Key words
Sociology
Objectives
A (social) educator/supervisor should be cognizant of those disciplines which have ‘behaviour’ as their subject. For it is through sociology that an educator/supervisor learns more about interplay (patterns of interaction) and the mechanisms of influencing people. The foundation is thus laid for analyzing societal factors which have an influence on the problems with which care, aid, education and treatment are dealing, and the student is thus stimulated to become aware of political and social topicality in order to follow societal trends.
The purpose of this training module is to shape these objectives by fostering and developing the following core skills from the training profile:
- By adopting an objectively critical, remedialist approach, an interdenominational attitude and the
principle of solidarity, the aim is to sensitize societal systems and welfare policy with a view to promoting and looking after the interests of the needy.
o Know and recognize one’s own frame of reference and place it in relation to the theoretical frameworks.
- Act preventively in the context of social services and customer service.
o Highlight risk- and protective factors with respect to societal trends and developments.
- Their reasoning is logical, correct and wide-ranging.
o They make adequate and correct use of relevant conceptual frameworks.
The basic concepts taught here are further elaborated in the training modules: ‘Ethical topics in remedial teaching sciences’ and ‘Juvenile Law and Youth Policy’ (on standard educational route 2) and ‘Social Profit Management’ (on standard educational route 3).
Topics
- Conceptual analysis of behaviour, social conduct and interaction, including the various basic forms of interaction and the various contextual factors influencing the interaction.
- We study the way the individual learns, through socialization, general and position-specific conduct,
develops a social self-image and internalizes elements of culture – social norms and values, standards and institutions.
- Structural and cultural components of society.
- Current trends.
Entry-level skills
Exit qualifications in secondary education.
Exit-level skills
The core skills from the training profile listed in the ‘objectives’ section are fully underpinned by the following exit-level skills of the training module:
- At the level of knowledge and comprehension: the students:
o Define or describe correctly the basic sociological concepts and theories.
o Contextualize their own functional performance in societal unions out of various social positions.
- At the application level (skills): the students:
o Illustrate the sociological concepts they have studied with current political and social events;
o Analyze a case study by applying sociological concepts.
Prerequisites
Final Objectives
Materials used
::Click here for additional information::
Reference book: Desnerck, G., Vanderstraeten, A. and Verbruggen, A. (2005/2006): ‘Praktisch basisboek sociologie. De sociologische verbeelding: visie and vizier.’. (Practical guide to basic sociology. Sociological imagination: vision and personal perspective). Antwerp: De Boeck/Ghent: Academia Press.
Study costs
19.90 euros
Study guidance
Individual consultation (tutoring/monitoring) by appointment: Anne.Scheerlinck@hogent.be
Teaching Methods
Transfer- and interactive lectures, with room for dialogue and for debating topical issues.
Assessment
This training module is evaluated after the 2nd 6-month term.
A written examination consisting of open questions. The examination focuses on the topics and exit-level skills of this training module. The total number of questions is limited to what can be got through comfortably within the allotted time for the exam.
Resits:
An analogous written exam is organized during the resits.
Lecturer(s)
Anne Scheerlinck; contact: Anne.Scheerlinck@hogent.be
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