Concept Of Social Development Research Articles

Sociological Reconceptualization of Social Development: With Empirical Evidence from Surakarta City, Indonesia

After more than six decades, the growth-oriented development strategy has failed to develop people’s essential well-being, social equality and better quality of socio-cultural life. United Nations called it: jobless, ruthless, rootless, voiceless, and futureless growth (UNDP, 1997). Recently, several new development approaches has been introduced, such as People-Centered Development, MDGs, Human Development, but those approaches are proposing more for the enhancement of some “social sectors”, rather than being oriented into developing a “good society”. Herewith, in this article a more sociological conceptualization of social development is introduced by emphasizing that developing human being has to be done through developing the basic elements of social life, namely structure, culture and process of the society. The purpose of this paper is to propose and discuss the new and the more sociological concept of social development. An action research has been conducted to explore some empirical evidence of social development practices implemented in Surakarta city as an illustration.

ЕCOLOGICAL CULTURE OF AGRICULTURAL PRODUCERS

The development of technocratic culture has caused numerous positive and negative changes in human life, and fully or partially solved the problems that the society has faced, but also created the new ones. One of the best examples for understanding such cultural contradictions may be agricultural production. The application of scientific and technological knowledge enabled us to produce large quantities of food, and at least partially solve one of the biggest global problems of the mankind - the shortage of food. However, it turned out that chemization and mechanization of agricultural production have had various negative environmental consequences, and that the overuse of pesticides and fertilizers has had negative impact on human health. Starting from the current views and concepts of social development in which social development includes environmental safety, and consequently the ecologization of culture, the first part of the paper presents the data obtained by an empirical research on some dimensions of ecological culture between the farmers in Serbia. In the second part of the paper, the data obtained in this study are compared to the data obtained in part of the same problem in Bulgaria. Based on the collected data and comparisons, it has been concluded that there is partially developed ecological culture in this specific group of producers in both countries. Кey words: е environmental crisis, ecological culture, agricultural production

Ecological culture of agricultural producers – case study in Serbia and Bulgaria

The development of technocratic culture has caused numerous positive and negative changes in human life, and fully or partially solved the problems that the society has faced, but also created the new ones. One of the best examples for understanding such cultural contradictions may be agricultural production. The application of scientific and technological knowledge enabled us to produce large quantities of food, and at least partially solve one of the biggest global problems of the mankind - the shortage of food. However, it turned out that chemization and mechanization of agricultural production have had various negative environmental consequences, and that the overuse of pesticides and fertilizers has had negative impact on human health. Starting from the current views and concepts of social development in which social development includes environmental safety, and consequently the ecologization of culture, the first part of the paper presents the data obtained by an empirical research on some dimensions of ecological culture between the farmers in Serbia. In the second part of the paper, the data obtained in this study are compared to the data obtained in part of the same problem in Bulgaria. Based on the collected data and comparisons, it has been concluded that there is partially developed ecological culture in this specific group of producers in both countries. Кey words: е environmental crisis, ecological culture, agricultural production

Habermas' concept of systemic colonization of lifeworld

This paper aims at comprehending the specific nature of Habermas' critical perspective on modernization, defined through the concept of systemic colonization of the lifeworld. The comprehension should be reached through a relatively detailed analysis of the fundamental elements and insights of the theory of communicative action. The first to be analyzed should be the conceptual apparatus that Habermas develops on the basis of synthesizing Mead's symbolic interactionism and Durkheim's concept of social development. Then the paper focuses on the complex concept of lifeworld, that Habermas formulates on the grounds of this conceptual apparatus. The focus of the paper is on understanding Habermas' concept of colonization as a specific communicative-theoretic reinterpretation of the analysis of reification. In the final part, the weaknesses of Habermas' approach to the phenomenon of colonization are considered, such as neglecting the question of contemporary forms of colonization, as well as the overall defensive nature and rationalistic reductionism of his theory.

La medición del desarrollo social

Los índices de desarrollo han sido durante mucho tiempo objeto de debate, tanto académico como político o social. Es abundante la bibliografía que se ocupa de la noción de desarrollo social, tanto de su significado como de su dependencia histórica y cultural. Presentamos una descripción sintética de los índices más significativos, destacando las dimensiones teóricas así como sus especificidades metodológicas.

Repeating the Race Experience: John Dewey and the History Curriculum at the University of Chicago Laboratory School

Despite the vast literature on Dewey and his laboratory school, most scholars have failed to contextualize Dewey’s pedagogical ideas in the intellectual currents of the period, particularly the historicist concept of social development known as recapitulation and/or correspondence theory. In this article, the author explores how and why history was taught at Dewey’s laboratory school at the University of Chicago (1896–1904). To do so, the author traces how Dewey’s approach to teaching history not only emerged out of pedagogical disputes, but also out of 19th-century historicist theories of evolutionary anthropology and genetic psychology. From this context, the author argues that Dewey’s history curriculum was based entirely upon his own interpretation of the anthropological-sociological-psychological theory of recapitulation, which suggested that the stages of child development corresponded with the development of Western civilization. Drawing on Dewey’s professional correspondence, course syllabi, and book reviews in addition to his published essays, the author suggests that this ethnocentric theory of recapitulation served as the foundation for the entire curriculum at the laboratory school, guiding both theory and practice.

Vygotsky and Lenin on Learning: The Parallel Structures of Individual and Social Development

Study of Lenin and Vygotsky's theoretical explorations of social and individual development reveals Vygotsky's conception of conscious awareness and scientific concepts as directly correlated with Lenin's conception of consciousness. Following from this core idea, similarities are demonstrated between Lenin's conception of the role of political leadership in the development of working-class consciousness and the role of Vygotsky's teacher or “more capable peer” in the development of “conscious awareness.” Finally, Vygotsky's methodological leap in his conception of individual development is best understood when situated within Lenin's concept of social development. Vygotsky is thus re-established as operating within the Marxist–Leninist political and philosophical tradition.

Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices

Seeking a rapprochement between Vygotskians and Piagetians, the theories of Piaget and Vygotsky are compared, and educational extensions by their followers are examined. A paradox in Vygotsky's theory is highlighted, where evidence is found both for claiming that Vygotsky was a behaviorist and that he was a constructivist. Similarities in the two theories are presented: social factors as having a central role in child development, the transformative nature of internalization, and the individual as what develops. Differences in the theories pertain to the nature of the stimulus, nature and origin of psychological instruments, nature of self-regulation and novelty in development, direction of development, the concept of social development, and the role of language in development. Because practical applications of theories often clarify the theories, some educational extensions of Vygotsky's theory are critiqued from a Piagetian constructivist perspective, and, in contrast, constructivist educational interpretations of Vygotsky's work are noted. Aspects of Piaget's theory emphasized by educators are presented, and educational practices inspired by this theory are outlined. A rapprochement is sought, with consideration of convergences in educational practices of followers of Piaget and Vygotsky, sources of difficulty for rapprochement, and changes necessary in educational theories of followers of both Piaget and Vygotsky.

The Role of Public Libraries in Literacy Education

This document deals with literacy in the context of a new concept of social development, where public libraries have an important social mission to fulfill. After analyzing the problem of illiteracy as an expression of unequal access to social wealth, information resources and knowledge, it defines functional literacy as a process which enables individuals to participate in social development and change. To this effect, it proposes two lines of action for public libraries: as an ally of institutions and organizations which carry out literacy activities and as a service unit, which can provide information resources to people participating in literacy education. It concludes by affirming that the public library is a vindication of democracy, and that it should contribute to incorporate individuals to social development, so as to guarantee a better life, where «Education for All» will be a reality

A Conception of Social Development

Based on an analytical review of the sources of social development formulation and the body of existing theory about the nature of development, an attempt is made to construct a conceptual framework. In particular, four main concepts are identified as crucial to the process of social development, preceded by a definition and a discussion of prerequirements. Some features of the social development approach are outlined, with a brief examination of implications for the human service profes- sions, especially social work.