social science classes

social science classes

The Value of Social Science Classes in Higher Education

1. Introduction to Social Science Classes

When students come to study at a higher education institution, their goal is to receive a superior education for which they will pay through tuition, books, and time spent in class and during personal studying. The end result of their spending will theoretically be an education that will provide them with a basis to work in a job of higher pay that will fit into a higher standard of living for themselves and their family.

The purpose of studying classes in a higher education institution

Many students have the opportunity to study social science courses in higher education. Although a large number of students study one or more of these courses in different colleges and universities, the practical value of these classes in helping the student in their future endeavors seems to be problematic and not well understood by either the student or the institution that offers them. Before we try to understand the purpose of social study classes in higher education and the value of studying these subjects, it is a good idea to consider the purpose of studying any class, especially at this level of study.

2. Impact of Social Science Classes on Critical Thinking and Problem Solving

Social science classes are among the fundamental building blocks of knowledge and understanding for entry into the fully educated society envisioned by the framers of the U.S. Constitution. To meet the future demonstrated need in society for workers with a diverse range of knowledge derived from social science disciplines as part of the U.S. higher education general education mission, we have developed programs for general education of college students that serve society well and at the same time make significant contributions to fulfilling the developmental needs of freshmen and sophomore students. The burdened state of freshman social science classes is relieved in part by our development, about which we would like to tell you, then we shall point out some implications of what is happening that might be a matter of concern to your institutions.

United States higher education is organized to accommodate the idea of four-year liberal arts education intended to nurture students’ intellectual creativity and their ability to develop and apply broad world knowledge to a growing diversity of social, global, financial, and business challenges that civilization must meet. The origins of general education are rooted in a belief stretching back to the ancient Greeks that citizens would be inadequate for self-governance unless they had acquired the habit of reflective thought and feeling and the capacity for purposeful and effective action.

The value of social science classes in higher education

3. The Role of Social Science Classes in Fostering Diversity and Inclusion

Social science classes allow students to have honest and meaningful conversations about identity groups, their treatment throughout history, and their contributions to the United States and the world. This promotes deep understanding and accurate reflections of America throughout its broad and diverse university network. For marginalized students, social sciences provide the opportunity to see themselves reflected in their coursework, and they learn about successful members of their community throughout history—knowledge that they have not had the opportunity to learn in primary and secondary education. For students who were not fully exposed to this content either due to indifference or active exclusion in their pre-university studies, the social sciences offer facts and prove hypotheses that expand their understanding of the world.

Social science classes have a unique advantage over other types of education in that the issues they discuss and analyze are tied to the diversity of the groups that make up American society. Therefore, students who have taken social science classes have learned about various human groups and the roles that they have played throughout history, as well as their contributions to science. This content is crucial for students who were not fully exposed to this knowledge during their primary and secondary education, as well as for students who are part of marginalized groups. It makes them feel included, understood, and celebrated, adding diversity and inclusion to higher education.

4. Practical Applications of Social Science Knowledge in Various Fields

The contribution of social sciences in creating real revenue-generating opportunities in various career fields and in various types of classes is empirically supported. The survey results show that graduates who have participated in training associated with solving societal problems and have done capstone projects reported that these experiences were very critical to their professional development, as well as intelligence, creativity, and teamwork. The data presented from different years provide evidence of good feedback about the value of the educational activities for the leadership, team, and project opportunities that generate a win for the students on the part of learning. Whether this learning sticks to the readiness of students to solve problems and take advantage of opportunities that can arise on the job is an interesting extension of this research.

Finally, careers in urban planning and census analysis are in demand as more people move to cities. Also, having knowledge about how to analyze data using psychological tools provides insight in terms of employee motivation, teamwork, and establishment of organizational values. Development of social sciences can potentially increase the clarity of directional communication, collaboration, and problem-solving skills. These skills will be executed and highly valued when it comes to the analysis of domestic or global problems. Therefore, it is an empirical question well worth investigating as to whether the presence or absence of learning related to humans and their social world while in college has lasting effects on the direction of the graduates and the trajectories they followed and their professions.

5. Conclusion and Future of Social Science Education

Minsky presents another possible source of value for Keynesian macroeconomic social science education. In his growth instability hypothesis, financial capital is shown to accumulate (disproportionately) in long periods of depression and relative stability, which eventually leads to increased financial fragility. In other words, increased stability carries the indispensable seeds of increased instability. Times of high volatility and uncertainty therefore act as a disciplinary mechanism that serves to moderate the normal/healthy financial excesses intrinsic in any long period. If the argument holds for Western societies, the current low-poverty and relatively stable positions should be added to an ever-increasing list of long-term socio-economic problems using social sciences know-how before the problem-causing positions are reached. However, Western societies could easily afford to spend much more resources for macroeconomic social sciences teaching in order to become better equipped to deal with such unknown future events.

The increasing secularization of large parts of the world and a growing focus of individuals on themselves and their immediate circumstances threaten to reduce the already-questioned value of social science education. As a society, we put individuals at the core of our value, respect their preferences, and fight to ensure they have equal opportunities when it comes to career and life. It seems the failure of social science is on our behalf, though, that we—as a society—forget the value of understanding individuals and the circumstances they live in and grant nations the opportunity to evaluate and enjoy the benefits of social sciences on an increasing scale. It is also a failure of education: academic institutions and especially public universities constantly subsidize social science with public funding. That said, the societal value of social science education justifies a more privileged position for educational institutions and academics in societies.