A study on Education, Humanities and Social Science Courses

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1. Education - This was a course aimed at pursuing a teaching

job in the future. As the subjects and their descriptions will

indicate, this course was dedicated to understanding the

learning process of people and understanding the nature of

people.

2. Humanities - This was a course aimed at an appreciation for

creativity. As the subjects and their descriptions will

indicate, this course was aimed at developing a sense of style

and beauty, and a mind for constructive criticism.

3. Social Science - This was a course aimed at an understanding

of human interactions and addressing human weaknesses. As the

subjects and their descriptions will indicate, this was a course

aimed to shed light on the rationale behind past events as a

means of appreciating present developments. In the process, it

also confronted everyday health and social problems with

possible solutions.

II. Description of academic preparation and background:

1. EDUCATION subjects and description:

a. EPSY-327 - Child & Adolescent Development:

This was a subject that dealt with the development years of

children. It dealt with the factors that influence the attitude

of children, like the role of the family, the teachers and

peers.

It also dealt with the awkward years of adolescence and the

challenges that come with growing up, like peer pressure,

hormonal developments and the increased responsibility with

moving towards adulthood. The course also dealt with other

external factors that influence child development like

interaction among races, adoption and social welfare

intervention to name a few examples.

b. SPED-100 Intro to Persons W/ Exceptions:

This was a subject that looked into the 2 extremes of human

beings - the very intelligent and talented, and the mentally

challenged. This subject leads into a deeper understanding on

the different areas of intelligence, like mathematical, spatial

and verbal, to site a few examples, and the prodigies who have

excelled in these areas. On the other extreme, this course also

brought an understanding into what causes idiots, imbeciles and

mongoloids, to give a few examples of members who belong to this

other extreme, and the kind of education they need to cope with

the challenges in the society.

c. ELED-303 Earth & Physical Science for Elementary Teachers:

This was a subject that reviewed the environment and its

different aspects. It dealt with the composition of the soil,

the riches of the soil, the different plants which compose the

ecosystem, the layers of the atmosphere, the parasites and

polluters that roam the earth. It also deals with the

interaction of man with these different forces, and

recommendations on what man can do to protect himself from the

negative effects of these interactions.

d. ARTE-310 K-8 Art Methods:

This was a subject on the different methods of art like realism

which are depictions of life as it is, abstraction which is all

about reshaping the world, and symbolism which attempts to liken

the aspects of real life to objects of representation, to name a

few. These different methods of art find their expression in

different forms of art which are also covered by this subject,

like paintings and sculptures. This course also dealt with the

role of different art methods in the developments in visual arts

and technology.

e. LIBM-205 Children's Literature:

This subject dealt with literature written or chosen for

children and by children. It dealt with the different kinds of

literature for children based on their age, which range from

picture books, short stories, poems, dialogues all the way to

fictional books for the older children. Aside from literary

content, this subject also covered effective ways to present

literature to children taking into consideration such

differences as culture and language skills. These strategies

included story telling, role playing, drawing to name a few

examples.

f. INED-411 South Dakota Indian Studies:

This subject dealt with the culture and way of life of the South

Dakota Indian tribes. The cultural aspect of this course talked

about the attitudes and general characteristics of these tribes,

while the way of life aspect focused more on the kind of work

they did, the kind of environment they worked in and the family

relations that existed. The subject also included a lesson on

the history of the Indian tribes from the time they first

settled in South Dakota soil and the development of their

communities. More interestingly, this subject dealt with South

Dakota Indian activists, what they were subjected to suffer, and

the causes they fought for.

2. HUMANITIES subjects and description:

a. HIST-121/ 122 Western Civilization I and II:

These 2 subjects dealt with the start of western civilization,

from the spread and migration of homo sapiens to the

developments in the different parts of the western world, like

the rise of different empires, developments of trade routes in

Ancient Greece, the spread of Christianity, Islam and other

faiths, and the conflicts that arose due to these different

faiths, to name a few examples. These subjects also developed an

appreciate for the different results of the mentioned

developments in the form of democracy, individualism,

proliferation of science, arts and sports and the creation of

citizenships and a civil society.

These subjects were further enriched with a series of group and

individual activities like the presentation of reports,

discussions on film showing sessions and debates on the

different developments and their effects on today's world.

b. MUS-100 Music Appreciation:

This subject offered not only the enjoyment for different kinds

of music, but also the different kinds of music that came out of

different cultures. This course dealt with the study of theory,

classification, analysis and relevance of different kinds of

music. In order to actually develop an appreciation for music,

this course also required the learning of elements of a famous

classical piece, the study of the composer and his

contemporaries, and the historical context within which the

music was composed. The main intent of this subject was to learn

what to listen for, and listen critically.

c. THEA-100 Introduction to Theatre:

This subject introduced the different strategies to understand

and analyze performance. It dealt with both representational and

non representational theater. It examined the utilization of

both dramatic scripts and live performances. It also dealt with

the different aspects of theater art and process like acting,

designing, and music, to name a few. The activities for this

subject included reading and analyzing plays, answering

worksheets on their elements and discussion on what were

analyzed.

d. SPAN-101 Introductory Spanish I:

This subject included a basic education on Spanish which

includes the alphabet and phonetic sounds for the language. It

also included learning some everyday phrases for simple

conversations, vocabulary words for the different parts of

speech, and construction of simple questions and sentences to

give a few examples. Aside from a study of the language, this

subject also included film watching and story telling activities

as a means of immersion in the language.

3. SOCIAL SCIENCE

a. HIST-152 United States History II:

This subject dealt with the events after the Civil War and

reconstruction to the present. In between, it dealt with the

reconstruction of the southern agricultural system, expansion

and development of western railroads, the rise of

industrialization and urbanization, to name a few. It placed a

primary focus on the Christian foundation of the United States.

It required an understanding of key historical events, analysis

of historical evidence, and writing on both. This subject

required a variety of sources for research.

b. SOC-100 Introduction to Sociology:

This subject introduced the structures and dynamics of human

behavior which interplay with one another within the society.

This subject required the application of scientific method to

the observation and conceptualization of social roles, class and

culture. It also considered the processes of socialization,

intergroup and collective transactions, and specific analysis of

major institutions, population, social changes and trends.

c. PSYC-101 General Psychology:

This subject introduced the critical examination of behavior in

humans and other life forms. It also dealt with the nature of

psychology, biological foundations of behavior, perception, the

ability to learn and memorize, language skills and thought

processes, factors that affect motivation and emotion,

developmental psychology, altered states of consciousness,

personality, social psychology, psychopathology and

psychotherapy, to name a few.

d. POLS-100 American Government:

This subject dealt with the construction of the American

government and the various forms of government in the world, and

the differences between government structures and economic

systems. There was focus on the foundation of the American

Republic, an overview of its constitution, the 3 branches of

government which were established by the early advocates. These

early advocates include the Federal system, the checks and

balances strategy, and elements that cause the government to

function. The subject also dealt with the role of the state

governments, and compared these with the other governments of

the world. This course required a lot of reading and research,

and an analysis of the historical and political trends that

influence present day politics.

e. HIST-470 History of World War II:

This subject examined the widespread cost and destruction

brought about by the most gruesome war history has seen. It

dealt with the origins of the war, the strategies resorted to by

the different participating countries, and the major events in

the Pacific and European arenas from the 1930s until 1945. It

also dealt with the significance of the war for the history of

Europe, Asia and the United States. This subject required the

processing of historical events into arguments about the past,

and the impact of individual decisions on historical events.

f. WELLNESS PE-100 Act Course: Weight Training

This subject offered strength development via basic exercises

and lift techniques. It involved lectures on theories in fitness

conditioning with a focus on weight training, with the goal of

designing individual weight training plans.

g. PE-210 Varsity Sport: Football

h .WEL-100 Wellness for Life:

This subject provided an overview of wellness topics, which are

concepts geared towards becoming a totally healthy person. This

concept included physical, mental and emotional health. The

course covered topics like nutrition, self concept and social

skills, to give a few examples.

i. WEL-100L Wellness Lab:

This subject combined physical fitness ideas with wellness

concepts. This subject allowed the freedom to design and

implement individual exercise programs designed for one's goals,

needs and other habits. This subject was a combination of

lectures and activities.

j. PE-180 Foundations of HPER:

This subject dealt with the underlying philosophy in the

development and implementation of health education programs. The

topics included the history and philosophy behind health

education and promotion, professional competencies and future

issues, to give a few examples.

k. PE-440 Organization & Admin of HPER/Athletics:

This subject dealt with the factors involved in the

administration of sport, health, physical education and

recreation programs. The subject required a demonstration of the

principles of effective management and the use of strategies to

promote cooperation among employees and colleagues.

m. PE-355 Philosophy, Concepts, Contemporary Issues in Coaching:

This subject dealt with the theory and practice of sports

coaching. It also dealt with managing coaching problems,

research strategies to further sports education, research design

for sports exercises, sport leisure and recreation, to give a

few examples.

n. PE-354 Prevent & Care of Athletic Injuries:

This subject dealt with the prevention of athletic injuries. It

also developed the skill of familiarizing one's self with the

symptoms of common athletic injuries and their possible means

of treatment and care.

III. Relationship of the Areas of Emphasis: An explanation of

how the three areas of emphases are related.

Social Studies, as the term implies, is a study about society.

The course develops an understanding of the people who compose

the society, their interactions with one another, and the

influence that these transactions have on the developments

within their communities.

A course in Humanities strengthens social studies in the sense

that it leads to a greater understanding of human expression.

Humanities are a reflection of what people consider beautiful

and acceptable. Humanities help in understanding norms of a

community since it is a reflection of what a community considers

acceptable. By inference, Humanities can also determine what a

community frowns upon.

The study of Social Studies and Humanities can complement each

other since they both require a deeper understanding of people

and their cultures. Social Studies has a more direct approach

since it deals with the actual events which have shaped

communities. Humanities has a less direct approach since the

lessons it imparts about communities and people is reflected in

the kind of art and literature they have. Nevertheless, this

less direct approach of Humanities can give an understanding

that the course of Social Studies cannot do alone.

There are communities of people who prefer to keep to

themselves, so a look into their history will not reflect how

these people really felt about changes in the society. But these

feelings may be reflected in their choice of art and literature -

something a study of Humanities will explore but Social Studies

will not.

So when does the study of Education come into the picture?

Someone once said that it doesn't matter how much you know if, in

the first place, you do not have the ability to share this

knowledge with other people. To bring the point home, it doesn't

matter how well you understand people if you don't know hoe to

impart this knowledge to others. This is where the study of

education comes in.

Education, again as implied by the term, means educating people.

Sharing what one knows so that others will also know. The study

of education will bring to life whatever was studied in

Humanities and Social Studies. It will bring such knowledge to

life in the sense that it will teach an individual the most

effective way to impart the knowledge of Humanities and Social

Studies. And, when knowledge is imparted effectively, it sticks

to the minds of people and they act upon their knowledge by also

sharing it with other people.

Once again, Education covers areas that Humanities and Social

Studies do not. Education takes into consideration that human

beings have different attitudes towards learning. People have

biases which need to be considered in finding the most effective

approach to get them to accept a lesson they need to learn. No

matter how important or how interesting a historical event or a

work of art is, if the subject is not taught in a way that

effectively reaches into the hearts and souls of people, they

will not appreciate it.

I'm sure many people are just too familiar with this scenario: a

math professor drones on and on about the three sides of a

triangle, or the formula to arrive at X, or any other equally

complex mathematical problem. Meanwhile, half of the class is

having a siesta in dreamland.

Maybe the above scenario is an exaggeration (or math is a bad

example. But replace the math professor with a history professor

who's having a monologue about the Trojan war and it's the same

difference). The point is, a course in Education teaches about

the right approach, and this is an important lesson for the

educator who wants to make time in the classroom worthwhile.

Therefore, Social Studies, Humanities and Education is a

necessary synergy. These 3 courses working together can create a

combination of an individual who not only has a thorough

understanding of how people and communities work but also an

individual who has the training to effectively share his

knowledge with others.

This scenario in turn will create students who are armed with

complete knowledge of their history, their community and their

norms. A proliferation of like individuals can move societies

towards heights of unimaginable progress.

IV. Future Application: A description of how you anticipate

applying these areas of emphasis in the future.

I plan to become a substitute teacher and an athletic director.

Such a plan gives me the best of both worlds in the sense that

it creates a variety in the kind of career I plan to have.

Being a substitute teacher is an opportunity to not only impart

knowledge but also to meet different students from all walks of

life. This is an opportunity to meet a new face everyday,

instead of going in an out of the same classroom everyday to be

with the same students (of course, this kind of setting also has

its advantages).

Being a substitute teacher is also a chance to study new

subjects and learn new skills which perhaps go beyond the

boundaries of a university education. After all, no one knows

what kind of assistance the educational system will need. A

background in Social Studies and Humanities does not mean I

cannot explore the world of home economics, graphic designing

and, who knows, even portfolio creation if these subjects should

ever be offered as electives in high school.

The bottom line is this: there are no limits to the

opportunities open for a substitute teacher, while still

allowing ample time to pursue other passions.

My other such passion is sports. My plan to become an athletic

director would mean having a hand in the decision making process

of what kind of sports are taught and played in schools, the

development of varsity programs which students can participate

in, the development of sports facilities which a school has at

it's disposal, along with other things.

In comparison to the other aspects of education, physical

education may be perceived as trivial…and this is the reason for

the growing rate of obesity. Many schools have either lagged

behind or become lenient in their physical education programs,

while computer games take the front seat in extracurricular

activities, side by side with a growing passion for burgers,

hotdogs, and French fries.

I am in no way implying that technological advancement is bad or

that kids should be subjected to a strict diet of bread and

water. What I am saying is that they need to start exercising to

burn off what they are becoming accustomed to eat.

Geared towards this end, I plan to introduce programs to enhance

physical education and wellness, perhaps starting with an

increase on the number of hours children should spend on the

track field. I would also encourage campaigns to disseminate

information on good health habits, and the consequences of

neglecting one's health. I would also step up varsity programs to

accommodate the interests of students so they will be motivated

to participate. While these are my plans, I am aware of the

other possibilities that my areas of specialization can offer.

The subjects I took led to a better understanding of people and

how they work. I can also explore the areas of social work,

human relations and research and development which will lead me

to deal with people on a more professional level rather than an

academic level.

The wellness courses I took can lead me to the challenging but

interesting role of being a life coach to people who feel they

need to get their lives back on track. This line of work would

mean dealing with less people at any one time, but it would also

mean obtaining fulfillment from being able to get your fellowmen

to break their self-defeating habits.

The subjects I took also led me to better understand my country's

history, culture and government. This can allow me to explore

the field of international relations and diplomacy. This should

be a professional challenge on a whole new level since it could

mean defending national interests in unfriendly territories.

There are also more laid back options to consider. The subjects

I took also led me to a better appreciation of arts and music.

Becoming a tour guide for a museum is one way to get other

people to also appreciate the ramifications of human creativity.

Becoming an art or literary critique for written publications is

another option to share views and ideas on what constitutes

good entertainment.

Again, the bottom line is that the possibilities are endless.

The subjects covered by this course are so broad that they

allowed a learning of a little about everything. While any field

that I eventually decide to concentrate on will obviously

require more intensive learning and training, the course itself

has provided the tools to qualify for a number of different

options.

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