Education As A Social Science

Education as a social science

What are the difficulties in considering that social sciences use the scientific method?

The difficulties in considering that social sciences use the scientific method: complication of measuring human behavior. The social sciences themselves are the sciences that experience the proceeding of man in the community and its forms of organization, so the decision of whether the social sciences are really ‘scientific’ depends on the definition we use. The careful and systematic attempts to collect empirical data, whether quantity or quality, justified by theory and protocols to increase our understanding of emotions, mind and human behavior, are also very ‘scientific’, although this search is not alwaysoffers answers that can predict or express human behavior. In part it is true because what is analyzed is an objective in constant movement.

The truth of the measures in the social sciences are complex specific challenges, they are simply a form of branch that deals with a very complicated field. In the terminology questioned by Campbell, the experiment allows greater internal validity, but this is a cost of external validity, while correlational methods, the observation of subjects in natural environments, greater guarantees of external validity, but internal validityIt is more difficult to achieve.

Object of study and importance of social sciences

The object treated in social sciences is sometimes more undetermined and involves several abstract entities such as values and cultures, and their methods do not always include measurement or experimentation.

From a holistic perspective, it allows to address the purpose of study by obtaining more concrete and reliable effects that achieve the objectives established in research, thus giving a great contribution to social sciences.

Why can it be said that education is a science?

Because education in science can assume this opening condition to the other sciences, not only as a methodical measure, but as a survival measure, allowing the formation of new epistemological schemes, it is also called to link all those aspects of the realof its object. In addition, education as science can greatly absorb the idea of historicity, multifocality and multidimensionality to support all its assumptions and statements. 

As overcoming the ‘disciplinary hegemony’, education as a science must allow epistemological dialogue;You must consent to the encounter with all the sciences that help you study your object: man in permanent training.