Love and Other Subjects

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Passion encompasses drives connected to both limerance and sexual attraction. Commitment encompasses, in the short term, the decision to remain with another, and in the long term, the shared achievements and plans made with that other person. Understanding the psychology behind falling in love can also help therapists treat people dealing with heartbreak. We can then connect again to the beauty of the experience and an optimistic understanding that if it has happened to us once that it can happen again to us. Needle says therapists need to understand each individual and how they fell in love and what they currently experience in terms of heartbreak in order to best help them work through that difficult time.

Some of us may have committed ourselves to the fantastical notion that romance is just an act of spontaneous combustion. Predictability can also dampen desires, so couples should strive to keep a sense of adventure and surprise alive in their relationships. People can let their partners know how much they love them by the little things they do every day. Be the partner that you seek and live a life filled with passion and romance. Tags: romance love psychology relationships. A representative of South University will contact you shortly to help you find the program that matches your interest.

Please further explore our school using the links below. Request Info Chat 1. The South Way A foundation in tradition. Education for modern times. The degree to which each of these uses is valid will become apparent in the following discussion. Throughout the period from about to about , history, civics, and geography were generally regarded as rather sharply differentiated subjects. No common interest brought them together.

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Late in the nineteenth century economics won a place in the curriculum, and early in the present century sociology began to appear in school programs. Thus the social elements in the curriculum have constantly increased. Teachers and scholars began to realize that these five subjects—history, geography, civics, economics, and sociology—were closely related. History is the story of whatever man has done, with emphasis upon institutional and group activities. Thus in a sense history is the most inclusive and pervasive of the social studies and partakes of the nature of each of the others when it records activities which fall within their scope.

Since all these subjects center their attention upon man and his relationships, it is a matter of convenience to group them under some general term. The over-all term for the subjects of instruction which stress human relationships is social studies. The social studies constitute a field and not a subject, a federation of subjects and not a unified discipline. Schools have programs of social studies and teachers are employed to teach social studies, but-in the classroom they teach civics or history or sociology or some topic which draws materials from one or more of the other social studies subjects.

Very seldom does a teacher try to teach the whole field as a single course, but he tries constantly to show the interrelations of the subjects within the field. There is nothing unusual about grouping subjects into fields. It implies no particular type of organization, social philosophy, or educational theory. Thus some elements of ethics, psychology, philosophy, anthropology, art, literature, and other subjects are included in various courses in the social studies. Even if these subjects are not all taught in the schools under their titles, they make their contributions to the social studies.

The social studies field is distinguished from other fields by the fact that its content is focused upon human beings and their interrelationships. All subjects have social utility, but that does not place them within the field of the social studies. Arithmetic has social value, but its content is not centered upon human beings. Therefore, the social studies are those subjects in which the content as well as the purpose is focused upon human beings. Whether history at the college or graduate or research level is a social study, a social science, or a humanity may be a matter of debate.

Regardless of this question, the fact is that the social studies at the elementary and high-school levels do serve instructional purposes. No one expects an elementary textbook in geography or a high-school history to be an original contribution to knowledge; its primary purpose is to disseminate knowledge which has already been ascertained. The social studies are organized primarily for instructional purposes. In that year the Committee on Social Studies of the Commission on the Reorganization of Secondary Education of the National Education Association published a report which gave sanction to the use of the term and delimited its meaning.

The organization in of the teachers in this field and the selection of the name, The National Council for the Social Studies, tended to standardize the use of the term. The process of transforming the separate subjects into a federated group gave rise to various theories and ideas. Some writers and experimenters wanted to fuse two particular subjects; others wanted to combine each of them with history; and still others wanted to efface all subjects, leaving only the undivided field of the social studies.

They differed widely with one another in the extent to which they combined materials from the various subjects, in the advantages claimed for each combination, and in the name given to the process. All agreed, however, in basing their arguments upon the theory that pupils could learn more readily if civics and history, for example, were fused into a significant unity. Regardless of the merits or soundness of any particular theory or experiment, one general result seems to have emerged from this period of trial and error, namely, the widespread recognition of the intimate relations among all subjects within the social studies field.

Furthermore, social studies teachers have increasingly realized that the intimate relationship which exists among the subjects within the social studies field extends, though in a lesser degree, to subjects in other fields. There is a widespread notion that history, particularly American history, is being squeezed out of the curriculum in both the schools and the colleges.

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The assumed cause for this assumed calamity is the mere existence of the field of the social studies. What are the facts? Development of Knowledge. Digital Library. Digital Media Preservation and Conservation Techniques. Discussion Forum. Discussion Groups. Dubline Core Metadata Elements Set. Duties and Responsibilities of the Librarian. E- Journal. Electronic Mail Email.

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Arts students are motivated more by love of subject than money or future careers

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