. **Adequate Vocational Education**: - Introduce practical vocational courses that align with industry needs. - Provide hands-on training and real-world problem-solving activities. 2. **Development of Mental and Physical Skills**: - Use activities that enhance motor skills (e.g., physical education, art, and craft classes). - Incorporate critical thinking exercises, such as debates, case studies, and analytical problem-solving. - Foster communication skills through presentations, group discussions, and collaborative projects. - Encourage social skills through team-building exercises and group work. 3. **Adaptability to Social Environment Changes**: - Teach students to be flexible through role-playing, simulations, and scenario-based learning. - Integrate current events into the curriculum to discuss societal changes and their impacts. 4. **Contribution to Society**: - Engage students in community service projects or socially responsible initiatives. - Encourage entrepreneurial thinking and innovation projects that address community needs. 5. **Appreciation of Democracy**: - Teach democratic principles through classroom governance models (e.g., student councils, mock elections). - Discuss historical and contemporary examples of democracy in action. 6. **Productive Use of Leisure Time**: - Offer extracurricular activities that cater to diverse interests, such as sports, arts, music, and clubs. - Teach time management and self-regulation skills. 7. **Adaptation and Initiation of Change**: - Discuss case studies of individuals or groups who have successfully initiated change. - Encourage students to engage in projects that propose improvements or innovations. 8. **Teaching Mutual Understanding and Peace**: - Incorporate multicultural education and global awareness topics. - Facilitate open discussions on empathy, conflict resolution, and cooperation. 9. **Promoting Moral and Ethical Standards**: - Conduct lessons on ethics and moral philosophy. - Create scenarios where students can practice making ethical decisions and understand the implications. 10. **Understanding Human Relations and Motivations**: - Offer courses in psychology, sociology, and interpersonal relations. - Encourage self-reflection and peer feedback sessions to improve understanding of different perspectives. By integrating these elements into the curriculum, educators can effectively activate constructive and creative forces within their students, preparing them to be adaptable, socially responsible, and innovative members of society.
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